Resource Base

Autism Spectrum Condition (ASC) Resource Base

Welcome to the Alston Primary School Autism Spectrum Condition (ASC) Resource Base. Our Resource Base is an embedded specialist provision providing high-quality, inclusive education for up to 15 primary-aged pupils.

Under the operational leadership of our Headteacher, V. Crombie and our SENDCo, A. Ramzan, our Base offers a balance of bespoke specialist teaching, sensory regulation and meaningful integration into mainstream primary school life.

Our Educational Vision & Ethos

At Alston Primary School, we believe that every child—regardless of their starting point or neurodivergent profile—deserves an ambitious, supportive and joyful educational experience.

Our Resource Base operates as a low-arousal, highly structured environment where neurodivergent pupils are understood, valued and empowered to build independence. We focus on developing:

• Functional Communication: Giving every child a reliable, robust voice using total communication approaches.
• Emotional Regulation: Teaching children to understand their sensory and emotional needs using proactive support strategies.
• Academic Scaffolding: Access to a broad, ambitious curriculum adapted to individual cognitive profiles.
• Independence & Life Skills: Fostering self-advocacy and social confidence without forcing masking.

Specialist Environment & Staffing

• Dedicated Specialist Staff: Led by a Specialist ASC Lead Teacher working alongside a team of experienced, specialist-trained Teaching Assistants (3–4 TAs).
• High Adult-to-Pupil Ratios: Ensuring individual support, structured task delivery and responsive emotional regulation.
• Adapted Physical Layout: Featuring dedicated TEACCH workstations, low-arousal lighting, a quiet sensory regulation area and direct access to an adapted outdoor play zone.

Evidence-Based Pedagogical Approaches

In alignment with the Education Endowment Foundation (EEF) SEND Guidance, our staff deploy proven, evidence-based ASC strategies:

• Attention Autism ("Bucket Time"): Building joint attention, shared focus, and communication through highly engaging visual demonstrations.
• TEACCH Framework: Structuring physical environments, visual schedules and work systems to build task completion and pupil autonomy.
• Total Communication Systems: Utilising Makaton signing, visual timetables and communication boards.

Independence-Focused TA Deployment

In line with EEF guidance on Making Best Use of Teaching Assistants, our support staff do not provide "velcro" 1:1 support. Instead, TAs scaffold learning, facilitate social interactions with peers and systematically fade adult prompts to build long-term pupil self-reliance.

Mainstream Integration & Whole-School Belonging

Children in our Resource Base are full members of the Alston Primary School community.

"Class and subject teachers are accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff."

— SEND Code of Practice (2015), Section 6.36

Where developmentally and sensorially appropriate, pupils are supported to access mainstream lessons, educational visits, assemblies and lunchtimes.

Mainstream integration is continuously reviewed through Assess, Plan, Do, Review cycles to ensure it remains a positive, success-oriented experience for the child.

Multi-Agency Collaboration

To ensure comprehensive holistic support, our Inclusion Team works in direct partnership with local Birmingham multi-agency teams:

• Communication and Autism Team (CAT): Specialist advisory input and staff coaching.
• NHS Speech & Language Therapy (SALT) & Chatterboxes: Direct speech, language and communication interventions.
• Occupational Therapy (OT): Individualised sensory diets and physical regulation plans.
• Educational Psychology Service (EPS): Psychological assessment and pupil progress consultations.

Admissions Pathway & SENAR Consultation Process

Places in the Alston Primary School ASC Resource Base are commissioned directly by Birmingham City Council's Special Educational Needs Assessment and Review service (SENAR).

Admissions Criteria & Process:

1. EHCP Requirement: The child must have an active Education, Health and Care Plan (EHCP) with a primary diagnosed need of Autism Spectrum Condition (ASC).
2. Formal SENAR Consultation: Birmingham SENAR formally consults Alston Primary School to determine if our setting can meet the child’s statutory EHCP Section F provision.
3. School Assessment: Our SENDCo and Lead Teacher review all specialist paperwork, conduct setting visits, and meet with parents/carers.
4. Placement Offer: Admissions are finalised through SENAR in consultation with the school and parents.

Please note: Direct admissions applications cannot be processed through the standard school office or Birmingham mainstream admissions portal.

Key SEND Leadership Contacts:

• Headteacher: Mrs V. Crombie
• Special Educational Needs Coordinator (SENDCo): Mr A. Ramzan
• Assistant SENDCo: Miss H. Weston
• Telephone: 0121 464 1569
• Email Enquiries: enquiry@aps.leightrust.co.uk
• Local Offer Link: Explore the Birmingham SEND Local Offer Website for wider city services.