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Centre Entry and Exit Criteria

The Centre at Feltham Hill Infant and Nursery School

Centre Profile


General Description of Need:

Children should have long-term difficulties in Social Communication Difficulties or Autistic Spectrum affecting their access to the curriculum. There should be involvement from agencies including Educational Psychology, and CAMHS or the Child Development Team and Speech and Language Therapy. Children must be on the ASD pathway but may not have a diagnosis.  It would be expected that by the time the child leaves the Centre that the child would have received an ASD diagnosis.

Cognition/Ability Range:

The children should be between 4-7 years with strengths in some areas within the broad average range and should be able to access a modified national curriculum.  In other areas, their Social Communication Difficulties may have had an impact on their learning but in a specialist setting it is expected that they will make appropriate progress.

The child is likely to have an uneven cognitive profile and may therefore have some learning difficulties but some strength. In other areas, they may be approaching the broad average range. As a result he/she has a need for a differentiated curriculum, adjusted for their particular type of learning style.



The child should benefit from being taught in a well-structured, highly visual, environment that offers consistency, routine and minimal sensory distractions along with small group teaching.


There should be evidence that with the appropriate support the child will be able to manage some independent learning in the mainstream setting. This may be minimal in the first instance.

Social Interaction:

The child will have difficulties with social interaction such as, not initiating or avoiding contact with others, inappropriate social behaviour and difficulty in regulating emotional behaviour.

However, the child should be socially interested and be able to benefit from opportunities to socialise or integrate with mainstream peers for increasing periods of time.


The child will have communication difficulties such as; limited non-verbal communication skills, difficulties with verbal comprehension, understanding abstract language and non-literal language, restricted, unusual use of language. They are likely to have difficulties with social language.

The child should already show that spoken language is developing as their main method of communication. However, they are likely to have difficulties with their use and understanding of language.

The child will need regular Speech and Language support to develop their communication and/or use of language.


The child is likely to show restricted imagination and inflexible thinking such as repetitive rather than imaginative play, fixed or limited areas of interest, difficulty coping with unplanned changes.

There should be evidence that the child’s Social Communication Difficulties are affecting their social and emotional development such that it is causing anxiety or social problems.

There may be evidence of sensory impairment and some children will benefit from a structured sensory integration programme planned by an Occupational Therapist.

Self-Help Skills:

The child should be broadly age appropriate in their self-help skills (in relation to toileting, feeding etc.)

Exit Criteria:

The child is able to manage in a mainstream school or other Centre with some support.  This would be discussed through the Annual Review.

At the end of Year 2 due to Year 3 transition this will be planned through Annual Reviews.

The child shows more significant difficulties indicating that they are likely to need greater input or more intensive specialist support.  This would be discussed at each Annual Review.

Centre Provision:

The Centre at Feltham Hill Infant and Nursery School offers four places in each year group. There is currently a Reception class and a mixed Year 1 and 2 class, but classes can be arranged more flexibly to suit the current intake.

There is a 1 to 3 staff to pupil ratio, including two class teachers and three SEN teaching assistants across the classes.

The Early Years Foundation Stage (EYFS) curriculum is followed in Reception and aspects of the EYFS and the National Curriculum are followed in Key Stage 1. Teaching is highly differentiated and takes into account different learning styles. When appropriate children attend lessons, assemblies and enrichment opportunities on offer within the main school.

Therapists, staff at the Centre and parents liaise regularly to ensure that children make progress and generalise new skills.

Routines and boundaries are made very clear and are supported by a variety of visual strategies such as timetables, schedules and behaviour ladders. Communication and learning are supported through signing (Makaton), symbols (PECS), Intensive Interaction sessions, and by organising tasks in a visual manner (TEACCH). The principles of autism are embedded within the Curriculum.

Regular movement breaks are built into routines and sensory diets are followed when recommended by an OT. There is a Sensory room to aid emotional regulation, and to meet sensory needs.

Planning is developed to focus on social communication, emotional regulation and play skills using SCERTS.