Specialist education in Suffolk

If it is agreed that a mainstream school is no longer able to meet your child's needs, then we may look for a specialist educational place for them. This could be at one of Suffolk’s special schools, a specialist unit attached to a mainstream school or in some instances receiving their education within an independent setting. Admission to these schools is decided via our SEND Decision Making Panels.

There may be some situations where a child or young person is experiencing a temporary barrier to learning and would benefit from support to help them through this period of challenge. In this situation a child may be referred to an alternative provision.

The difference between Specialist and Alternative Education:

Specialist Education refers to places within special schools, or specialist units attached to mainstream schools. They are permanent places (unless the child or young person's needs change significantly).

Alternative Education is usually intended to be a temporary placement; to address a child or young person's barriers to education and successfully prepare them for reintegration to school.

We have a range of special schools in Suffolk for children and young people with significant SEND. All pupils who are agreed a place at these schools are required to have an Education, Health and Care Plan.

These schools cater for a variety of ages and types of special need, which you can read more about below.

Profound and Multiple Learning Difficulties (PMLD)

Moderate Learning Difficulties

Social, Emotional and Mental Health

Communication and Interaction

Physical/Sensory (with complex medical needs)

Thomas Wolsey Ormiston Academy

A specialist unit is a special education provision which is part of a mainstream school.

Pupils in specialist units attached to mainstream schools are on the main roll of that school, but receive a high proportion of their classes in smaller groups with additional support. They have access to the activities and facilities of the school and are encouraged to participate in mainstream classes where they are able to.

Applications for specialist units follow the same admissions process as for special schools and pupils must have an EHC Plan to access a Key Stage 2 upwards specialist unit. Pupils do not need an EHC Plan to access a Reception-Key Stage 1 specialist unit. If you believe that your child should be considered for a place in a specialist unit, we would encourage you in the first instance to talk to their current teacher, your SENCO or SEND Family Services.

Specialist Reception and Key Stage 1

Specialist Reception and Key Stage 1 (PDF)

Sidegate (PDF)
Felix School (PDF)
Castle Hill (1) (PDF)
Castle Hill (2) (PDF)
Pipers Vale (Moderate Learning Difficulties) (PDF)
Pipers Vale (Severe Learning Difficulties) (PDF)
Gorseland (PDF)
Exning (PDF)
St Edmunds (DOC)
Oulton Broad (PDF)
Lakenheath (PDF)
Wells Hall (PDF)
Bungay Primary (PDF)
Morland (PDF)
Roman Hill (PDF)

Specialist Reception and Key Stage 1 with Expertise in Communication & Interaction

These specialist provisions support children whose main presenting need is speech, language and communication

Dell (PDF)
Elveden Expertise in Communication & Interaction
Rushmere (PDF) Expertise in Communication & Interaction

The Willows (PDF)
Coupals (PDF) expected opening January 2027

Communication and Interaction Reception and key Stage 1 and 2

Communication and interaction reception and key stage 1 and 2

Stanton (PDF)

Communication and Interaction Key Stage 2

Communication and Interaction Key Stage 2 (PDF)

Communication and Interaction Key Stage 3 and 4

Communication and Interaction Key Stage 3 and 4 (PDF)

Deaf Resource for CYP

Primary:

Secondary:

Further Education Colleges:

Post 16 special schools:

Post 16 alternative provision:

Post 16 Groups for students with Social, Emotional and Mental Health (SEMH) needs:

Lapwing (North, South and West Suffolk)

These new groups deliver a one-year transition programme for learners within a small group setting, with the aim of preparing them to progress in their plans for adulthood, including attending college or university, an Apprenticeship or employment.

Providers focus on supporting the outcomes detailed within each learner’s EHC Plan, including therapeutic interventions as appropriate to support each pupil’s personal development and prepare them for the next stage of education and/or work.

Young people attending these groups have a range of levels of learning need from Entry Level through to Level 3. These flexible programmes are therefore personalised to focus on the outcomes specified in each learner’s EHC Plan and may include vocational goals and/or supported online learning as required.

Key aims for the programme should be:

To support the young person to develop a clear plan for moving into adulthood and take the first steps on that journey.
To identify the next step in their learning journey and support the young person to make a smooth transition to the destination provider.
To support the young person to develop their numeracy and literacy skills, including achieving appropriate qualifications during the year either at entry, Level 1 or Level 2 (depending on previous achievements and ability), if not already achieved.
To support the young person to develop their interpersonal and employability skills to enable them to progress to the next stage of their learning journey.

More information on the range of education options for post-16 students with SEND can be found in our SEND 16+ Transitions Guide.

Specialist education in Suffolk

Special schools

Specialist units

Post-16 provision

Independent special schools