Our teachers are selected for their dedication, positive attitude and depth of understanding.

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Specialist staff, including Occupational Therapists, a Speech, Language and Communication Team, and an Emotional Wellbeing Team, all support pupils with the ultimate goal of helping them to become independent learners.

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Environment

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Our autism-friendly classrooms have soft furnishings and carpeted flooring (with the exception of the art, design technology, catering and science lab). Book shelves and cream walls create a calm, structured environment with boards which support the students’ recognition of the types of learning that will take place in the room.  Lower windows within classrooms have obscure coating together with safety glass to ensure that our learners are safe.

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Lessons are carried out, as far as possible, free from disruption, noise or interruption which can cause anxiety and stress to the learner. We do not use bells to signify the end of lessons, however learners are able to wear headphones or ear plugs to support them.

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Our gardens and outdoor space is there for the use of all age groups. Some people find having access to the garden as an effective way of relieving stress in a safe environment. The use of some areas within the garden are timetabled in order to ensure that the garden area supports the need for routine.  We are working towards the development of a sensory garden and providing areas which offer a low arousal environment.

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Therapy rooms are distraction free, with clear walls.  They provide calm and stress free therapeutic provision to develop speech, communication and language intervention, occupational therapy, mentoring and coaching. Learners have access to sensory items which can help them to manage any stress, anxiety or sensory overload.

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Structure

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The main reason for incorporating structure is to help our learners predict events and avoid anxiety. Our learning environment manages any changes to a person’s daily routine with sensitivity and preparation.  This also applies to the cancelling of activities without prior warning, including changes to staffing or teaching methods. All our learners have their own personalised learning timetable which shows when intervention, support and therapy sessions happen as well as choice subjects (for Year 9 and above).

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Timetables are presented in visual terms as well as in the conventional written form.  Classrooms have visual timetables on the whiteboard and, with younger learners, this will be discussed following registration. Some learners may have their timetables at their personal workstation.  The timetables allow our learners to have ownership of their daily and weekly written or visual order of events which provides reassurance.

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The timetable appears within the planner and this is able to provide home with information on the planned learning opportunities for each day.  Many parents and carers find this helps to focus the discussion on expectations on what will be happening the next day, further reducing anxiety.

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Positive approach

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We encourage learners to develop their skills by giving them opportunities to try new activities in a supportive and caring environment.

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This positive attitude includes clear and supportive communication about forthcoming events, how they will be supported and time to reflect on their achievements.  Attempting tasks, activities or events which can realistically be accomplished increases self-esteem and self-confidence. This positive, ‘can-do approach’ to education enables young learners to make informed decisions.

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We give high priority to the development of life and social skills through our Personal, Health, Spiritual, Moral, Social and Cultural Curriculum. All learners have pupil profiles which highlight issues which make them vulnerable and have risk management recommendations which are personal to each learner. 

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Emotional Wellbeing Team
 

 The Emotional Wellbeing Team works closely with the educational team and in collaboration with the Speech, Language and Communication Therapist and Occupational Therapists to enable a holistic approach to supporting the learner when in school or college.​ They have a pivotal role in providing pastoral support to all learners and are key members of the Safeguarding Team.

Their role provides:

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• Support and guidance to students by embracing the Every Child Matters Outcomes

• Strategies for students helping them to remove barriers to inclusion, engagement, learning and achievement and enhances the personalised learning provision 

• A link between external agencies, parents and students to give a holistic view and support of the learner.

• Supporting the Personal Wellbeing Programmes of work within Personal and Social Development learning sessions

• A view of the learner from their perspective.
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Counselling, Coaching and Mentoring

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The counselling, coaching and mentoring provision offers guidance, information and advice to support student’s achievement and engagement. Key activities and interventions include:

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• Anger Management

• Confidence Building

• Cognitive Behavioural Therapy

• Emotional Intelligence

• In Class Emotional Wellbeing Support

• Lego Therapy

• Personal, Social and Academic Target Setting within Coaching

• Self Management Skills

• Self Awareness

• Coping strategies

• Person centred approach for holistic outcomes

• Friendship and relationship support

• Social Use of Language Support

• Study Skills

• Transitional Support

• Wellbeing Drop in Centre

• Workshops to educate and inform

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The Emotional Wellbeing Practitioners play an important role in developing activities to engage students, both in and outside of the classroom, that help to enrich the  positive learning experience and their ability to engage and embrace willingly and enthusiastically with assessment and achievement.

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School Day

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School Hours are Monday to Friday 08.30am until 3.00pm