Secondary schools for children with special educational needs and disabilities

This page is under review whilst we update the language used for Special Educational Needs provision in Surrey

Over the coming months, we will be taking action to phase out the use of Surrey only acronyms and language.

These changes will be fully implemented by September 2025, in time for the start of the 2025 to 2026 academic year.

Introduction

Deciding which school is the best for your child or young person (CYP) is a big decision for any parent. This guide will help you identify the right secondary school in Surrey for your child or young person  with additional needs and disabilities (AND), who have Education, Health and Care (EHC) plan.

All children and young people have a right to equal learning opportunities, whether in mainstream school, specialist centre or a special school. Every child or young person is different, and they may require a mix of support and learning activities and environments.

The majority of CYP with additional educational needs or disabilities (AND) , will attend a mainstream school, where Government funding will be provided for extra support for their identified additional needs.

If your CYP has an EHC plan, during the review of their EHC plan a discussion will take place to identify if their needs will be best met at a:

• mainstream school,
• specialist centre within a mainstream school, where the CYP needs are suited to a smaller groups and more personalised learning, or
• specialist school, if their needs are severe or complex for a specialist centre.

The proposed school will then be sent to the Education Governance Board, for the Local Authority to approve.

Overview of specialist centres and specialist school

Specialist schools and specialist centres within mainstream schools provide help and support outside the classroom, as well as inside. This includes unstructured periods, such as lunchtimes and breaks in the school timetable, as well as participation in organised visits, sports, leisure and after school activities.

It is important you find and research a school and speak to your CYP’s Special Educational Needs Co-ordinator (SENCO) to find out more about the diverse types of schools, and the range of facilities and expertise that are available.

In describing our specialist schools and specialist centres, we have tried to simplify and explain the different categories of need.

If you are unsure or they do not provide a complete picture of your child’s needs or behaviour, please contact the school or centre’s Special Educational Needs Co-ordinators (SENCOs) or your Special Educational Needs and Disabilities (SEND) Case Officer, for further advice.

Mainstream schools with specialist centres

Mainstream schools with specialist centres are suited to a smaller group of CYP who would benefit from learning and socialising part of the time in a mainstream school, but who are unable to progress satisfactorily, along with other children their age, without more personalised teaching and learning in small groups.

Our mainstream schools with specialist centres cater for children with the following categories of need:

• Cullum specialist centres - partnership with National Autistic Society (NAS).
• Social communication and interaction needs including Autism Spectrum Condition (High COIN).
• Speech and language needs (Low COIN).
• Sensory impairment (SI).
• Learning and Additional Needs (LAN).

Specialist schools

Specialist schools cater for a minority of CYP who have high levels of need that it is better for them to be educated in a school that focuses only on pupils with a specific type of need. There are more than 20 specialist schools and specialist academies (which we call maintained schools or academies) in Surrey.

Our specialist schools cater for children with the following categories of need:

• Social, emotional and mental health needs (SEMH)
• Severe learning and development difficulties (SLDD)
• Learning and additional needs (LAN)
• Complex social communication needs (CSCN)
• Communication and interaction needs, including Autism Spectrum

List of secondary specialist centres and specialist schools in Surrey

We also advice you to see our webpage: Find and research a school, for school's  contact details, websites, and Ofsted reports.

Secondary specialist centres

NAS Cullum Centres (secondary)

Secondary specialist schools (some including sixth forms)

Secondary specialist schools (including Year 3, 4, 5 and 6)

All-through specialist schools (including nursery, primary, secondary, with or without post-16)

National Autistic Society (NAS) Cullum specialist centres

National Autistic Society (NAS) Cullum centres are designed to meet the needs of secondary students with autism who benefit from a broad mainstream curriculum but find it too challenging to be there full-time. They generally require more support than students in a specialist centre for social communication and interaction needs specific to autism diagnosis (ASD).

NAS Cullum centres use personalised support and work in small groups and one-to-one situations to boost independence and participation in mainstream school life in preparation for adulthood.

