Frequently Asked Questions

What is autism?

Autism is a complex developmental disability that typically appears during the first three or four years of a child's life and it is four times more prevalent in boys than in girls.

Autism impacts on the areas of social interaction and communication. Children have difficulties in verbal and non-verbal communication, social interactions and participation in leisure and play activities. Autism makes it hard for children to communicate with others and relate to the outside world. In some cases inappropriate / aggressive and self injurious behaviour may be displayed by the child.  They can exhibit repetitive body movements, such as hand flapping or spinning; they make unusual responses to people, environments and situations and can make unusual attachments to objects. Children with autism resist changes in routine and may experience unusual sensitivities in the five sensory areas.

Typical characteristics of children with autism include:

• Difficulty in relating to people, objects and events
• Repetitive movements such as rocking, head banging and hand twisting
• Insistence that the environment and routine remain unchanged
• Avoidance of eye contact
• Verbal and non-verbal communication skills are severely impaired
• The use of toys and objects tends to be unconventional and they display little imaginative play
• They are severely delayed in their development of social interaction

Autism is a lifetime condition. It is a spectrum disorder and the symptoms and characteristics can present themselves in a wide variety of combinations from mild to severe. Children with autism will often require high levels of support from others throughout their lives but can learn strategies that help them to cope with the demands made of them.  Priory Education Services offer tailored educational programmes for children and young people with autism which aim to maximise their potential. For a list of Priory schools that can help, click here.

What is Asperger's Syndrome (AS)?

Asperger's Syndrome (AS) is part of the spectrum of autistic disorders. Like autism, AS is defined by a set of characteristics and behaviours which can present themselves in a wide variety of combinations from mild to severe.  Asperger's Syndrome is more common in boys than in girls and unlike autism is often diagnosed later in childhood.

Children with Asperger's Syndrome often have a normal or above normal IQ but they exhibit a pattern of behaviours that are characterised by deficiencies in their social and communication skills. They have problems reading non-verbal cues and body language and often have difficulties determining body space. Children with AS may have difficulties with transitions, they prefer 'sameness' and may insist on unreasonable routines, which if not followed often lead to tantrums, and  they can experience sensitivities in the five sensory areas. A child with AS may be preoccupied with a particular subject or interest and can exhibit exceptional talent in one or more area, for example, they may have detailed knowledge of railway timetables or football results or be particularly skilled in areas such as IT or art. Children with Asperger's Syndrome can sometimes be viewed as odd or eccentric.

Typical characteristics of a child with Aspergers Syndrome include:

• Difficulty in communicating feelings and difficulty in understanding how others feel
• Problems in cooperating with others  particularly in tasks that involve joint attention
• Failure to understand the non-verbal cues of others
• Problems with receptive language in spite of good expressive language
• Anti-social behaviour often towards vulnerable others
• Mood disorders such as anxiety or depression
• They can be clumsy and uncoordinated
• They often have a verbal IQ that is lower than their performance IQ

Children with Asperger's Syndrome will have difficulties throughout their lives. However, with the right level of support many can develop strategies and skills that enable them to function and develop successfully in society.

For a list of Priory schools that can help, click here.

What is BESD (behavioural, emotional and social difficulties)?

Children with behavioural, emotional and social difficulties (BESD) often have an inability to build and maintain relationships with their peers or adults. They find it difficult to engage in learning and often struggle to cope in a mainstream school environment. Children with BESD will often show inappropriate responses and feelings in normal conditions. They frequently have mood swings, are unhappy or depressed and their values and behaviour are socially unacceptable or strange. Children with BESD will often exhibit inappropriate behaviour  in response to situations, environments or demands made of them that they do not like or understand. Their anti-social behaviour is persistent and often impacts on the basic rights of others. Children with BESD have emotional and behavioural episodes of such duration that they disrupt their academic and developmental progress and impact on their ability to develop relationships.

BESD does not have to be a lifetime condition and with the right type and level of support, children can move forward and live successful lives.

Typical characteristics of children with BESD include:

• Aggressive behaviour
• Temper tantrums
• Verbal threats and physical attacks on other children and on staff
• Stealing
• Truancy
• Vandalism
• Drug abuse
• Setting fires

For a list of Priory schools that can help, click here. 

