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Fulham Cross Sixth Form Applications Now Open
Fulham Cross Academy Launches First Additionally Resourced Provision for Autism in the Borough
Fulham Cross Academy, in partnership with Hammersmith & Fulham Council, is proud to offer inclusive, high-quality education. From September 2025, we are launching the borough’s first Additionally Resourced Provision (ARP) in a mainstream secondary school. This specialist support, for up to 16 students in Years 7–11 with an EHCP and ASC diagnosis, helps them thrive academically and prepare for independence and adulthood.
What makes our ARP unique?
Specialist support designed specifically for students with Autism and low support needs
Students will attend 70%+ of mainstream lessons and prepared to achieve a full portfolio of GCSE qualifications at the end of Key Stage 4 (Year 11)
Students will experience a bespoke curriculum supplement of life skills to ensure that they are prepared for adulthood and independent living
Students will be integrated into our mainstream environment giving them the opportunity to socialise and develop alongside their peers as well as benefit from STEM experiences, rewards and subject specialist teaching
This new unit is distinct from both the mainstream curriculum and the existing Queensmill Satellite Autism provision on our site, offering a flexible, needs-led experience that puts the student at the centre of their learning journey.
Our SENCO leads the provision, with support from a committed HLTA and TA.
Contact details for the ARP team: 02073813606 or fcaschool@fulhamcross.net.
Admissions Criteria
Children will:
· Have an Education Health and Care Plan (EHCP) with a primary need for Autism.
· Be in Year 7 to Year 11 (Year 7 and 8 in 2025-26 and 2026-27).
· Be operating at Year 3 or above in Year 7.
· Be a functional communicator; there may be a difference in expected, meaning and tone impacting on reciprocal understanding.
· Demonstrate motivation to relate to others but have difficulties with social cues and interactions.
· Be able to independently use supports to follow routines.
· Present with sensory needs that impact on daily functioning which can be managed through environmental modification and other sensory strategies; they may lack awareness of their own regulatory state and require prompting to access appropriate supports.
· Demonstrate high levels of anxiety in relation to learning and social interaction which may result in dysregulation or avoidance.
· Be able to focus on teacher led activity, comment on the activity of peers and work independently for short periods.
· Be able to manage most self-help needs independently and can make other needs known to key adults.
· Benefit from inclusion in the mainstream classroom and engagement with mainstream peers for over 70% of the school day.
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