NAS Cullum specialist centres support young people who have:

• An autism diagnosis (ASD) and possible high levels of anxiety.
• Speech, language and communication needs relating to social communication needs.
• A need for a higher staffing ratio.
• A need for autism-specific intervention to be able to spend the majority of their time in mainstream lessons.
• Access to a broader range of subjects and mainstream opportunities than at a specialist school.
• Potential to achieve at least five GCSEs.

What do NAS Cullum centres offer?

• Personalised curriculum for students working broadly at age-appropriate levels.
• Small groups and one-to-one teaching in the specialist centre as well as mainstream classes.
• Highly structured, predictable and calm environment.
• Emphasis on social communication and achieving independence.
• Experienced and well trained staff, including therapists.
• Sense of belonging within the whole school community.
• Nationally recognised autism strategies.
• Language enrichment.
• Students take a broad range of GCSEs in Key Stage 4.
• Visual supports.
• Individual sensory needs met, with advice from appropriate therapists.

Post 16 and transition arrangements

Specialist advisers support students in NAS Cullum centres in preparation for adulthood. Students are encouraged in their transition planning to explore the outcomes they wish to achieve for the next stage of their lives. Work-related learning is introduced to the curriculum, as appropriate, so that students can learn to apply their skills to the world of work.

Parents, carers and teachers work together with the young people in transition planning, which may include transferring to the local sixth form or visits to other post-16 education or training providers.

Specialist centres for communication and interaction needs including Autism Spectrum Condition (High COIN) and Specialist centres for speech and language needs (Low COIN)

Communication and interaction needs (COIN) specialist centres are designed to meet the needs of young people with communication and interaction needs who may have moderate learning difficulties. Generally they will have speech, language and communication issues (Low COIN) and social communication and interaction needs including ASC (High COIN). They are likely to benefit from attending mainstream classes but will require some regular additional specialist support to achieve their academic potential.

COIN specialist centres support young people who have:

• Autism (ASD) and possible high levels of anxiety High COIN.
• Speech, language and communication needs (SLCN) or a specific learning difficulty (SpLD) but not a general learning disability Low COIN.
• A need for both mainstream learning and a few hours a week of specialist support.
• A need for sensory rooms.
• Potential to achieve at least five GCSEs.

What do COIN specialist centres offer young people?

• A personalised curriculum enabling students to study for up to eight GCSEs.
• Small group work in both mainstream classes and the specialist centre.
• Nationally recognised strategies to support speech, language and communication needs
• Targeted specialist interventions to enrich vocabulary and language acquisition.
• Staff trained in meeting the needs of students with speech, language and communication needs (SLCN),specific learning difficulties (SpLD) and autism.
• Close liaison between specialist centre, speech and language therapy and mainstream teaching staff.
• Visual timetable, prompts and supports where necessary.
• Support to manage transitions between activities and changes to the school day.

Post 16 and transition arrangements

Students in COIN specialist centres will have an Education, Health and Care Plan (EHCP) arranged through our  SEND service. Specialist advisers support preparation for adulthood, and students are encouraged to consider what they would like to achieve in the next stage of their lives.

Work-related learning is introduced to the curriculum where appropriate so that students can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

Specialist centres for sensory impairment (SI)

Specialist centres for sensory impairment are located within mainstream schools. This includes Hearing Impairment (HI) and Visual Impairments (VI). They operate as distinct units but also participate in key areas of the life and organisation of the mainstream school. Specialist centres are designed to meet the needs of young people who benefit from the breadth of the mainstream curriculum, but because of their sensory impairment would not achieve adequate progress without additional support in a mainstream school. By attending a specialist centre they can get that enhanced support to enable them to make the same progress as their peers.

SI specialist centres support young people who have:

• A disability that is a barrier to their learning at school.
• A need for specialist support or equipment because of vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) so they can have equal access to learning.
• A physical disability (PD) that requires additional ongoing support and equipment to give them access to all the opportunities available to their peers.

What do SI specialist centres offer young people?

• An inclusive approach so that young people with a sensory impairment are an integral part of the mainstream school.
• Highly structured teaching and learning in small classes, with an emphasis on language enrichment and developing social skills.
• A mixed curriculum of specialist centre and mainstream class-based teaching (including specific skills, such as Braille and social interaction).
• Use of specialist equipment.
• All students working towards GCSE courses in Key Stage 4.
• Support available from a range of health professionals, including physiotherapists and occupational therapists.
• Experienced and highly trained staff, all with appropriate qualifications, to support and respond to the needs of students with sensory impairments.
• Preparation for adulthood through a focus on developing independence.