What is dyslexia?

The word 'dyslexia' comes from the Greek language and means 'difficulty with words'. It is a difference in the area of the brain that deals with language and affects the underlying skills that are needed for learning to read, write and spell. Brain imaging techniques show that dyslexic people process information differently and therefore benefit from being taught differently.

Around 4% of the population is severely dyslexic. A further 6% have mild to moderate difficulties. Dyslexic people can learn effectively but often need a different approach.

Dyslexic learners may also have accompanying weaknesses in short-term memory, sequencing and the speed at which they process information. These are skills that everyone needs if they are to learn effectively in the classroom. They are also key skills for life.

What is dyspraxia?

Developmental dyspraxia is an impairment or immaturity of the organisation of movement that presents problems in coordinating movements. For example, people with dyspraxia may have difficulties with driving, cooking, riding a bicycle and sports involving  hand-eye co-ordination. It is an immaturity in the way that the brain processes information, which results in messages not being properly or fully transmitted. The term dyspraxia comes from the word 'praxis', which means 'doing or acting' and is associated with problems of perceptions, language and thought.

Dyspraxia is thought to affect up to 10% of the population and up to 2% severely. Males are four times more likely to be affected than females. Dyspraxia sometimes runs in families and there are related conditions such as dyslexia.

Dyspraxia and dyslexia overlap and often co-exist in the same person. There may also be overlaps with conditions such as attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), Asperger's Syndrome (AS) and dyscalculia (difficulty with mathematical concepts). Some people also have tactile defensiveness - they are oversensitive to touch. Others may have articulatory dyspraxia, which causes difficulties with speaking and pronunciation.

I don't know what's wrong with my child, how do I get a diagnosis?

If you have concerns or worries about your child's physical, emotional, intellectual and social development you can seek advice from your GP or health visitor who can provide you with information about the next steps to take. This can be before your child has started education or whilst they are in an education setting.

You can ask your GP to refer your child to a consultant or diagnostic team of professionals, which may include psychiatrists, clinical psychologists, educational psychologists and pediatricians. Professionals can help to establish what is causing your child's developmental difficulties and provide a report containing their findings and recommendations for support. Private assessments can be paid for to speed up the process.

Children and their families can benefit from having an official diagnosis of their child's developmental difficulties as it can provide an explanation for the problems that have presented themselves for some time. A diagnosis can bring great relief for parents and sometimes for the child themselves and can also provide them with the information needed to seek the most appropriate services.

What is a Statement of Special Educational Need?

A Statement of Special Educational Need (SEN) sets out your child's needs and the special help they should have. It is reviewed annually to ensure that any extra support given continues to meet your child's needs.  The local authority usually makes a statement if they decide that this help cannot be provided from within your child's school.

How do I get my child a Statement of Special Educational Need?

There is an agreed process within each local authority for the Statementing of students. Essentially the student displays difficulties and disabilities within school. These are then referred through a number of agreed local procedures until it is decided that a thorough assessment is required. This assessment includes the views of an education psychologist, as well as the views of the parents. These are all then considered and if it is felt appropriate a Statement of Special Educational Need is written. This statement will have clear objectives for the education that is required to meet the needs of the child and will detail the level of provision that must be provided by the local authority to meet these needs. This statement has to be reviewed annually. Parents, school, local authority representatives and the child have the opportunity to contribute to these annual reviews.

Can I choose which school my child goes to?

As a parent you have the right to say which special school you want your child to go to and the LA must agree with your preference as long as the school you choose is suitable for your child's age, ability, skills and SEN, that your child's presence will not damage the education of other children already at the school and placing your child in the school will be an efficient use of the LA's resources.

How does the process of assessment work?

The process for a referral from a parent or local authority will differ slightly between each of the Priory schools.

In general the process will start with the parents going to view the school. This meeting will give parents the opportunity to discuss their child's needs and to see if they can imagine their child in that particular school's environment. The next stage would involve someone from the Senior Management Team observing the child at their present school and liaising with the school regarding their educational needs. Where the child isn't attending school the team would observe the child at their home.

