Every child with ASD has distinct individual needs, which we aim to meet in the most appropriate way. Among the approaches we use to achieve this are:
Each day is broken down into a wide variety of learning opportunities; each one is differentiated according to the level of learning reached and/or required by the individual child.
All children who have special educational needs are required to have an IEP. This plan states the individual child’s current targets and records whether those targets have been met. At Freemantles, we draw up IEPs in discussion with all staff who work with a child, with parents and, where appropriate, with the child.
A general description of a child's behaviour and strategies for dealing with any difficulties are set out in a Behaviour Drill, which is available to any member of staff who may be working with the child. If particular behaviour difficulties are being experienced, a plan will be drawn up that takes account of all the current circumstances, puts strategies in place and sets a date for review.
Every child at Freemantles has a visual timetable. Each child’s timetable will vary according to needs. It may take account of therapies, physical activity slots, inclusion or horse riding. There may be times when a child has to remain apart from the group for part of the day in order to manage behaviours. This will show on his or her individual timetable, and will also show that a time is set for return to the group, which is always the aim.
When students begin their life at Freemantles they have an initial assessment and forms the baseline from which we work. Throughout the students’ school career, assessment will be continuous. Every term has one week which is allocated to assessment; this will encompass P or Pre-National Curriculum Levels, National Curriculum levels, progress with communication, with life skills and with behaviour.