Post 16 and transition arrangements

Students in SI specialist centres will have an Education, Health and Care (EHC) Plan arranged through our  SEND service. Students are actively involved in transition planning for when they leave school, which may include transferring to the local sixth form or visits to other post-16 education or training providers.

Relevant work experience and opportunities are arranged so that students can learn about the world of work, and assessments are undertaken around a young person's need for support to overcome potential barriers.

Schools for social, emotional and mental health needs (SEMH)

These schools are designed to meet the needs of students working significantly below peers of a similar age. In addition, they will have additional barriers to learning, such as autism, medical needs or speech, language and communication needs. Such multi-layered profiles of need cannot be met in a mainstream school or specialist centre.

SEMH specialist schools support young people who have:

• Difficulty getting on with others.
• Poor school attendance.
• Strained family relationships.
• Difficulty obeying rules.
• Disruptive behaviour.
• A wide range of social and emotional difficulties.
• Challenging, disruptive or disturbing behaviour.
• Underlying mental health difficulties, such as depression, self-harming, substance misuse.
• Possible attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
• Attachment issues.
• Possible autism traits.
• Learning difficulties.
• Speech, language and communication needs.
• High quality staff (trusted adults) for one-on- one support for each student.

What do SEMH schools offer young people?

• Small class sizes (up to five students).
• One-to-one teaching and peer-to-peer learning.
• A varied curriculum adapted to different learning styles.
• Opportunities to follow academic and vocational pathways.
• A safe and nurturing environment.
• Support for emotional health and wellbeing.
• Speech and language therapies.
• Clear boundaries and expertise in behaviour management.

Post 16 and transition arrangements

Students in SEMH schools will have an Education, Health and Care (EHC) Plan arranged through our SEND service. This plan sets out what support services are available for the young person so they can achieve their potential as they move from one year to the next.

The EHC plan will be reviewed regularly up to the end of Year 11, when parents and carers will contribute to a review meeting with a group of professionals to draw up a plan for the young person when they leave school for college or some other training or employment opportunity.

Schools for severe learning and development difficulties (SLDD)

These schools support young people with severe needs, both physical and cognitive. Although all will have severe learning difficulties, they may vary from those who cannot speak to those with good communication skills; some will need constant support for their physical needs while others are physically independent. Their overall combination of needs mean that they cannot be met in a mainstream school or specialist centre.

SLDD specialist schools support young people who have:

• Severe learning difficulties (SLD).
• A need for support in all areas of the curriculum.
• Possible mobility and communication difficulties, including profound and multiple learning difficulties (PMLD).
• Severe and complex learning difficulties as well as a physical disability or sensory impairment.
• Possible autism and speech and language difficulties.
• Self-advocacy by involving students in decisions about their learning and wellbeing needs.
• Autism strategies.
• High quality staff to support the needs of all students.
• Experienced staff well trained in meeting the needs of learners with autism.
• Possible medical issues

What do SLDD schools offer young people?

• Personalised teaching and learning in small classes (six to eight students), including one-to-one.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• High quality speech, language and occupational therapies built into the school day.
• Medical needs managed by trained staff, overseen by health professionals.
• Students supported to develop independence skills to prepare for the next stage of their education.

Post 16 and transition arrangements

Students in SLDD schools will have an Education, Health and Care (EHC) Plan arranged through our SEND service. Specialist advisers support preparation for adulthood, and students are encouraged to consider what they would like to achieve in the next stage of their lives.

Work-related learning is introduced to the curriculum where appropriate so that students can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

Schools for learning and additional needs (LAN)

These schools are designed to meet the needs of students working significantly below peers of a similar age. In addition, they will have additional barriers to learning, such as autism, medical issues or speech, language and communication needs. Such multi- layered profiles of need cannot be met in a mainstream school or specialist centre.

