How to enrol at our school

Pupils withEducation, Health and Care Plans

All pupils at Aspris Ridgeway School are admitted with an Education, Health and Care Plan (EHCP). Admission to the school is arranged through the relevant Local Authority, which identifies Aspris Ridgeway School as an appropriate placement for a young person.

Provision at Aspris Ridgeway School is designed around each pupil’s individual EHCP. Planning begins with a thorough understanding of each pupil’s strengths, needs and long-term outcomes as set out in their plan. Teaching, support and therapeutic provision are adapted to ensure that every pupil can access learning and make meaningful progress towards their EHCP outcomes.

Annual reviews of EHCPs are conducted in line with statutory requirements, with full involvement from pupils, families and relevant professionals. Parents and carers are kept informed of their child’s progress throughout the year.

If you would like to discuss a potential placement for your child, please contact the school office in the first instance.

Admission criteria

We know that choosing the right school is a big decision especially when your child experiences the world differently. At our school, we work closely with families and local authorities to make sure our setting is the right fit for each young person.

Using a therapeutic, tailored approach that focuses on communication, regulation, and independence, we shape the educational journey, helping learners grow into the confident, capable individuals they can be.

We are a specialist provision for young people in Key Stage 2, Key Stage 3 and Key Stage 4 who require an expert, nurturing environment to achieve their full potential. We conduct a thorough and holistic review of every potential learner to ensure we can meet their needs effectively.

Prospective learners are typically required to meet the following essential criteria:

Formal diagnosis: Must have a primary diagnosis of autism
Statutory funding: Must possess a current and approved Education, Health and Care Plan (EHCP)
Academic profile: Must demonstrate the cognitive ability to access the curriculum and be functioning at or near age-related expectations, or have the potential to reach age-related expectations when in an environment better suited to their specific learning and therapeutic needs. This academic potential is a prerequisite for entry into our specialist academic autism provision
Co-occurring needs: May present with co-occurring challenges, such as learning differences or communication and social interaction challenges
Safety and suitability: must be able to be supported safely within our specialist, structured framework and setting, benefiting from our staff-to-learner ratio and tailored provision
Referral route: Admission is exclusively via referral through a local authority

Our admissions procedure

Step 1: Referral received

A formal referral package, which must include the young person's current EHCP, ASD diagnosis documentation, and relevant background reports, is received from the commissioning authority.

Step 2: Referral review

Our highly experienced senior leadership team, supported by the therapeutic team if necessary, conducts a meticulous, initial review of all submitted referral documentation. This crucial stage determines our capacity to meet the young person's statutory needs outlined in the EHCP, ensuring the young person will benefit from our specific model of support.

Step 3: School visit

The young person and their family are invited to spend time with us in our school. This is more than a tour; it is a personalised assessment opportunity. The visit is structured to be calm and low-pressure, allowing the family to meet key staff, tour our specialist facilities, observe the environment, and have dedicated time to ask comprehensive questions to gain assurance about the setting.

Step 4: Placement decision

If we are confident that we can provide the specialised environment required, a formal placement offer is issued to the commissioning authority.

Step 5: Personalised planning

Our specialist education and therapy team begin working closely with the young person's family to design a highly individualised support plan. This plan focuses on sensory needs, communication strategies, and personal EHCP goals to ensure a ready-made structure for the young person's arrival.

Step 6: Transition and start

A bespoke transition and induction plan tailored to the young person's needs is agreed to ensure a smooth and anxiety-free start. This often includes phased visits, photo books, and a gradual build-up to full attendance, ensuring a safe, regulated, and successful start for the young person in their new environment. We conduct comprehensive initial baseline assessments to establish accurate starting points, enabling precise future progress tracking and the immediate delivery of a highly individualised curriculum.

Let's talk!

Our team are here to answer any questions you may have about our admissions process.