The ASD support group at West Ewell Primary School
Background – Why a specialist group?
At West Ewell Primary, staff recognised a growing group of pupils in key stage 1 with significant language and communication needs, many of whom are on the autistic spectrum. While these children are in mainstream classrooms, teachers noticed that the demands of the afternoon foundation subjects were often beyond their current stage of development - particularly in areas requiring advanced language, sustained attention and abstract thinking.
To address this, leaders developed a targeted intervention: a small, structured ASD support group that runs three afternoons a week. It’s a quiet, carefully planned space where pupils aged 4-7 can focus on early communication, sensory regulation and foundational learning in a way that bridges the gap between their current abilities and the mainstream curriculum.
Implementing the vision – creating a structured space for early skills
The group, which includes around 7-8 children from reception to year 2, is led by experienced teachers with support from key LSAs, often those who already work one-to-one with the pupils. Sessions are an hour long and follow a consistent routine that helps children feel secure and ready to learn.
Each session begins with a familiar hello song before moving through a series of six highly structured activities including fine motor tasks, sensory regulation using tools like weighted blankets or textured tiles, basic communication choices (such as yes/no responses) and shared stories. The session ends with a goodbye song, creating clear signals for transition.
This highly visual, sensory-friendly approach is grounded in semi-formal curriculum principles – the kind of pre-learning that precedes access to the full national curriculum. It includes opportunities for developing turn-taking, listening and early social interaction – key building blocks for future learning.
Why it works – meeting pupils where they are
What makes the group effective is the careful alignment between pupil need and the type of support provided. Many of the children attending do not yet have EHCPs, but the school has recognised their developmental profile and acted early.
Rather than expecting them to access foundation subjects in the same way as their peers – when tiredness, communication delays and sensory needs can overwhelm – the group gives them space to build the skills others within their class may already have developed. It’s not about lowering expectations; it’s about ensuring pupils are genuinely ready to access learning and doing so in a way that builds long-term success.
Importantly, children who once struggled to remain engaged for a full session can now do so confidently, joining in with the group, making choices and demonstrating increased communication and focus.
Building staff expertise – spreading good practice across the day
Another significant outcome has been the upskilling of staff. Teachers and teaching assistants working with the group have developed a deeper understanding of strategies that support pupils with Autism – and they are now applying these techniques throughout the school day.
From structured visual timetables to sensory breaks and simplified communication choices, the impact extends beyond the group itself. Children are increasingly able to participate in mainstream learning at other times, supported by adults who understand their needs and can scaffold their success.
Inspiring wider adoption – a trusted approach
The model at West Ewell draws on trusted methods often seen in specialist settings – and it is already inspiring other schools in the Trust to establish similar groups, whether for Autism-specific needs or broader support. By using tried-and-tested strategies in a mainstream context, West Ewell Primary is ensuring that no child is left behind simply because their learning journey looks different.
Key takeaways:
The ASD group at West Ewell Primary is a clear example of how thoughtful adaptation, rooted in strong knowledge of children’s needs, can make a genuine difference - not just for the pupils attending the group, but across the school community.