Percy Hedley Foundation

Services for children on the Autistic Spectrum

Policy and Guidance

Introduction

We have developed an exciting service for children on the autistic spectrum with additional learning difficulties, who require a very specialist, highly structured educational and therapeutic provision within a Total Communication approach. This service is staffed by fully qualified staff.

We provide a low stimulus teaching environment with pupils following individual programmes which will include approaches such as Intensive Interaction and Sensory Integration, whilst at the same time having access to a broad, balanced and relevant curriculum, which fully meets their needs.

This provision has been specifically developed to meet the needs of those children who are on the Autistic Spectrum and have additional learning difficulties; this may include a sensory impairment. Pupils may initially demonstrate challenging behaviours associated with their autism.

Our provision offers a Total Communication approach and additional support for learning from specialist staff. Typical provision will be suitable for children where:

• Their need for educational, emotional and social support can be fully met by experienced and well-qualified staff
• Additionally resourced unit provision cannot fully meet their needs
• They require teaching both individually and in small groups with high levels of individual support and often with their own individual programme with support from specialist staff experienced in working with children on the autistic spectrum
• They require a low stimulus teaching environment in order to focus on learning
• The complex nature of their sensory needs require a high level of therapeutic input.
• They need full access to the National Curriculum, suitably modified and structured to meet the individual needs of children who use picture symbols, communication aids and signing within a Total Communication approach
• They require highly structured social communication teaching
• They require personal and social independence training
• Some may require a 24 hour curriculum to fully meet their needs.

What do we provide

In collaboration with Percy Hedley School, and as part of the Percy Hedley Foundation, we have developed a communication philosophy which believes in providing pupils with optimum interaction opportunities within a Total Communication approach. Children are introduced to, and encouraged to use, a variety of alternative and/or augmentative communication strategies, including both low tech systems (signing, gesture, symbols) and high-tech systems (voice output communication aids).

Our specialist staff are trained in signing and in the facilitation and implementation of a Total Communication approach. We are able to support children in accessing the curriculum, achieving accreditation and promoting maximum independence and inclusion into the community.

We guarantee to deliver:-

• Access to a Total Communication approach. This means that appropriate combinations of speaking, listening, signing(including Signed Supported English), writing, finger spelling and alternative and augmentative communication aids will all be used to assist learning.
• Specialist Speech and Language Therapy. The importance of a multidisciplinary approach and close collaboration with specialist speech and language therapists is essential for the overall development of speech, language and communication. Each pupil is assessed and specialist programmes offered that are appropriate for:-
  
  • Early communication skills
  • Language development (Sign Supported/English)
  • Intensive Interaction
  • Voice output communication aids (VOCA)
  • Social skills
  • Picture Exchange Communication System (PECS)
• Specialist physiotherapy and occupational therapy as an integral part of their education programme. Our staff are very well placed to meet the additional needs of children with complex and pervasive difficulties so that we can ensure that they have maximum access to an opportunity to learn. Occupational therapists provide sensory integration programmes to support attention levels.
• Access to the National Curriculum, modified to meet the individual needs of children within a Total Communication approach. We make sure that our children have full access to an inclusive curriculum that provides the full breadth of the national curriculum whilst at the same time ensuring it is relevant and appropriately differentiated so it can meet their very individual needs.
• Teaching individually and in small groups with high levels of individual support from specialist staff experienced in working with pupils on the autistic spectrum. We have brought together highly experienced and well-qualified team of staff experienced in working with autistic children. This includes a teacher with a Masters In Autism, learning support workers and occupational therapists experienced in Sensory Integration, to ensure that each child's specialist individual needs are fully met at all times.
• Our approach includes the following specialist programmes and facilities:
  
  • Low Stimulus teaching environment to maximise concentration levels
  • Family support including working in partnership, home visits, behaviour intervention, and a designated Family Support Worker.
  • Individual programmes throughout the whole curriculum ensuring a child centred approach.
  • Use of the TEACCH approach in which appropriate classrooms have work bays and tasks are organised following TEACCH principles
  • Intensive Interaction to encourage the development of communication skills
  • On site Rebound Therapy, Hydrotherapy and swimming lessons
  • Respite Care (Tea-time visits, overnight stays and summer school)
  • Opportunities for off site residential experiences (e.g. outdoor and adventurous activities)
  • Sensory Room to encourage calm behaviours and to maximise communication skills
  • Sensory Integration programmes with an on site Occupational Therapist
  • Training for Parents/carers to ensure consistency between home and school.
  • Opportunities for off site learning including educational visits, work
  experience, health and fitness programmes, social skills and training within the community.
  • Accreditation (ASDAN, Unit Awards) programmes to recognise the progress our students make in all areas.
  • Highly structured social communication teaching. These approaches have been developed from our combined experience of working with children with sensory and communication difficulties at Northern Counties School.
  • Personal and Social Independence Training
• Access to a 24 hour curriculum (for some children). Flexible residential provision is made to enable children who cannot commute daily due to the distance between the school and their homes, or for whom education support outside school day is required for them to become independent. The residential unit provides a warm, safe, supportive environment where the children can continue to learn through increased opportunities to develop their independence, personal and social skills, build self-esteem, value others and promote positive attitudes.

Should you require any further information about our services for children on the Autistic Spectrum please contact: Judith James (Head Teacher) or Abi Cowie (Lead Teacher for children with ASD) on 0191 281 5821 or email j.james@percyhedley.org.uk