ASC Resource base admission criteria


Admissions policy for Rookery’s ASC resource base




Rookery’s ASC base has the capacity for 17 pupils.  All of these pupils will have some capability of managing the mainstream environment.  This will be supported by a differentiated approach to their curriculum and care.  


All the pupils will be assessed within the first six weeks.  This will enable a clear assessment of individual need and the application of appropriate strategies to support the child. 


After the initial assessment period a clear programme of support will be put in place to support the child’s academic development, social development, reintegration process and ASC specific needs.  This will be monitored and reviewed as required. 




Rookery is only prepared to take 3 pupils within a given year group.  This is the number of pupils we can support in the reintegration process.  


The provision in the resource base also requires pupils to access a small group then a larger group.  Any pupil requiring a high level of 1-1 support should not access a place in the resource base. 




The information shared by professionals, the paperwork and any additional conversations will be used to support the final decision of placing a child in the ASC Resource base.  However the final decision rests with Rookery school and the Head of the ASC resource base.    








In order to be considered for a place in the resource base a pupil must meet the criteria specified below:




  1. Be of primary age, have a diagnosis of ASC and have a statement of need or an EHC. 




  1. Where there is more than one diagnosis, E.g. ASC & ADHD a clear analysis of the greatest need will be required to ensure the ASC resource base is the appropriate provision.




  1. Pupils should show the potential to or be functioning within the normal range of age related expectations for cognitive abilities.  This should be ideally supported by an Educational psychologist assessment.  *




  1. After a period of support be capable of following the curriculum or a differentiated curriculum in a mainstream class.




 All pupils should fall within the scope of the following categories to be considered for a place in the Resource base. There will always be some variation and this can be discussed if the situation should arise.




Social communication

In addition to all other cited criteria and dependent on age and ability the child should be able to receive either verbal or visual instruction successfully. In turn also be able to communicate their needs and wants using similar techniques. Thus showing the potential for speech and language development. 






Social interaction

Some or significant difficulties with reading social situations

Lack of awareness of others needs and wants

Can appear disinterested in verbal contributions of others in group situations

Has own agenda in social situations e.g. conversations on their own terms

May not understand  the need for waiting for an adults attention before communicating




Flexibility of thought - *

Not keen on attempting new activities but will with encouragement or persuasion

May have firm ideas about what to eat, play, etc

Can be rigid in terms of choice – but will follow visual timetables & other structures

Will attempt some new activities when modelled by staff




Sensory sensitivities -  *

May fiddle or fidget

May dislike sudden noises / close proximity to people

May seek some sensory stimulation – but will stop when occupied or distracted

May need refocusing on an activity if reacts to stimuli




Anxiety - **

Demonstrates some anxiety when faced with unfamiliar situations – very little impact on focus to task

Anxiety levels raise when they are faced with less familiar situations, etc

May become highly anxious when presented with unfamiliar situations – needs to be presented to new situations a number of times before engaging and may require strategies to support. 





Their emotions and behaviours are usually proportionate and appropriate to contexts

Occasionally non compliant but can be persuaded

Behaviour can sometimes be out of proportion to the context – may react but will not cause physical harm to peers/staff

Will respond to verbal de-escalation techniques/timeout

On a very occasional basis may require a basic level of team teach intervention




These statements have taken into account the level of support required, the reintegration process and the needs of all pupils attending Rookery’s resource base and Rookery school.  




* Learning potential, Flexibility of thought & sensory sensitivities – The developmental nature of ASC will be taken into account when using this criterion.  


The severity of which each factor impacts learning and reintegration opportunities will also need to be discussed.


 Age and context will also be taken into consideration when discussing these factors.




**Anxiety – discussions around anxiety will need to be discussed in light of the behaviours displayed, the needs of the present cohort and the possible impacts on reintegration.