Proposed reorganisation of special schools in East Hampshire

LEA's comments on the objections:

1. Hazel Pike

The letter does not constitute an objection to the principle of the reorganisation, but only to the provision for pupils with autism, and then mainly in relation to the number of places available for post-16 students. Indeed, in the second paragraph, Mrs Pike expresses support for the amalgamation of the two existing schools.

Mrs Pike notes that special schools have changed in terms of the more complex needs of children for whom they cater. This change is the basis of the proposed reorganisation as it is no longer always appropriate to distinguish between moderate and severe learning difficulties. Indeed, neither of these descriptions adequately covered children on the ASD (autistic spectrum disorder) continuum. Within the proposed new school, it is intended that there will be flexible accommodation that can be adapted to the individual needs of the children at the school. Numbers of children in each age group with ASD will vary from year to year. Although it is proposed that there shall be a minimum of six places for post-16 students, that is a minimum figure and may be exceeded if individual demands arise, within the total places available.

Life Skills can be taught in a variety of ways, whether in a special school or a post-16 college. Placements focus on the individual needs of the student and his/her home location. The LEA's provision for post-16 students should be considered on a regional basis and, in addition to the places proposed in the new school, includes purpose built, provision at Osborne School, Winchester and Coppers "house in the community" attached to Henry Tyndale School, Farnborough. In colleges, there are existing courses at Queen Mary's College, Basingstoke. Discussions have taken place with the management team of Alton College in relation to further developments in this field. It is intended that a post-16 conference will be mounted to facilitate debate and discussion on how colleges may be able to provide access to young people with complex needs in the future. In relation to the current reorganisation, the LEA, in conjunction with the local Learning and Skills Council, has three years to plan future provision in the colleges so that they become more inclusive, and tailored to the needs of the individual. This will include investment in staff development.

Throughout this reorganisation, as in previous reviews involving special schools, the LEA has taken a strategic view, whilst seeking appropriate provision for individual students. As confirmed above, the figure of six places is not an absolute limit. In any event, students are unlikely to be using the accommodation all day as their life skills develop to enable then to cope with activities away from the school site.

Although the number of places to be provided in the new school is not predicated on the availability of finance, this does represent a significant capital investment and any additional facilities would be at the expense of what is already proposed. The "house in the community" concept (as at Coppers) is only appropriate to a limited number of students as the use of a converted house places limitations on accessibility. Current best practice is to make good quality flexible provision on the school or college site.

In conclusion, therefore, the LEA considers that the proposals as currently formulated do provide adequately and appropriately for the students aged 16-19 who will be attending the school.

2. Mrs M D Tindalid

All the points raised are covered in the response to the objection from Ms Pike, above.

3. "A very worried parent"

The LEA would not normally respond to anonymous letters but this does raise some different aspects so the following response is offered:

Although there is occasionally a problem of flooding on the present site of The Meadow School, the design and layout of the new school buildings will take this into account.

The head teacher and governing body will maximise opportunities for pupils to visit suitable social, educational and community facilities in the locality. The Meadow site is next door to Mill Chase Secondary School (which includes extensive indoor and outdoor sports facilities) and opposite Weyford Infant and Junior Schools. The site also adjoins Whitehill Town Council's public open space. The Forest Centre, with shopping and community facilities, is less than one mile away.

The existing Whitedown School site is too small to allow for new buildings that meet present day requirements, and no alternative site in Alton is available.

The larger school will provide better curriculum opportunities, with access to specialist facilities, and a wider range of staff expertise. It is anticipated that staff will transfer from both Meadow and Whitedown Schools. The head teacher and staff will be responsible for ensuring that the school is a place to which individual pupils can relate. The Meadow School has increasingly taken children with complex needs, including ASD. Children in the new school will have a variety of needs, a number of which are not adequately categorised under the old MLD/SLD distinction. The school will be resourced on the basis of the Hampshire Special Schools Audit which is sensitive to individual needs.

If the reorganisation is approved, the intervening period will provide time for staff and children to prepare for the change in environment. The basis of any special school's ethos is to build on relationships, with particular emphasis on those between pupils with differing special educational needs.

So far as resourced provision in mainstream schools is concerned, proposals for provision at Mill Chase secondary school are ready to be decided. Opportunities for further provision, in primary schools, are the subject of consultation with the governing bodies of interested schools and proposals will be published in due course.