Admission to Special Support Centres (SSCs)

Guidance on how to apply to a Special Support Centre for pupils with an Education, Health and Social Care Plan (EHCP).

Considering a Special Support Centre

Sometimes the Education, Health and Social Care Plan (EHCP) may show that a child or young person's needs might be met by a Special Support Centre (SSC). This does not mean all other types of provision are unsuitable. The most important thing for a pupil with an EHCP is that the setting can offer the prescribed provision and support to enable the pupil to meet their outcomes.

The consideration of suitable provision might include what reasonable adjustments any type of setting can make to meet the pupil’s needs.

When considering the suitability of a SSC for a child or young person with an EHCP, the Local Authority (LA) will consider the information about each setting as given in their ‘Provision Descriptor’. The consideration will take into account the individual needs of the child.

This guidance and the provision descriptors support families and professionals in understanding the process and provision available. It does not reflect specific criteria that must be met before admission.

Parent carers are still able to choose a mainstream setting if they wish to. If this is the case:

"the LA can only refuse if a mainstream placement would be incompatible with the efficient education of others and there are no reasonable steps the LA could take to avoid this" (Section 33, Children and Families Act 2014).

Many young people with SEND will have a range of needs, and all schools, including special schools, must make reasonable adjustments to meet the full range of needs in line with the Equality Act 2010.

West Sussex Special Support Centres

Special Support Centres (SSCs) offer a range of provision for those with EHCPs who require specific specialist support alongside the opportunity to integrate and benefit from mainstream opportunities.

Each setting has its own provision descriptor advising what support they offer. These are available below.

Pupils will only be admitted to a special support centre if they have an EHCP or are undergoing an Education Health and Care Needs Assessment (EHCNA). Although in exceptional circumstances, such as immediate unexpected need due to accident or illness, some may be admitted without this.

The EHCNA is an important process which ensures a full understanding of needs, as well as the provision required to meet them. In most cases it is important for the full assessment to occur before placing a child in an SSC.

There are a range of LA maintained and academy SSCs in West Sussex catering for children and young people with a range of needs.

If you are thinking about an SSC placement, you are strongly encouraged to look at the provision descriptor for the setting and the school websites. Where possible we advise you visit the SSC to see what they do.

Needs of the child and support available in SSCs

  • Pupils supported by Additional needs Special Support Centres will commonly:

    • study skills and personal organisation
    • specific numeracy difficulties
    • speech and language
    • social and emotional functioning
    • autistic spectrum disorder
    • dyspraxia
    • fine motor skills.

    Pupils' achievements on standardised tests of reading, spelling and comprehension will typically be at the second percentile or lower in at least two areas, or at the first percentile in one area.

    There will be a significant difference in the quality of each pupil’s oral language and written language and this will be apparent in his/her performance across the curriculum.

    Difficulties in associated areas may compound the learning difficulties, personal confidence and emotional resilience of the pupil.

    The difficulties will have proved resistant to modification over time, even with appropriate differentiation in educational programming and teaching arrangements in mainstream classes.

    Overall aim of the provision

    The overall aim of the provision is to support each pupil’s development academically, socially, and emotionally through a balanced exposure to life in mainstream classes and to individual or small group support from Special Support Centre staff, to maximise inclusion.

    Special Support Centres for pupils with additional learning needs:

    • specialist teaching on an individual basis and in small groups which addresses the needs of the individual pupil in relation to hearing and communication
    • design, implementation, monitoring and evaluation of Individual Education Plans and support in working towards specific objectives
    • support in mainstream lessons. This may be with the help of a specialist teacher or Learning Support Assistant or through the school’s schemes of work, differentiating materials and providing aids to independent learning and recording
    • staff development, opportunities, collaboration and consultation with teachers and support staff in the school to ensure that everyone understands the needs of the pupils supported through the SSC provision
    • communication through the use of Sign Supported English as appropriate
    • staff training in the use of Sign Supported English for interested staff and peers
    • an approach which takes into account the specific and interactive effects of the various areas of need which the pupil experiences
    • a commitment to facilitating the inclusion of pupils in the educational and social life of the school
    • application for, and provision of, special arrangements and concessions for National Curriculum tests and public examinations as need be
    • liaison with the various agencies involved with hearing impaired children, including Speech and Language Therapists, the Sensory Support Team, Educational Psychologists, Connexions Advisers, Consultants, Audiology Departments, Social Workers for the Deaf and Voluntary Agencies for Deaf Children
    • close regard to West Sussex LEA’s Communication Policy for pupils with a hearing impairment
    • regular liaison with, and support to, parents.

