COMMON THREAD SCHOOLS – Referral Procedure

Referrals and admissions are welcomed throughout the year.

Our referral process for all our pupils includes:

  • Discussion with all appropriate professionals and placing authority to assess the young person’s educational needs
  • The ability of Common Thread Schools to meet the educational needs of the young person
  • An agreement on appropriate site of his/her learning
  • The content of the educational programme ie. Curriculum
  • Visits to the school by young person, family or care and involved external agencies

Our preference is to facilitate a visit to the school with a supporting adult(s) to experience the ethos of Common Thread, the education on offer and meet the staff. This visit(s) also helps the school to decide whether they can meet the needs of the young person appropriately.


We are sensitive and flexible in our approach when planning our IEP’s, the priority being the young person feeling safe and secure in their place of learning and achieving success in their learning. By providing a less anxious environment the impact on the young person’s brain will be more positive and therefore improve their ability to participate and learn.

A crisis placement would suggest smaller tasks, smaller steps and active learning encompassing Literacy, Numeracy and Social Skills. Here we would engage the young person in an SQA Personal Development programme appropriate to the young persons needs and stage of development.


Support is always provided for the transition period when young people are leaving Common Thread School to move:

  • On to another Education and/or care service
  • Back into mainstream education in their own community
  • Move to mainstream school in our own community
  • To vocational training and beyond in local educational establishments
  • Onto ‘Independant Living’

Common Thread Schools practice a holistic approach to working with young people with a range of behaviours. Positive reinforcement is used and encouraged to influence individual’s behaviour.