Published on 1st November 2025

Aurora Vincent House, a new school for autistic children aged 11-16, opened in North Parade, Horsham in September. 

Vincent House is part of The Aurora Group, which operates 27 schools, colleges and residential care homes in the UK. The building has been extensively renovated and refurbished, having previously been used as offices by children’s charity Action Medical Research.  

Rob Walton, Headteacher at Vincent House, said: ‘West Sussex County Council approached The Aurora Group after identifying a significant need for a new Special Educational Needs and Disabilities (SEND) school in the county, as some children were already having to travel to schools in Surrey, and demand for places continues to grow. So, Aurora began looking for suitable locations and took over the North Parade site in 2024. 

‘It required extensive renovation, including amalgamating an annexed building and major roof improvements. Having been appointed as Headteacher last September, I was able to visit the site every few weeks to follow its progress. This meant I could offer guidance on small yet important details that make a big difference to the wellbeing of students. It was lovely to work from a blank canvas, as it enabled us to create a school we could all be proud of.’

SAFE PLACE

Year 7 pupils attended their first day at the new school on Friday 5 September, with children in other year groups integrated the following week. An official opening, attended by Horsham MP John Milne, was held on 30 September. 

Currently, there are 31 children at Vincent House, including 11 in Year 7, with numbers expected to steadily rise towards its capacity of 72 in the coming years. The school adopts a “neurodiversity affirmative” approach, creating a safe and engaging place to learn for children who have struggled – or would be expected to struggle – in mainstream secondary schools. 

Rob Walton said: ‘SEND is a broad term and can include people with a range of educational needs, such as physical disabilities, autism, cognitive impairments such as dyslexia, as well as children with behavioural or anxiety issues. It is my opinion that if a SEND school tries to offer too much, it risks diluting the quality of its education, as staff need to be trained in a wide range of issues. Having worked in education for many years and having had countless discussions with SEND teachers and safeguarding leads, I believe a morefocused approach brings greater benefit, which is why we focus on children on the autistic spectrum.

‘All children are different, without a doubt, especially within SEND schools. However, if they all have a similar profile then it makes their education easier. Also, it’s easier to attract and retain the right staff on the academic and pastoral side, and give them the tools to do their job properly. We have children who have been out of education for a long time, perhaps even years, and some have been through difficult experiences. They need to be integrated back into education at a special school where they will feel safe and supported, along with others with similar needs. If they were placed in a special school with a wider remit – including young people who have a history of behavioural issues, for example – then that may have a further negative impact on their education and mental health. That is why we carry out assessments to gauge whether a child would fit into our school for a host of reasons.’ 

STAYING TRUE

The curriculum at Vincent House is built around an individual’s own learning needs and goals, with each student following a bespoke pathway through Key Stages 3 and 4. This flexible approach allows students to spend more time on a particular subject or activity, if it increases their overall engagement in school and helps their mental wellbeing. Therefore, most days are different to that of mainstream schools. 

While there is a timetable, there are no bells to signal the beginning and end of lessons, and students can take short breaks during a class if it helps them to re-focus. Deviations from the uniform are forgiven, with some choosing to slip off their shoes during lessons, while it’s not unusual to see a student sat on a desk as opposed to a chair if it makes them comfortable and helps them concentrate.  

Students call staff by their first name, creating a pleasant environment, and there’s no homework either, as academic study can sometimes increase anxiety and tension outside of the supportive environment of a SEND school.  

While some students live within the Horsham District – several even walk or ride to school – others travel from further afield. So, each day begins with students spending 40 minutes with their Form Tutor, helping them to relax and prepare for the day ahead. When it comes to the curriculum, there is a purpose-built science lab and a well-equipped IT-suite, and students can partake in a range of activities. 

During AAH’s visit, children baked scones in Food Tech, storyboarded a short film in Media, learned reverse drawing techniques in Art, played basketball in the Multi-Use Games Area (MUGA) and used Google Earth to find countries in Geography. There is also a Sensory Room, where students can listen to music in an egg-shaped chair, while others regularly meet to play Dungeons & Dragons, a fantasy role-playing game. Soon, Vincent House will be introducing swimming lessons, while there are hopes of expanding its horticultural area and adopting the Duke of Edinburgh Award scheme in future too. 

Headteacher Rob Walton said: ‘Often there are no other solutions for a student other than a mainstream school and some children get lost in the middle. They are not so special that they should clearly be at a SEND school, yet cannot cope in the mainstream system. Sometimes people perceive special schools to be places for those with more severe learning needs, but many of our children achieved good SAT results in Year 6. However, it’s other pressures of mainstream school they struggle with.  

‘Some parents feel a sense of failure when their child falls out of mainstream education, and it’s not until they see them improve at a SEND school that they see the positives it can have. Staff at mainstream schools do their best, but when dealing with hundreds or thousands of pupils, cannot provide that extra level of support. They might offer them pastoral or sensory support, often away from their peers, but this can actually add to a child’s sense of isolation, causing them to camouflage or mask their true self to an even greater extent. 

‘In mainstream, there’s also a focus on exams and qualifications. We have many students here who will take GCSEs. However, qualifications become less relevant if they have anxiety, depression or other mental health issues that might impact their ability to work or pursue interests in later life. We encourage them to be true to themselves and give them the life skills that will impact their entire lives. We need to help our children navigate a neurotypical world without changing them. Life can be difficult, but we can give them strategies to get around the challenges they will undoubtedly face, without having to mask their true self to suit everybody else.’ 

THERAPY DUCK

For those entering at Year 7, Vincent House has a primary-trained teacher, which is helpful to those who might have missed large parts of their primary education, giving them a chance to catch up before moving on to the next level.As well as academic classes, students can exercise in a playground including swings and climbing apparatus, while there’s an area for horticulture where young people can grow plants and vegetables. The school has on-site therapists too, including Occupational Therapy (OT), Speech and Language Therapy (SALT), and Clinical Psychology.  

Staff also promote a positive atmosphere and the school has already adopted unusual quirks. One student, Darcie, mooted the idea of a therapy duck and an inflatable duck called Vincent is now part of the school’s activities. The Headteacher also awards small ducks as prizes to students, while Darcie herself has a school jumper featuring an embroidered duck. Reeva, the pet of Deputy Head Abbie Simmonds, acts as the school’s well-being dog, regularly providing company to young people. Those that don’t need dogs and ducks may find comfort in the canteen, commonly referred to as Roberto’s, in homage to both the Head Chef and the restaurant quality of his cuisine. 

Rob Walton said: ‘Children are well fed and all meals are free here. Some autistic children have eating disorders, so they visit Roberto in the morning to find out what’s on the menu and he prepares something different for them, if need be. That is just one of the many positive things that parents and carers have commented on. Some families chose to send their children here long before the school was even open, after hearing about our ideas and vision at Open Days. They put their trust in us and joined us for what was quite an emotional ribbon-cutting event in September. When they tell me how much their children have changed since joining Aurora Vincent House, it makes me very proud of the job we do here.’ 

WORDS: Ben Morris / PHOTOS: Alan Wright

Further information: Visit: www.theauroragroup.co.uk