Complex Neuro Developmental Disorder Service at Walkergate Park

'Members of the education team are highly skilled at adapting to particular needs' - Ofsted

'Pupils behave exceptionally well' - Ofsted

The Complex Neurodevelopmental Disorder Service (CNDS) is a specialist tertiary service working in collaboration with local multi-agency services to provide second opinions about children and young people who may have Autism Spectrum Disorder (ASD) and other complex mental health neurodevelopmental problems, regionally and nationally. CNDS provides outpatient, day patient and outreach services. Referrals are for pupils aged 3-18 years old.

Therapeutic Assessment Group

The Therapeutic Assessment Group (TAG) is part of the Complex Neurodevelopmental Disorders Service (CNDS) which provides diagnostic assessments where there is uncertainty around diagnosis. In addition, we also provide consultation and management advice to local services concerning children and young people who already have an existing ASD diagnosis.

We accept referrals from local Child and Adolescent Mental Health Services and Child Health/Paediatric Services. A child’s case must be open to one of these services for the duration of their assessment/consultation with CNDS. Unfortunately, we cannot accept referrals directly from parents or from GP/health visiting services.

All the initial information is reviewed, and if it is decided the child is to attend The Hub at Walkergate Park. they are then booked in for a series of usually about 8 appointments, one per week.

They will usually attend between 10am-2pm, and during this time they will have a variety of both formal and informal assessments by different members of the multi-disciplinary team.

Curriculum

As the Hub is an assessment centre the focus is different to that of the usual classroom setting. Activities planned are similar to those children will participate in during school lessons. However, the key difference is that they create a range of assessment opportunities which can be measured against the medical DSM-5 ASD criteria.

Each day activities are planned to allow observations/assessments around:

social interaction
maintaining relationships,
imaginative play,
fine and gross motor skills,
sensory behaviours,
repetitive behaviour,
flexibility of thought,
memory,
conceptual knowledge,
problem solving,
use of resources,
learning styles,
emotions,
language skills,

We plan around the specific interests of our children and create a bespoke assessment experience. Sessions are planned and tailored to address the specific individual needs of each pupil whatever their starting point. Within this, clear strategic planning by the teacher creates a balance of formal and informal assessment opportunities for all members of the CNDS multi-disciplinary team. We provide our children with experiences and opportunities where they can best demonstrate their learning and developmental needs as well as allowing opportunities to observe their strengths and talents.

In line with Quality first teaching staff have high expectations of themselves and of the children and regularly use encouragement and praise to motivate children.

Individual observations are recorded on a DSM-5 recording sheet as well as the confidential RiO NHS trust computer system. Specific assessments are recorded on the relevant recording sheets.

High quality resources allow children to successfully work independently, as well as in pairs and small groups. Effective use of the garden and activity room adds to the range of observations and evidence

All CNDS multi-disciplinary staff involved in the child’s assessments meet and an individual formulation is decided on using informal observations, standardised assessment results/scores, informal assessments and evidence. Discussions with teaching staff, pupil voice, parents and other external professionals are also considered.

Every child who passes through our service leaves us with a plan of recommendations tailored to their precise needs to ensure they are well equipped for not only the next stages in their education but to have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners. We use this formulation to support parents and the professionals working with them in how best to help them and access the right services as well as make adaptations and decisions around their educational setting.