Sycamores and Millennium class

Who do we support?

Sycamores and Millennium class are two specialist classrooms for children with complex ASD, speech and language and communication needs and secondary learning difficulties. In order to meet the needs of these children and ensure they make good progress academically, emotionally and socially we have developed personalised learning programmes within both classroom which supports each learner to achieve their best.  The provisions offer an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings.

How do we support children?

Sycamores class opened in September 2016 due to a growing need within the school. In September 2018, we opened an additional classroom ‘Millennium’ due to the intake of children increasing.

Children in Sycamores class range from year 1 to year 4 depending on their learning style. Learning is supported through the EYFS principles of ‘learning through play’. Within Sycamores class we recognise that play and interactions are key skills to be developed when promoting effective learning.

Children in Millennium class range from year 3 to year 6, in which the national curriculum areas are closely followed.

In both classrooms we offer a range of one to one, small group and whole class tasks with support and access to a broad and balanced curriculum. Maximum opportunity is provided for children to interact with peers from their classes, taking place to develop both communication and social skills for all children involved.  Each child has access to and experience of, the National Curriculum at their own level, pace and understanding. Each child has individualised work programs designed to cover the areas of physical development, personal and social development, language, literacy and communication, mathematics, creative development and knowledge and understanding. Some specialist approaches to Autism that will be used are; The TEACCH Approach, Attention Autism, PECS and Sensory Integration. The individual needs and learning style may determine to a great extent the methodology used. This includes close working both within school and with other professionals to produce individual education plans. 

Children remain on roll in their classes and personalised timetables are drawn up termly ensuring that each child accesses sessions within their classrooms alongside their peers. Integration will vary according to each child’s individual needs varying from 10% – 90% of the school day.

 Children participate in all school activities including swimming and PE. In addition, opportunities for horse riding and community visits are undertaken. Any child in their early years who requires the provision will only attend structured sessions. Life skills sessions are also taught weekly including; road safety, cooking and shopping and travelling on the bus.

Outside agency support

We collaborate closely with ASD outreach, Willowdene school, the Educational Psychology service, occupational therapy and STEPS. The Speech and Language therapist supports staff weekly within the settings. As such we utilize a wide variety of professional support which allows for continual review and reflection of practice and provision for our children.

Recognition and accreditation

In 2017 we achieved the ‘Autism Educational Trust’ standards for the whole school, celebrating the inclusive environment we enable for our learners with Autism and in 2019 we were awarded an area of excellence from Challenge Partners for ‘supporting complex and vulnerable learners’.

Parent comments

Parents comments: ‘The support given by the staff is amazing they know each and every child’s needs and how to support them.’

‘Child X feels part of a group and wanted. He is happy to go to school.’

‘Child Y’s writing and reading has really improved most of the time he enjoys coming to school which wasn’t always the case when he was in class.’