Skip to content ↓

Pupil Placements in Kingsweston


Pupil placements and movement within Kingsweston School

We are a large and diverse school community operating across five different school locations all located within a couple of miles (at most) of one another. As such we need to have a framework which supports the determination of the most appropriate placement within these settings bearing in mind the needs of each pupil as defined by their Statement and other relevant information.

We endeavour to make provision based on the best available match between the needs identified in the Statement, the P levels / National Curriculum levels at which the pupil is operating, the size and nature of the peer group available at a given location, the curriculum (including opportunities for inclusion) and the accreditation opportunities available at each of our sites.

Of course spaces also need to be available in order that any subsequent placement doesn’t have a negative impact upon the quality of provision available to all. These factors will always be looked at on an individual pupil basis and parents’ / carers’ views will be taken into account. In general terms the following principles apply:

Shirehampton pupils are Key Stage 2 and will have a Statement that includes confirmation of an autistic spectrum condition. They are likely to be operating at early National Curriculum levels by the end of their time at the site. They may be able to access supported placements within mainstream lessons. When they reach the end of Key Stage 2 they are likely to be able to benefit from the inclusion and accreditation opportunities afforded by the Kingsweston secondary provision made at the Brightstowe site.

Brightstowe pupils will have a Statement that includes confirmation of an autistic spectrum condition. They are able to meet the academic requirements of a number of Entry Level and GCSE courses with support. They may be able to access supported placements within mainstream lessons.

Napier Miles Primary and Secondary pupils are likely to be operating at P Levels for their school careers, possibly achieving Level 1 of the National Curriculum in some areas. They are likely to be able to benefit from the varied accreditation opportunities that exist as well as the vocational elements.

Ashley Down students will have an EHCP which includes an autistic spectrum condition or other condition compatible with ASC. They are able to meet the academic requirements of a number of Entry Level and Functional Skills courses with support, possibly accessing GCSEs. They are able to function within the large college environment with staff support.

The outlines above provide an overview of the key factors on which placements within Kingsweston will be determined. However there are other elements which will have a bearing on placements. For example, despite the above, if there is no peer group for a pupil at a given site and provision could reasonably and appropriately be made at another site in the medium term, (perhaps pending transition to the next key stage where a peer group is available at the preferred site), then this might be considered and negotiated individually.

We understand that pupil progress is rarely uniform and reliably predictable (especially for the younger pupils) and so we will use our ongoing assessment processes to review where provision can best be made. No decisions to change a placement would be made without consulting parents/carers through the Annual Review process.

 concentrating on my writing

Kingsweston is fortunate in having a small Post 16 provision at our Napier Miles base. Within such a small provision it is not possible to replicate the diversity of provision across all the sites to meet the needs of all of our pupils Post 16 – we have pupils across the school at early P Levels at the age of 16 and others who achieve multiple GCSE’s at A-C grades. As a consequence, and in agreement with the Local Authority, we prioritise Post 16 places for those pupils whose needs we are able to meet at a Post 16 level, who have the most significant learning difficulties and for whom the curriculum and accreditation offer is appropriate and challenging.