Grove Road Primary School
A Specialist Resource Provision
for children with
Autistic Spectrum Disorders (ASD)
Why attend a Centre?
For people on the Autism spectrum, appropriate intervention and structured support can really make a difference to a person’s life. With understanding, time and patience, skills can be maximised and the individual helped to achieve his/her full potential. To enable us to develop the whole picture of the young person we are working with, it is imperative that we work closely with the family. The expertise of the family unit is essential to the success of the whole child.
As Autistic spectrum disorders encompass such a wide range of needs, so we use a range of imaginative approaches for intervention.
Grove Road ASD Centre – Rainbow Class
The ASD Centre at Grove Road caters for 12 children who present with an ASD. It covers an age range from 4 to 11 years. The staffing is made up of one teacher and 4 Learning Support Assistants.
We also have a specialist speech and language therapist for 1 day a week who works with staff, families and children and an occupational therapist who supports those pupils who need it for ½ a day each week.
The organisation of a child’s day is supported by the use of visual prompts and timetables. We use the smart board to offer exciting visual support at all times and the children’s timetables are clearly displayed and discussed in their classrooms.
Our focus is on successful integration and inclusion in the mainstream classroom and the amount of time a child spends within a mainstream classroom is specific to each child. We work towards as much inclusion as is beneficial to the child in question.
Recommendation for a placement is made at the Annual Review by the SENCO at the child’s current placement. Each child’s paper work is then collated by the Hounslow SEN officers and submitted to a panel.
Places are subject to availability, not just overall but with reference to the child’s year group.
This Centre is for children with long-term difficulties in the autistic spectrum affecting their access to the curriculum. There should be involvement from agencies including educational psychology, and CAMHS or the Child Development Team, confirming a description of ASD.
Children between 4-11 years with an ability within the broad average range. They may present with an uneven cognitive profile.
There should be evidence that the child’s autistic spectrum disorder is affecting their learning so that the child is likely to need additional support in core subjects for some of the time.
There should be a need for a differentiated curriculum, adjusted for the child’s particular type of learning style.
There should be evidence that the child is able to learn visually.
The child should be able to manage the demands of a mainstream environment with some support where necessary and should be able to manage some independent learning.
The child should be able to benefit from a balance of mainstream and small group teaching.
There should be evidence that the child is able to learn with mainstream peers.
The child should have difficulties with communication such as: limited non-verbal communication skills, difficulties with verbal comprehension, understanding abstract language and non-literal language, restricted, unusual use of language.
Spoken language should be the child’s main method of communication.
The child needs regular support from a speech and language therapist to develop their communication skills and/or use of language.
The child should have difficulties with social interaction such as: not initiating or avoiding contact with others, inappropriate social and emotional behaviour.
The child should need regular specialist support to develop their social understanding and social skills.
The child should have difficulties with thinking and behaviour such as: restricted imagination and inflexible thinking such as repetitive rather than imaginative play, fixed or limited areas of interest, difficulty coping with unplanned change.
There should be evidence that the child’s autistic spectrum disorder is affecting their social and emotional development such that it is causing anxiety or social problems.
The child should have broadly age appropriate self-help skills (in relation to toileting, feeding etc.)
The child is able to manage in a mainstream school with some support.
The child shows more significant difficulties indicating that they are likely to need a greater input or more intensive specialist support.
Hounslow Family Service Directory
Autism Education Trust
National Autistic Society