Referrals & Admissions

Our rigorous admissions process allows us to maintain a safe, welcoming and autism-friendly environment for our students and we work hard to ensure that all student transitions into the school are planned and managed sensitively.

All referrals to the school are scrutinised by our Admissions team which includes the Principal, our specialist Speech and Language Therapist and our Clinical Psychologist.  Admission to the school is in a 3 stage process.

  Stage 1

Initial referral either by a parent or a Local  Authority

We ask for as much information as possible to assist with decisions on whether to proceed with the referral.

We work with parents and external agencies to ensure that decisions on whether to offer an assessment visit are based on complete, accurate, reliable, and up-to-date information.

Stage 2

Informal ‘look-around’ the school

We invite parents and students for an informal visit to see the school and meet some of the staff and students.

Stage 3

A school-based assessment visit

When it has been decided that there is a high probability that we can meet a student’s needs and other criteria are met, for example, availability of places, an assessment visit will be arranged.

This allows the school to confirm its impressions on a student’s needs and it offers him an opportunity to experience a range of school day and residential activities.

The assessment period will generally be over three days and two nights.

Stage 4

Transition into school

Following a successful assessment visit, all pupils have a planned and sensitively managed transition and induction into school.

This lasts approximately 6 weeks and ends with the Post Entry Review (PER). 

Each student is supported throughout his transition by the school’s Assistant Heads of Care and Education.

Referrals are accepted at any time and new admissions can take place throughout the year.

Most referrals are made by Local Authorities but in many cases they begin as enquiries made by parents. We encourage parents and Local Authority representatives to visit the school as part of their search for a specialist placement.

Sometimes, individual needs require exceptional and flexible arrangements, such as part-time and outreach placements, in order to re-engage a student in learning and attending school. We have a good track record in this area.​​​​​​​

Communication between the school and parents is excellent, both before students’ admission and throughout their school careers. (Ofsted)