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Teaching Methods
         
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Methodology

Our main teaching method has been developed from the principles of Applied Behaviour Analysis (ABA) including Verbal Behaviour (VB).

We believe that this is the best approach to learning for autistic children.

Teaching staff are trained in:

         
       
   

Regular training by our Occupational and Speech and Language Therapists enables tutors to incorporate techniques such as sensory integration, visual strategies and promotion of social communication into all aspects of teaching.

Curriculum

Our pupil population ranges from Reception to Key Stage 3, but none are able to access the National Curriculum at an age-appropriate level. The majority function at P Levels (attainment below Level 1 of the National Curriculum) in most areas. We have therefore designed a curriculum that meets the needs and abilities of all of our pupils, and can be tailored to suit individual strengths and weaknesses. The skills we teach are relevant, accessible, functional and motivating.

Our curriculum accommodates the learning styles and communication systems of all pupils, and we use visual aids, sign language and reinforcement (reward) systems in different situations to enhance its delivery.
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Our highly specialised curriculum draws on:

  • The Early Years Foundation Stage (EYFS) curriculum, (including literacy and numeracy aspects) and some areas of the Foundation subjects of the National Curriculum (NC).
  • The Assessment of Basic Language and Learning Skills (ABLLS) and;
  • The Verbal Behaviour Milestones Assessment and Placement Programme (VB MAPP).

The Secondary curriculum is designed to promote learning in functional and ‘real life’  settings and targets independence to prepare pupils for adulthood. This curriculum is further enhanced by:

  • The Award Scheme Development and Accreditation Network (ASDAN)
  • New Horizons, Personal Progress and Transition Challenge programmes and;
  • The English Speaking Board Curriculum.
              
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We mainly use topics to deliver the curriculum providing relevant learning experiences that are accessible and functional and help promote personal development.

Most pupils are taught through a combination of 1:1 teaching and small group teaching (with 1:1 support).  Morning group sessions cover literacy and numeracy for both Primary and Secondary levels. Afternoon sessions in Primary focus on a foundation subject and in Secondary on developing life skills.

There is particular emphasis on the development of speech, language and communication skills, self-care and social skills throughout the school day.
   

Individual Educational Plans

Each pupil has an Individual Education Plan (IEP) and the 1:1 teaching works towards specifically chosen IEP targets in the following areas:

  • Speech, language and communication skills
  • Social skills
  • Literacy
  • Numeracy
  • Daily living/self care skills
  • Motor skills/Health and Fitness
  • Play and hobbies/leisure skills
  • Listening and attention skills
  • Independence skills
  • Behaviour
                 
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Group Work
 

Group work is based on a rotating curriculum and follows topics on a half-termly basis, with NC subjects/life skills taught at differentiating levels. Lessons are structured to suit the varying abilities of the pupils.

Visits into the community

Where possible and appropriate we make good use of our local community to support the curriculum making learning more ‘real’, and providing opportunities for pupils to generalise their skills. Visits include: the hairdressers, shopping, bowling and visits to cafes and the local fire station.

Our Secondary pupils work towards their ‘community participation’ targets during weekly outings. These visits are possible as a result of the links we have developed with the local community and we make regular use of a local educational/outdoor activity centre and have even formed our own Scout group.
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Assessment

We continually assess our pupils, using different, yet complimentary systems. These systems underpin our target setting and 1:1 work. Data relating to how pupils respond to 1:1 and group tasks is collected on a daily basis.

Progress is assessed against key developmental targets on the IEPs and measured against attainment on entry to the school, and within the P Levels, ABLLS, the VB MAPP (Verbal Behaviour Milestones Assessment and Placement Programme) and ASDAN levels of attainment at Secondary level.

We recently devised and developed a system for graphically representing progress within the P Levels for key areas of development, such as speech, language and communication skills.
 
   

A typical day at Step by Step

The daily timetable is scheduled to include regular and frequent opportunities for:

  • Small group activities
  • 1:1 teaching towards IEP targets
  • Social skills development
  • Physical activity
  • Self-help/daily living skills development
  • Independence skills development
  • Speech and language skills development
  • Listening and attention skills development
  • Play activities and leisure skills
  • Generalisation of skills

Working with parents

We believe that parent partnership is the key to the success of the pupils. We work in partnership with the parents and carers of our pupils to ensure consistency and continuity of input. We operate an ‘open door’ policy and encourage regular and frequent contact with parents, in the form of daily discussions, entries in a ‘home-school’ communication book, telephone or e-mail conversations, monthly progress reports and termly meetings.