The final stage of the process would be to invite the child to spend some time at the school. This may be for a day, overnight or two to three days, depending on the school and also what the individual child can manage. The assessment process is required to ensure that the school can meet all of the child's needs. If the process shows that the school can meet the needs of the individual a place at the school is offered. For a list of Priory schools that can help, click here.

Do you charge for assessment?

Some of our schools will charge for the initial assessment, based on the length of the assessment.  Visits and day assessments are free of charge and longer assessments are subject to cost.  Please call 0845 2 774679 for more information and we will be happy to discuss this in more detail.

How do I arrange to visit one of the schools?

You can contact the school that you are interested in and ask to speak to the referrals manager or the school principal. They will ask you some questions regarding your child and their needs and arrange a suitable time to visit the school. It is often better on the first visit to the school to go without your child, so you are able to communicate openly about their needs, look at the facilities and ask any questions that you may have. If you would like your child to view the school before the referral process starts another visit can always be arranged for you and your child. For a list of Priory schools please click here.

Can parents pay the school fees?

Yes. Parents can pay the fees, but these can often be quite expensive. Local authorities, social services, Education Departments and health departments will usually refer our young people and pay the school fees.   

Do the schools provide respite care during the holidays?

Some Priory schools are registered up to 52 weeks of each year and are open during the school holidays. These schools are registered as children's homes. In all of these schools it is possible to request periods of respite care. This has to be agreed by the local authority and the school, who will agree the fees payable to cover the period of respite care. Students on respite care will be able to join in leisure activities with the other students, who spend all of their holidays within the school. Respite care students will be provided with pocket money and the equipment and facilities needed to take a full and active part in the activities on offer. Our schools and facilities that offer up to 52 week provision are:

Behavioural, emotional and social difficulties (BESD)

Chelfham Senior School, Bere Alston, Devon. Boys 11-19. Up to 52 weeks residential and day.
Coxlease School, Lyndhurst, Hampshire. Boys 9-18. Up to 52 weeks residential and day.
Eastwood Grange, Ashover, Derbyshire. Boys 11-16. Up to 52 weeks residential and day.
Eden Grove, Appleby, Cumbria. Boys 8-19. Up to 52 weeks residential and day.
Jacques Hall, Manningtree, Essex. Mixed 11-18. Up to 52 weeks residential and day.
Queenswood School, Ledbury, Herefordshire. Mixed 11-19. Up to 52 weeks residential and day.
Sheridan House, Thetford, Norfolk. Boys 10-16. Up to 52 weeks residential.
Talocher School, Monmouth, Wales. Mixed 11-18. Up to 52 weeks residential and day.

Post 19 autistic spectrum disorders (ASD)

Highfields, Chasetown, Staffordshire. Mixed 17-30. Residential.
Tadley Horizon, Tadley, Hampshire. Mixed 19-25. Residential (opening autumn 2009).

Post 19 Asperger's Syndrome (AS)

Rookery Hove, Hove, East Sussex. Mixed 18-35. Residential.
Rookery Radstock, Radstock, Somerset. Mixed 18-25. Residential. 

How do you work with students who have been out of school for a period of time?

In all of the Priory schools there is a very detailed induction programme. This means that the needs of all students are very carefully considered prior to starting at the school. Before the student starts a placement plan will be agreed. In this it will be noted that a student has not been in an educational setting for some time and agreed strategies will be put in place to make the transition into school as smooth as possible. This may include visits to the school, including overnight visits and participation in a range of activities. It may well be that the student initially remains as a resident for weekends to allow him/her to settle into the school placement prior to having home leave.

All of these arrangements will be planned individually with great care and consideration being given to the students' special educational needs. Parents, carers and social workers will be fully involved in this process.

Often students who have been out of education for some time enjoy having the opportunity to return to an educational setting that is very different from where they have previously experienced failure. This change of environment usually is a key factor in students quickly settling and becoming active learners.  

Do you have different types of therapy available on site?

