“Our mission is to ensure that pupils grow to their full potential as motivated learners in a caring supportive and inspirational community.

We aim to:


To meet the needs of every child so that they can achieve their intellectual, spiritual, moral, social and physical potential.
To develop self-confidence so that children can successfully deal with significant life changes and challenges.
To keep children safe in school and to teach them safe practices so that they are able to keep themselves safe both in and out of school.
To promote good attendance.
To achieve high educational standards
To provide a broad-based curriculum which is stimulating, interesting and allows children to become independent learners.
To help parents to support their children’s learning
To teach children to value and respect the beliefs, opinions and feelings of others.
To promote a healthy physical and emotional lifestyle.


To give children the key skills to contribute positively to their community.

Communication and Interaction

The school is an Enhanced Mainstream School for children on the autistic spectrum.
Children will have:
Access to small group and/or individualised interventions to develop skills in communication, interaction, emotional awareness, self care, flexible thinking i.e. social speaking, time to talk, communication and speech and language support in Foundation stage and KS1.
Enhanced access to visual approaches e.g. TEACCH
Flexible approaches to timetable
Access to low stimulus area such as quiet rooms and the ASD base, modifications to lunch and/or break times, access to Foundation Stage outdoor area to promote social interaction and specifically teach children how to play.
Enhanced access to additional aids and technology i.e. iPads, Lexia, Nessy, RM Maths, Reading eggs, spellodrome.
Explicit teaching of generalising skills from one context to another through inclusion and differentiation.
Careful planning of transitions with passports and transition booklets.
Mentoring and/or buddy systems, particularly for children that access mainstream classes and playground.
Social stories developed specifically to individual children’s needs.

Cognition and Learning

Children have access to:
Regular, individually focused next day intervention
Increased access to small group support with additional class teachers to support interventions in KS1 and KS2. Also, increased staff numbers in the Foundation Stage for early intervention support.
Practical aids for learning e.g. table squares, time/number lines, pictures, photos, accessible reading material suited to age, visual aids.
Phonic development programmes i.e. Letters and Sounds, Read Write Ink and the Ruth Hepplewhite programme.
Increased access to ICT and enhanced access to technical aids e.g. spell checker, ICT software and/or hardware i.e. individual laptops, Lexia, Nessy, RM Maths
Flexible groupings and differentiation within a mixed ability class with enhanced TA support
Adaptations to assessments to enable access e.g. readers, scribe, ICT in accordance with national guidelines.
Curriculum will be adapted to meet the learning needs of the child/young person.

Social, Emotional and Mental Health Difficulties

Children will have access to:
To time out and individual work area
Individualised and personalised rewards system, in addition to the schools behaviour policy, to reinforce positive behaviour and expectations.

Access to Alliance or ABC counselling services or CATS play therapy.
Increased access to additional adults in the classroom to support positive behaviour and learning.
Opportunities to develop Social Emotional Aspects of Learning via the SEAL programme.

Sensory and/or Physical Needs

All children will have access to:
The school is a new school and has been built to enable all children and parents/carers to access the school.
School would be able to arrange physical aids to support access e.g. wheelchair, walking frame, hearing aids, large print materials, based on specialist assessment and advice.
Access to a specialist teacher support based on their needs i.e. specialist learning team, visually impaired service and hearing impaired service.
Access to support for personal care, to ensure all children are included in all school activities.
Therapy programmes are delivered in school by specialists e.g. Occupational Therapists, Physiotherapists and supported by staff in school.
Adapted curriculum to enable full access e.g. alternative recording devices, individual ICT and modified PE curriculum.