LAN specialist schools support young people who have:

• More moderate learning difficulties (MLD) who learn at a slower pace, working significantly behind their peers.
• Additional needs, such as a physical disability or sensory impairment, autism and communication needs.
• Needs that cannot be met in mainstream teaching alongside their peers.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• Access to visual systems (such as picture symbols and stories) to support verbal and social understanding.
• Access to specialist equipment for physical and sensory needs.
• Learning aimed at a broad range of nationally accredited qualifications from entry level to GCSEs.

What do LAN schools offer young people?

• Personalised teaching and learning in small classes (around 10 students), including one-to-one.
• High quality speech, language and occupational therapies built into the school day.
• Support available from a range of health professionals.
• Students supported to develop independence skills to prepare for the next stage of their education.
• Structured social and leisure sessions to support further social development needs.
• Highly trained staff to support students to overcome barriers to learning.
• Experienced staff well trained in meeting the needs of learners with autism.

Post 16 and transition arrangements

Students in LAN schools will have an Education, Health and Care (EHC) Plan arranged through our SEND service. Specialist advisers support preparation for adulthood in Year 9, and students are encouraged to consider what they would like to achieve in the next stage of their lives.

Work-related learning is introduced to the curriculum where appropriate so that students can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

Schools for complex social communication needs (CSCN)

These schools are designed to meet the needs of students with autism and related conditions who typically also have general learning difficulties.

They are likely to have a wide range of challenging behaviours associated with their condition. The complexity of their needs cannot be fully met in a mainstream school or specialist centre.

CSCN specialist schools support young people who have:

• Autism and learning difficulties who require a very high level and frequency of autism- specific support.
• A need for slower paced lessons, pre-learning of vocabulary and overlearning of subject material.
• A need for more intense and frequent support than young people with LAN.

What do CSCN schools offer young people?

• Personalised teaching and learning in small classes (typically six to eight students), including one-to-one, in a structured and low distraction environment.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• Visual systems consistently used to support understanding and aid transition between activities.
• Lessons are highly structured but with flexibility to meet individual learning needs.
• Learning aimed at a broad range of nationally accredited qualifications.
• High quality speech, language and occupational therapies built into the school day.
• Support available from a range of health professionals.
• Students supported to develop independence skills and positive behaviour for learning.
• Structured play is used to support further social and developmental needs.
• Experienced and highly trained staff to support needs of all students.

Post 16 and transition arrangements

Students in CSCN schools will have an Education, Health and Care (EHC) Plan arranged through our SEND service. Specialist advisers support preparation for adulthood in Year 9, and students are encouraged to consider what they would like to achieve in the next stage of their lives.

Work-related learning is introduced to the curriculum where appropriate so that students can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

Schools for social, communication and interaction needs including ASC (High COIN)

These schools are designed to meet the needs of young people who are working broadly at the expected age level in at least some areas of attainment. Due to their autism or anxieties arising from their sensory needs or social and communication difficulties, they are unable to manage in a mainstream school, even with the additional support available at a specialist centre.

They require a calm, secure and well- regulated environment where teachers can intervene as necessary to keep learning on track and guide them through different activities.

High COIN specialist schools support young people who have:

• Autism (ASC) and probable high levels of anxiety.
• Speech, language and communication needs relating to social communication needs a need for offer a totally specialised environment because they are not.
• A need for sensory rooms and other specialist facilities.
• An expectation to achieve at least five GCSEs.

What do High COIN schools offer young people?

• Personalised teaching and learning in small classes in an inclusive environment.
• An emphasis on language enrichment and achieving independence.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• The use of visual supports and autism-specific strategies throughout the school day.
• Students work towards a broad range of nationally accredited qualifications, including GCSEs.
• An emphasis on social communication and interaction using evidence-based skills programmes under the direction of speech and language therapists.
• Support available from a range of health professionals.
• Carefully managed transitions between activities to reduce unstructured times and prepare for change.
• Structured social and leisure sessions are used to support further social development needs
• Experienced and highly trained staff, including subject specialist teachers, to support needs of all students.

Post 16 and transition arrangements

Students in High COIN schools will have an Education, Health and Care (EHC) Plan arranged through our  SEND service. Specialist advisers support preparation for adulthood in Year 9, and students are encouraged to consider what they would like to achieve in the next stage of their lives.

Work-related learning is introduced to the curriculum where appropriate so that students can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.