The level of therapy available in each of the Priory schools varies, so parents and carers are advised to enquire directly with the school about the therapies available when a placement is being considered. The range of therapies available includes: speech and language, art and music therapy, counselling, sexual support, anger management counselling, psychotherapy, occupational therapy and reflexology. Students will be assessed before decisions are made to give pupils access to particular therapies. A strong emphasis is placed on the 'Every Child Matters' agenda. This can then see therapy sessions being offered to assist students to settle into a school, enjoy and achieve, feel safe, be able to make a positive contribution to their environment and plan and prepare for the next stage in their lives.  

How do you help students towards a more independent life?

All students are given considerable support to enable them to be as independent as possible, and many go on to lead positive and fulfilling lives. The level of this support will depend on the nature of the students' individual needs. Each school follows different types of programmes that are aimed at increasing students' independence. For many schools, this involves students following ASDAN courses. These are nationally recognised courses with a strong practical focus. They develop students' skills to enable them to be more able to cope with the challenges that life throws up for them.

Each individual school will have specific programmes that enable students to develop their personal skills. For example, there will be structured programmes to enable students to become fully independent in dealing with their personal needs such as their basic hygiene. In addition, being able to travel independently is recognised as a very important aspect of a student's development. Independent travel programmes involve students being taken to a local village or town and given periods of time on their own, monitored very closely by staff. These are then extended until students are able to reach a stage when they can leave the school site and travel independently to an agreed destination, returning at an agreed time. All of this is monitored very closely by staff. Students are also encouraged to develop independent learning skills. These are aimed at enabling students to continue into further training when they move on from school. 

Do you take students that have been permanently excluded from a mainstream school?

Yes, all of our schools are designed to ensure that students who have experienced difficulties within mainstream settings are able to take advantage of learning opportunities. Planned programmes introduce students back into a school setting, allow them to become comfortable in the environment and access all learning opportunities available. There is no stigma placed on a student because they have been permanently excluded from a mainstream school. It is seen as a fresh start, where the rules and the expectations of the school are made clear and the student is given considerable support to enable them to fit into the school and understand the expectations placed upon them. Depending upon the extent of their learning difficulties and disabilities, this level of support will be reduced as and when the student becomes more independent and they are able to comfortably operate within the school environment.  

How do you involve children's parents or carers when they are at school?

Parents and carers are very much involved in a partnership with the school. All students are seen as individuals and parents/carers are kept fully informed of their child's progress and development right from the initial referral stage. They are invited to visit the school before a placement has been agreed and are always welcome to visit on other occasions. Contact numbers are exchanged and parents/carers are kept fully informed of the referral process and the induction programme for their child.

Each school operates a variety of support staff systems. Many of these involve the school appointing a key worker or link worker to support their child. Part of their responsibility is to ensure that regular contact is maintained with parents and carers in order to keep them fully informed. Parents and carers are particularly welcome in the school's Open Days, where opportunities exist for visits to the various departments of the school and a chance to see the achievements of the students. All parents and carers are given advanced notice of the annual review dates and are encouraged to attend these. Parent and carers are also provided with regular reports on their son's or daughter's progress. 

Do you have a provision to meet young people's needs after 16?

Yes. Many of our schools provide a post-16 specialist level of provision and some schools are designed specifically for students over the age of 16. Click here for a list of these schools and colleges. The provision available for post-16 students is dependent upon the individual's learning difficulties and disabilities. In all our schools and colleges, students are provided with good opportunities to achieve external accreditation e.g BTECs, GNVQs, ASDAN awards as well as developing their independence and social skills.  

How do I raise a concern or make a complaint about your services?

In the first instance parents and carers are encouraged to contact the member of staff they usually communicate with to raise any concerns or complaints they may have. If this response is not satisfactory the school principal should be contacted. School principals are committed to ensuring that full support is given to enable parents to understand and deal with any concerns and complaints. If a parent or carer feels that the complaint has not been resolved, they are asked to put their complaint in writing to a regional manager of Priory Education Services. Regional managers can be contacted at the Priory Central Office.

Priory Group
Priory House
Randalls Way
Leatherhead
Surrey
KT22 7TP

Telephone: 01372 860400

How do I make a general enquiry about education provision for my child?

To make a general enquiry about Priory Education Services or a specific Priory school please call the central enquiries team on 0845 2 774679 or email education@priorygroup.com where a dedicated education specialist is available to discuss your requirements in more detail and offer advice where possible.