The curriculum is broad, balanced, relevant and meaningful to the needs of pupils with autism, reflecting national guidelines within a 5-14 programme and Higher Still framework. The curriculum elaborated or extended is set in real, practical and concrete situations with access to mainstream, local and wider community facilities and resources offering new experiences and opportunities to establish meaningful relationships, build upon strengths and realise where possible hopes and aspirations for the future. The education and care philosophy is underpinned by principles which promote acceptance, individuality, positive regard, dignity and respect, recognising the unique nature of autism and flexibly responding to individually assessed needs, accommodating diversity.
Emphasis is placed upon one team and one curriculum.
An integrated staffing model operates within the school. The Child Support Worker's role and remit bridges both the living and learning environment, the residential and educational setting respectively, collaborating in conjunction with the teaching and specialist therapists as key teams in order to facilitate and ensure a highly structured individualised programmed of curriculum activities. It is this individualised curriculum which drives and dictates the most appropriate staffing ratios and work schedules to best support each child's assessed needs. All activities are subject to formal risk assessment. The National Autistic Society 393 City Road, London, EC1V 1NG, United Kingdom.