Good Autism Practice is rooted in understanding, respecting and meeting each pupil’s individual needs.  At our school, we recognise the three key areas of difference for our pupils- communication and social understanding, information processing and flexibility of thought, and sensory processing.  We plan our teaching, activities and the environment to support each of these areas.  Documents such as our one-page profiles, interest assessments and internal influencers helps us to recognise each pupil’s unique profile.

As part of Good Autism Practice, we provide clear, visual, and consistent communication that is meaningful and accessible for every pupil. All classrooms use visual timetables, symbols, and where necessary- individualised alternative communication aids, such as core boards, activity boards and individualised symbols.  Learning activities and classrooms are structured and predictable, helping pupils to process information at their own pace, and better understand the environment around them, knowing what is happening now and next.  Our environment is adapted to reduce sensory overload and to support pupils in recognising and responding to their sensory needs.

Our core values of Communication, Independence and Achievement underpin this approach.  We empower pupils to develop their communication through modelling and adapting to individual preferences, to build independence through practical skills and developing self-regulation, and to experience achievement in all areas of life- academic, social and personal.  Through collaboration with families and professionals, and by celebrating each pupil’s difference, we create a positive, inclusive community where every pupil can thrive.