Autistic Spectrum Disorder Bases

The Autistic Spectrum Disorder Bases form part of the Specialist Resource Base (SRB) programme of additionally commissioned services funded by the local authority and delivered by Norfolk schools for learners with a high level special educational needs who are educated in mainstream schools. 

The focus of all SRBs is on:

  • Working in partnership to sustain home school placements through support and intervention
  • Building capacity to better meet the needs of learners.
  • To provide high quality, long-term inclusive education for learners with ASD across the age-range appropriate to the school
  • Referrals are considered at half termly SRB Admission Meetings
  • Clear concise minutes are taken at each Admission Meeting
  • As soon as the minutes are finalised, SRB business support issue letters to parent carers with the outcome of the meeting and these are copied to the home school and relevant SRB
  • Transport will be arranged if the child meets transport criteria under our home to school transport policy
  • A qualified teacher is in charge of the base and all staff are trained and experienced in working with children / young people with autism
  • Each child / young person will have an individualised support package
  • All children / young people will have a full-time timetable in line with the main school day
  • Children / young people will be included in mainstream school lessons and events
  • A space which is just for members of the base
  • Resources and equipment
  • Close liaison between home and school
  • Support throughout the school day as needed
  • Access to specialist support professionals including Educational Psychologists
  • Supervision during breaks and lunchtimes
  • Parents and carers are closely involved in planning and reviewing their children’s learning

It would be expected that school-based interventions have not been effective in enabling the learners to make progress in line with their assessed ability.

Learners who access provision through the SRB would typically fit the following profile:

  • Must be in the age range appropriate to the school unless individual agreement has been negotiated with the commissioner
  • Have a primary diagnosis of ASD, although related diagnoses could also be considered. Irrespective of the terminology of the diagnosis the learner will exhibit significant difficulties in the triad of Communication, Socialisation and Flexibility of thinking which hinder or prevent them from engaging in mainstream education
  • Likely to hold a statement of SEN or Education Health and Care plan but this is not necessary for placement
  • Live within 45 minutes (60 minutes for secondary phase) travel time by car to the SRB
  • Have a range of secondary needs such as speech language and communication, specific learning difficulty, behaviour, emotional, social, physical, medical, sensory needs
  • May have emerging or unmet social, emotional and/or mental health needs in addition to ASD
  • Have the underlying cognitive ability to access a mainstream school curriculum once barriers to learning have been addressed
  • Would not meet the criteria for complex needs school (except for Sprowston Infants SRB which operates a mixed profile of learners ie complex needs and/or SRB)
  • High levels of anxiety related to confusion and/ or fear of what is happening in the immediate environment such that the ability to learn is severely compromised
  • Extreme difficulties in the understanding and acceptance of age-appropriate social rules governing, for example, turn-taking, collaborative activities and the sharing of adult attention
  • Lack of awareness, to a greater or lesser extent, or even apparent disregard of personal safety and that of others.
  • A strong and obtrusive adherence to routines and rituals which makes any change of routine very challenging and may even provoke defiance or other negative reactions
  • Considerable, persistent and pervasive problems in establishing and sustaining relationships with peers
  • Ego-centric behaviour that fails to take into account consideration for others in relation to what would be viewed as age-appropriate behaviour in any particular situation
  • The absence of other primary reasons or causes for these difficulties
  • Parents and carers must be involved in discussions about SRB placements and agree to any referral and subsequent placement at an ASD base
  • A placement at an ASD base means the child moves on to the roll of the school
  • If you consider an SRB placement is appropriate for your child, please discuss this with your class teacher or school SENCO in the first instance
  • If your child has an Education Health and Care Plan Co-ordinator you can also discuss this with them
  • During the pre-referral stage you may consider arranging a visit with your child to the SRB. This must be at a pre-arranged time.
  • Referrals can only be made from either the home school and/or the EHCP Co-ordinator
  • Referrals and admissions to ASD bases are managed by a county wide admission process including half termly admission meetings

The above links to each school take you through to more detailed information about each of the ASD bases.

For detailed guidance aimed at school professionals visit Norfolk Schools SRB.

 

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