  • Pupils supported by these Special Support Centres will have some or all of the following needs:

    • a level of hearing impairment or of deteriorating hearing which is likely to result in a significant language delay or communication difficulties
    • a significant language delay and/or communication difficulties arising from the hearing loss
    • a hearing loss which, at the time of entry, is considered to be a major factor causing the language delay and/or communication difficulty
    • a hearing impairment which significantly restricts access to the National Curriculum and to the achievement of National Curriculum levels which are commensurate with their abilities
    • a significant disparity between verbal and non-verbal ability which may be attributed to the hearing impairment
    • hearing impairment which necessitates the use of a communication mode other than oral/aural in order to gain access to the National Curriculum
    • a need for daily teaching and/or monitoring by a qualified teacher of the hearing impaired
    • a requirement for daily management of audiological equipment by a qualified teacher of the hearing impaired
    • the need to belong to a peer group which includes other pupils who have a hearing impairment to develop appropriate social and behavioural skills and address difficulties with identity/self-image arising from their hearing impairment.

    Overall aim of the provision

    The overall aim is to support each pupil’s development academically, socially, and emotionally through a balanced exposure to life in mainstream classes and to individual or small group support from Special Support Centre staff, to maximise inclusion.

    Special Support Centres for pupils with hearing impairment offer:

    • specialist teaching on an individual basis and in small groups which addresses the needs of the individual pupil in relation to hearing and communication
    • design, implementation, monitoring and evaluation of Individual Education Plans and support in working towards specific objectives
    • support in mainstream lessons. This may be with the help of a specialist teacher or Learning Support Assistant or through the school’s schemes of work, differentiating materials and providing aids to independent learning and recording
    • staff development, opportunities, collaboration and consultation with teachers and support staff in the school to ensure that everyone understands the needs of the pupils supported through the SSC provision
    • communication through the use of Sign Supported English as appropriate
    • staff training in the use of Sign Supported English for interested staff and peers
    • an approach which takes into account the specific and interactive effects of the various areas of need which the pupil experiences
    • a commitment to facilitating the inclusion of pupils in the educational and social life of the school
    • application for, and provision of, special arrangements and concessions for National Curriculum tests and public examinations as need be
    • liaison with the various agencies involved with hearing impaired children, including Speech and Language Therapists, the Sensory Support Team, Educational Psychologists, Connexions Advisers, Consultants, Audiology Departments, Social Workers for the Deaf and Voluntary Agencies for Deaf Children
    • close regard to West Sussex LEA’s Communication Policy for pupils with a hearing impairment
    • regular liaison with, and support to, parents.

  • Pupils supported by these Special Support Centres will require provision additional to that normally available in a mainstream school in order to counterbalance the effects of their disabilities, and to meet their health needs so that they can enjoy their lessons in mainstream classes alongside their peers.

    The nature of the disability may be apparent in one or more of the following:

    • study mobility
    • communication
    • self-care (including personal hygiene, feeding and dressing)
    • effects of progressive illness
    • residual effects of past illness or accident
    • fine or gross motor skills
    • specific learning difficulties associated with syndrome, condition or disability
    • sensory overlay
    • excessive fatigue
    • growth or stature.

    Most pupils with a physical disability are included successfully in mainstream schools wherever issues of physical access and personal support have been addressed. However, some pupils do require access to specialised equipment and attention from trained teachers, support staff and therapists for the provision of medication and specific care and treatment. These facilities may best be made available to a child in a school which has a Special Support Centre.

