At Hales Valley Trust we have 3 specialist bases and 1 Pathway Learning Centre based in 4 of our mainstream primary schools. This has been developed in partnership with the Local Authority to ensure we are adding to the place sufficiency for children with high-level additional needs across the borough.

You can find out more about each provision below. If you would like to visit the provision please contact our Head of Inclusion, Emma Tolley - etolley@halesvalleytrust.org.uk to arrange a visit.

Gig- Mill ASD resource base

Gig- Mill is a twelve-place resource provision, designed to support primary age pupils. Children typically selected for our resource base have a diagnosis of autistic spectrum condition. They are cognitively capable of fully engaging with the mainstream primary curriculum but are extremely vulnerable to an increased risk of mental health difficulties; permanent exclusion; being disengaged from education; suffering a school-related phobia, profound anxiety or other factors which may adversely impact on their academic progress and/or access to education has always prioritised individualised, inclusive, and therapeutic approaches.

The Base aims:

1. To create a supportive and inclusive environment that caters to the specific needs of children with autism, helping them thrive academically and socially.

2. To tailor support for children’s unique needs. This includes specialised teaching methods and sensory friendly environments, with a higher pupil staff ratio than would be available in a mainstream setting.

3. Reduce anxiety amongst this group of children - The school environment can be overwhelming for neuro diverse children due to noise, crowds, and other sensory stimuli. Autism bases offer a quieter, more controlled setting to reduce anxiety and improve focus. There is a priority given to supporting the children’s well-being. If children do not feel safe and secure, they will not be able to learn effectively.

4. Preparation for next stage of education and for adulthood – there is a focus on preparing the children to access a mainstream classroom as much as they can, as well as developing life skills and preparation for adulthood, helping children gain independence and confidence for their future.

Priory Primary School – Sunflowers and Seedlings LA SEND Unit

The Sunflowers and Seedlings Unit at Priory Primary School is a specialist provision for up to 12 pupils with an Education, Health and Care Plan (EHCP), whose primary needs are in Communication and Interaction or Cognition and Learning. Embedded within a mainstream school setting, the unit offers a structured and nurturing environment where pupils benefit from trained staff, tailored resources, and personalised teaching strategies. While pupils spend most of their time in the unit, they are supported to access mainstream lessons and social opportunities where appropriate, promoting inclusion and shared experiences across the school community.

The Unit aims:

1. To provide a safe, structured, and nurturing environment that supports pupils with significant communication and learning needs.

2. To deliver a curriculum that enables pupils to make progress in academic, social, and emotional development.

3. To promote inclusive opportunities by facilitating access to mainstream lessons, playtimes, and whole-school activities where appropriate.

4. To ensure a child-centred transition process that is collaborative, sensitive, and tailored to each pupil’s needs and preferences.

5. To build strong relationships between pupils and key adults, fostering trust, confidence, and emotional security.

6. To maintain continuity of support and strategies through effective transition planning and shared provision mapping.

7. To celebrate each pupil’s strengths and achievements, fostering a sense of belonging within the wider school and Trust community.

8. To monitor and review progress regularly, ensuring that provision remains responsive and effective in meeting individual needs.

Woodside LA SEND unit

The Orchard LA Base at Woodside Primary School is a specialist provision designed to support up to 12 pupils with Education, Health and Care Plans (EHCPs), whose primary needs are in Communication and Interaction or Cognition and Learning. Situated within a mainstream school environment, The Orchard offers a nurturing, structured setting where pupils receive tailored support from trained staff using bespoke strategies and resources. While most learning takes place within the unit, pupils are encouraged to engage with the wider school community through inclusive activities and mainstream lessons where appropriate, fostering both academic progress and social development.

The Unit aims:

1. To provide an inclusive education that meets the individual needs of pupils with significant communication and interaction or cognition and learning challenges.

2. To deliver a broad and balanced curriculum through specialist teaching approaches, enabling pupils to make meaningful progress and achieve their potential.

3. To foster communication, social, and emotional development in a safe and nurturing environment.

4. To promote inclusion and shared experiences by facilitating opportunities for pupils to engage with their mainstream peers during lessons, playtimes, and whole-school events.

5. To ensure a smooth and supportive transition into the unit through collaborative planning, personalised strategies, and strong relationships with families and professionals.

6. To maintain ongoing monitoring and review of pupil progress, emotional wellbeing, and provision effectiveness, ensuring continuous improvement and responsiveness to individual needs.

7. To celebrate strengths and promote a sense of belonging, recognising each pupil’s achievements within the wider school and Trust community.

 

Hurst Hill Primary School – Pathway Learning Centre (PLC)

The Pathway Learning Centre at Hurst Hill Primary School offers specialist, short-term provision for up to 12 pupils in the Early Years Foundation Stage (EYFS) who are at risk of suspension or permanent exclusion. These pupils may present with Social, Emotional and Mental Health (SEMH) needs, attachment difficulties, or unmet needs within their mainstream settings. Placements are designed to be time-limited, typically lasting 6–12 weeks, with the central goal of enabling pupils to successfully reintegrate into their home school.

Our provision is underpinned by a bespoke and personalised curriculum, with a strong emphasis on emotional wellbeing, resilience, and social development. The Hamish and Milo SEMH curriculum acts as a golden thread throughout our approach, ensuring children are supported to understand and manage their emotions while developing the skills to engage positively in learning.

Collaboration with the pupil’s mainstream school is at the heart of the centre’s work. We place a strong focus on transition planning, working closely with school staff, families, and external professionals to ensure strategies are shared and embedded, enabling each child to continue their journey with confidence and success.

The PLC aims:

· To provide a safe, nurturing environment where pupils feel valued, understood, and supported.

· To deliver a personalised learning experience that addresses both academic and emotional needs.

· To build pupils’ confidence, resilience, and capacity to regulate their emotions and behaviour.

· To work in partnership with families and mainstream schools to ensure a smooth and successful transition back into class.

· To reduce the risk of suspension or exclusion by addressing barriers to learning early and effectively.