School Ethos
"I am different, not less" : Temple Grandin
Dignity and Respect
All pupils are entitled to be with dignity and respect
The School believes that:
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Pupils with a diagnosis of Autism can learn effectively if they are given a range of appropriate structured programmes, which address their deficits and build upon their strengths.
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Pupils with a diagnosis of Autism have the right to aspire to the highest standards attainable and that their achievements should be recognized and praised.
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All pupils should be helped to take responsibility for their own lives and be
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Enabled to live as independently as possible.
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All pupils should be encouraged to make decisions and speak for themselves through any means of communication available to them.
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All pupils have the right to participate in the community in which they live.
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All pupils are entitled to an education that enables them to make progress so that they achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education, independent or supported living.
The School’s curriculum provides:
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Personalised access to a differentiated curriculum that has breadth and balance appropriate to meet each individual pupil’s needs.
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Developmentally and ability sequenced learning targets
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An emphasis on learning to learn, and the enjoyment of learning.
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Evidenced based approaches that maximise teaching and learning.
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Positive behavioural support plans devised and motored by Behavioural analysts.
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The teaching of functional communication skills with guidance from Speech and Language therapists.
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The teaching of functional skills and sensory management with guidance from Occupational therapists.
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Teaching and learning opportunities throughout the school day, on site and off site, including opportunities for age-appropriate play and leisure interactions both between staff and pupils and amongst peers.