Communication

A total communication approach is adopted which is guided by the Communication Team and Speech and Language support, with importance given to supporting expressive communication:

Students use communication books, Voice Output Communication Aids (VOCA), and use aided language displays to support understanding and develop their vocabulary.

Students have access to ‘Colourful Semantics’ to support their sentence building. Aided Learning Displays (ALDs) are used to support in all curriculum areas

All staff have symbolled key words on a lanyard and use these to support student comprehension skills. Staff are trained in use of language and key words and have an awareness of key word level when supporting student understanding and comprehension. Staff are aware of language processing time and the need for consistent language use which is adapted to meet the needs of the individual.

Staff have access to ‘My Choicepad’ to build on their individual Makaton signing skills to aid students’ understanding.

Trauma-informed practice

As a Trauma Informed Aware school all staff have an understanding of the holistic approach and emotional support that some students may need for their wellbeing and development. Staff are aware that some behaviours may arise when a student is trying to communicate and they will use consistent and positive approaches to reduce stress in challenging situations.

Independent functioning

We aim to help our students to be as independent as possible within the classroom and around the school environment. Students in each class have responsibilities/jobs which they carry out each day.

Classrooms are clearly labelled and clutter free which support the learners in locating and putting away classroom resources. There is a reading area in each class with books readily available.

Within each class we use TEACCH schedules in the form of timetables or ‘Now and Next’ which supports their independence in following tasks and activities. We support some students with Social Stories which helps them to develop understanding and independence within certain situations.

Students are aware of the location of different rooms and areas around the school and where possible we encourage them to transition around school independently.

Sensory integration

Sensory regulation strategies are used by staff to support students to better manage the classroom and school environment. We use equipment and resources to enable the students to regulate themselves so that they are ready to engage and participate in classroom activities.

Students have access to individualised timetables with movement breaks built in when necessary. They can use the hall space to use sensory circuits and other equipment which promotes movement, which support some with dysregulation.

Some students use choice boards to access equipment which helps them to be calm and regulate. For students with sensitivity to sound, ear defenders will be provided when the noise is proving to be over stimulating.

Consistency and routines

Classes follow a consistent timetable structure throughout the day which is displayed in each class using a symbolled timetable.

Students have access to consistent staffing which helps in building trusting and positive relationships. Staff have a consistent approach in supporting the students with their individual needs and will follow protocols or risk assessments ensuring that the same language and approaches are modelled by all to enable the students to feel safe.

Personal care and health Support

We support students in becoming as independent as possible with their personal care and health needs, for example indicating when they need a tissue, a drink or need to use the toilet. Many students require support with these needs and staff will provide this care whilst protecting dignity.

Staff follow individualised programs and guidance set by external professionals to support with medical, physical or sensory needs.

Emotional regulation

Students are offered daily opportunities to express how they are feeling using the Zones of Regulation and we provide students with strategies to support emotional regulation using symbols, choice boards and social stories.

We offer students “choice time” at the end of each school day whereby they can access resources they like to engage with independently from around the classroom.