    Overall aim of provision

    The overall aim of the provision is to support each pupil’s development academically, socially, and emotionally through a balanced exposure to life in mainstream classes and to individual or small group support from Special Support Centre staff, to maximise inclusion.

    Special Support Centres for pupils with physical disabilities offer:

    • close co-ordination, liaison and collaboration with the medical, therapeutic and other professionals concerned with each pupil, including a Doctor, a Nurse, Physiotherapist, Occupational Therapist, Speech and Language Therapist, Specialist Social Worker and a Connexions Adviser
    • support in planning, implementing and working towards objectives detailed in each child's Individual Education Plan
    • support from a teacher or Learning Support Assistant in mainstream lessons, either directly or through the school’s schemes of work, providing differentiated materials and aids to independent learning and recording
    • staff development opportunities, collaboration, and consultation, with teachers and support staff in the school in order to ensure that everyone understands the needs of the pupils supported through the SSC provision
    • an approach which takes into account the specific and interactive effects of the various areas of need which the pupil experiences
    • regular risk assessments and training in lifting and handling people, first aid and medical procedures as appropriate, for staff working directly with pupils
    • a commitment to facilitating the inclusion of pupils in the educational and social life of the school
    • application for, and provision of, special arrangements and concessions for National Curriculum tests and public examinations as need be
    • regular liaison with, and support to, parents.

  • Pupils supported by Social and communication needs Special Support Centres will require specialist individual and small group help from teachers, Special Support Assistants and, readily available Speech and Language Therapy Service support.

    The provision is designed for:

    • pupils with assessed social communication needs who are able, or who are considered potentially able, to benefit from access to the mainstream curriculum
    • pupils who have a diagnosis of an autistic spectrum condition. This term is used to encompass the sub-groups within the spectrum of autism including autism, autistic disorder, Asperger Syndrome, semantic pragmatic disorder. (Autistic Spectrum Disorders: Good Practice Guidance, DfES, 2002)
    • pupils who have individual needs within the triad of impairments at a level comparable to those with a medical diagnosis

    They have difficulty in their ability to:

    • understand and use non-verbal and verbal communication
    • understand social behaviour which affects their ability to interact with children and adults
    • think and behave flexibly which may be shown in restricted, obsessional or repetitive activities.

    They may also show sensory sensitivities with a different perception of sounds, sights, smell, touch and taste.

    Pupils may have associated or additional needs that need to be addressed, such as:

    • specific difficulties in the areas of literacy or numeracy acquisition
    • difficulties with gross or fine motor skills.

    Overall aim of provision

    The overall aim of the provision is to support each pupil’s development academically, socially, and emotionally through a balanced exposure to life in mainstream classes and to individual or small group support from Special Support Centre staff, to maximise inclusion.

    Special Support Centres for pupils with social communication needs offer:

    • an educational environment that is secure, structured, provides visual supports and accommodates identified sensory sensitivities
    • specialist teaching on an individual basis and in small groups which is based upon recognising the cognitive style of the individual pupil
    • programmes of work which are aimed at:
      • developing the pupil’s understanding and use of non-verbal and verbal communication.
      • supporting the development of their understanding of social behaviour
      • encouraging the development of greater flexibility in thinking and behaviour
    • access to individual and small group Speech and Language Therapy
    • back up and support to facilitate a pupil’s inclusion in mainstream classes
    • a commitment to facilitating the inclusion of pupils in the educational and social life of the school
    • advice, support and training to staff of the host school to assist them in meeting the needs of the pupils supported by the SSC and other pupils attending the school who have similar needs
    • regular liaison with, and support to, parents.

