Brent Knoll School
Access to specialist provision in the borough requires a child to have an education, health and care plan. All specialist provision is intended for young people who have high level needs that are severe or complex and enduring.
Specialism
Brent Knoll is a specialist school for children with autism or social communication and interaction difficulties who do not have a clinical diagnosis of autism but who would benefit from the strategies and interventions employed in meeting the needs of children with autism.
Brent Knoll also meets the needs of children with speech, language and communication difficulties who would not be socially disadvantaged by being within a peer group of children with more significant social communication needs and associated learning difficulties.
Admission criteria
Children admitted to Brent Knoll will demonstrate
- significant attention difficulties and difficulty to engage
- limited independence and awareness of health and safety concerns
- rigidity of behaviour and thought
- language and communication difficulties which are enduring and impede learning
- confident intentional communication
- limited communication with or interest in peers
- rigidity and resistance to social interaction
- limited expressive ability
- receptive language processing difficulties
National Curriculum Level
Typical cognitive abilities of children admitted to Brent Knoll:
Entry to Reception Class
- Using Development Matters and focussing on Communication & Language and Personal, Social & Emotional Development
- children working at predominantly 16-26 months
Entry to Year 7
- children working at predominantly P8 to beginning of year 3 expectations
Eligibility
Brent Knoll does not meet the needs of children who:
- have a diagnosis of autism but are high functioning and demonstrate a potential to access learning at a mainstream level
- demonstrate social, emotional and mental health difficulties that are not as a result of an underlying complex social, communication and interaction difficulty
- have a global developmental delay that restricts their access to a mainstream curriculum but who are socially confident and motivated to engage