Teaching Approach

Our school recognises that everyone is different and that all children and young people have their own strengths and personal interests and may respond to different interventions. By remaining child centred we are sensitive to the needs of each pupil and can respond flexibly to their individual learning requirement. We seek positive Every Child Matters agenda outcomes for all our pupils in ways that are meaningful and functional to the individual.

All learning programmes reflect the individual needs of each pupil and are designed to be truly inclusive. Ofsted described this as ‘a good curriculum based on the needs of children with autism‘.

All learning takes place within an autistic friendly low arousal environment with sensory adaptations for pupils where necessary. Ofsted states that a ‘major strength of the school is the outstanding quality of the premises and accommodation’.

TEACCH (Teaching and Education of Autistic and related Communication and Handicapped Children)

This is an approach which was developed in America for children and adults with autistic spectrum conditions. It is intended to provide a framework in which a person can work towards their maximum level of independence.

Intensive Interactions

This method has proved useful for developing early communication skills and building trusting relationships. It attempts to provide positive experiences around early communication and skills.

PECS (Picture Exchange Communication System)

PECS is a concrete form of communication which is based around exchanging a picture or sequence of pictures to help pupils request or comment about their environment. Pictures can also help provide visual timetables for each pupil as pictorial communication may reduce anxiety.

ABA (Applied Behavioural Analysis)

Some of the pupils at our school respond well to this approach that is based on a comprehensive functional analysis of their behaviour which leads to programmes to help pupils replace these with more appropriate ones.

AMC (Alternative Methods of Communication)

We have a qualified and highly experienced Speech and Language therapist to facilitate all pupil development of functional communication skills. Each pupil has a comprehensive communication assessment and an individual programme designed to support their communication development. Their programme can incorporate a range of augmented methods depending on the pupil’s communication need.

Families are kept fully informed of pupil’s progress and all aspects of schools daily life. We work in partnership with families, Local Education Authorities and other professionals involved in supporting the individual and welcome visits and contact at anytime. We particularly welcome families to be fully involved in their child or young person’s education.

What is the SPELL framework?

SPELL has been developed by the National Autistic Society (NAS) to make the lives of autistic people better by addressing their core needs in an ethical and autistic friendly manner. SPELL places the emphasis on those supporting autistic pupils to get it right. SPELL is an acronym that stands for:

S – structure
P – Positive Expectations and approaches
E – Empathy
L - Low Arousal
L – Links with others supporting the individual

Structure

By having very clear structure within the school environment and throughout their school day, pupils begin to find life more predicable and easier to cope with. Anxiety levels are reduced and flexibility of thought is improved. Independence is developed through reduced pupil reliance on help from others.

Positive Approaches and Expectations

All pupils are seen as having the ability to progress regardless of any possible previous negative experiences. SPELL builds self esteem and self confidence by engaging the young learner by building on their individual strengths and interests. New potential can be discovered within pupils if a positive approach is taken (NAS).

Empathy

Oliver House School has empathy for the needs of the young autistic learner. We look at the world through their eyes when planning for progress or trying to resolve difficult issues.

Low Arousal

The SPELL environment is calm, structured and has few distractions to help pupils focus on school tasks rather than extraneous stimuli. The sensory needs of young learners are taken into consideration and communication should not overload the pupil.

Low arousal is not non-arousal and pupils are exposed to structured and planned multi sensory experiences.

Links

Strong links are forged to enable us to work collaboratively with all others that support the young learner. Our school operates an open door policy for families, social workers and others who are welcome to discuss a pupil’s progress at anytime.

Pupils at Oliver House School are supported to generalise their learning into the wider community and we take a pride in our wider community profile.