Choosing us

Parental rights

When choosing a school for your child you have rights which are underpinned by the Special Educational Needs Code of Practice. A full copy of this code is available from the website here

How placements are funded

Children are funded in a variety of ways, including via their own local authority, their local clinical commissioning group, via social care, or a combination where commissioners agree to fund jointly. We are also able to support enquiries from those wishing to fund a place privately.

Referring a child

Referrals can be made by the local education authority, clinical commissioning groups, by social service providers, or by parents/carers and guardians themselves. The referring body must complete the relevant referral form, which you can fill in here. You can download a paper copy here, or request one from our placements team by calling +44 (0)1737 365 080 or emailing
Andre, a pupil at The Children's Trust School, smiles whilst sat in his wheelchair

Meet Andre

Name: Andre Age: 15
Favourite activity: Listening to classical music Andre loves music, particularly classical music and he uses a Big Mack switch to operate a plasma screen and his arms to operate music apps. He is always happiest during music sessions. Andre joined The Children's Trust School in 2013 and has a rare condition called XLAG syndrome which means he has epilepsy and global development delay. However, this does not stop Andre from being a typical teenager and staff on Chestnut House describe how he will try and avoid activities when possible to stay in bed! Andre did find it difficult to sit in his chair when he first came to The Children's Trust School, but he has gradually built up his tolerance and can now stay in his chair for up to 5 hours at a time which enables Andre to go on outings and he will also be going on holiday later in the year with children and staff from Chestnut House. Other than music, Andre likes to collect football manager autographs and to date he has 30 which is a collection t Edward and Nora, Andre's parents

Initial assessment

Assuming the School's admission criteria has been met, we will arrange a visit to meet the child in their home or current school setting. We will also arrange a day for you and your child to visit our School, where you'll be offered an initial multidisciplinary assessment. This ensures that we can assess the child's needs and evaluate adjustments needed in order for the child to fully access life of the school/residential house if a placement has offered. This assessment also supports the individual fee structure for the placement.

Panel meeting

A panel meeting with all professionals involved in the initial assessment will take place and a decision regarding admission must be agreed by all parties. All decisions made by the panel will be passed on in writing to the referring body and the child's parents/guardians. Where necessary, risk assessments will be identified and undertaken to determine compatibility and safety of children and young people with significant complex health/medical needs and those that may present significant challenging behaviour.
"Resources, including control technology and the use of sesnory spaces, are exploited fully to extend pupils' concentration and engage and motivate them. In particular, opportunities to 'make music' are often met with joyous enthusiasm." - Ofsted, May 2017

Placement agreement

If the panel agree that The Children's Trust School and our residential houses (where applicable) can meet the needs of the child, we will inform the funding body of the fees. When the funding body has agreed the placement costs and a National Association of Special Schools Contract has been signed, an admission date can be proposed. If a placement is offered and accepted, a start date will be negotiated by all parties (local authority, parents and school) and an appropriate transition plan will be put in place.

Parent contract

Upon placement at The Children's Trust School, parents will also be required to sign a parents/carer contract.

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