  • Pupils supported by Speech and language needs Special Support Centres will commonly:

    • reveal atypical speech and language development
    • show a disparity between their verbal/language skills and the cognitive skills and learning behaviours which they demonstrate in skill areas that are less dependent on language or do not require the comprehension of, or use of, language
    • have been identified and assessed by a Speech and Language Therapist as having significant receptive and/or expressive language needs. Pupils may have marked phonological difficulties affecting their expressive language
    • require a high level of specialist teaching and Speech and Language Therapy support
    • show speech and language needs in the language spoken at home, if English is not their home language, as well as in spoken English
    • show communicative intent together with a desire to interact socially with their peers.

    Specific areas requiring support

    Problems with receptive language, for example:

    • understanding or retention of verbally given information
    • understanding grammatical structures
    • understanding of vocabulary
    • listening skills.

    Problems with expressive language, for example:

    • expressing their thoughts and ideas coherently be overcoming difficulties with grammatical structures
    • word finding or retrieval
    • phonological difficulties
    • disordered use of vocabulary.

    Some pupils with speech and language needs may have associated or additional needs requiring provision which covers:

    • individual and small group teaching to foster the development of gross and fine motor skills
    • individual and small group teaching of social skills
    • difficulty in the use of language for communicating, interacting and learning
    • specific difficulties in the acquisition of literacy or numeracy
    • emotional needs relating to their communication difficulties.

    Overall aim of provision

    The overall aim of the provision is to support each pupil’s development academically, socially, and emotionally through a balanced exposure to life in mainstream classes and to individual or small group support from Special Support Centre staff, to maximise inclusion.

    What the provision offers

    Special Support Centres for pupils with speech and language needs offer:

    • individual and small group Speech and Language Therapy
    • specialist teaching on an individual and small group basis
    • individual programmes of work jointly devised by the teaching staff and Speech and Language Therapist to address the objectives identified in the pupil’s EHCP and to implement the Individual Education Plan
    • back up and support to facilitate pupils' inclusion in mainstream classes
    • an approach which takes into account the specific and interactive effects of the various areas of need which the pupil experiences
    • a commitment to facilitating the inclusion of pupils in the social life of the school
    • advice, support and training to school staff in order to assist them in meeting the needs of the pupils supported by the Special Support Centre and any other pupils attending the school who have similar or related needs
    • opportunities for staff from other schools to attend in-service sessions to extend their knowledge of how to cater for the needs of pupils who have speech and language needs
    • regular liaison with, and support to, parents.

The consideration and admissions process

The WSCC Special Educational Needs Assessment Team (SENAT) are responsible for coordinating admissions into West Sussex SSCs.

Parent carer’s or the young person themselves can make a request for a particular nursery, school or post-16 institution and WSCC must comply with that preference and name the school or college in the EHCP unless:

  • it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or
  • the attendance of the child or young person there would be incompatible with the efficient education of others or the efficient use of resources.

The consultation

Where a parent carer or young person makes a preference for a West Sussex maintained SSC the West Sussex SENAT will always consult with the setting.

SENAT will also consider the suitability of the preferred setting and may consult with other settings they consider appropriate.

SENAT will send the draft or final EHCP and associated documents to the governing body, principal or proprietor of the school or college. If the setting is in another local authority area, consultation with that Local Authority must occur too.

The setting has 15 days to respond and their views are considered carefully before deciding whether to name it in the EHCP. The setting must consider the young person’s needs and required provision in their response to the consultation. They must take into account the SEND Code of Practice in their response. This may include schools considering:

  • whether they can meet needs and make suitable provision as described in the EHCP, including if they could make reasonable adjustments
  • whether they can offer a meaningful peer group of young people of a similar age and with similar developmental, verbal, social and academic levels
  • whether they can physically accommodate the young person in the school having considered reasonable adjustments to create appropriate space.

SENAT will consider all responses and make the final decision on placement and keep families informed of progress.

During busy times, such as year 7 admissions, SENAT and settings can arrange specific processes such as consideration meetings to ensure fair placement, based on needs, when dealing with a number of applications.

Although the majority of admissions take place at the beginning of an academic year, admissions into SSCs can take place across the school year.

Special Support Centre provision descriptors