Please use the side tabs on this page to read about Autism Provision at Spring Common Academy. We have broken down the information into the various sections to help you easily find what you are looking for.
Click here Spring Common Academy - Autism Handbook' If you would like to read or download the electronic version of the information. You can also request a paper copy via the School Office.
There are more useful links on the Parent's page, but please contact Caroline Place on the email below to discuss any individual needs for further training in areas such as:
- using or creating social stories
- visual support
- strategies for behaviours
Assistant Head: Autism Provision - Caroline Place
Autism Week 2023
For this year’s Autism week, the theme was Sensory Exploration.
We have delivered great lessons focused on raising Autism Awareness around the sensory needs of our pupils and have made great projects for our Autism pupils such as sensory equipment and sensory boards.
Everyone dressed up in bright colours, we held a wonderful cake sale that helped us to raise money for The National Autistic Society, and we’ve also awarded prizes to the pupils and adults who donned the brightest, most colourful outfits. Our final total was an impressive £168.00 - thank you to the whole school community for your support in this effort.
It has been an amazing week, ending with a big Assembly celebration, that we can't wait to build upon for 2024.
In January 2021 Spring Common Academy received the official news that once again it had received Autism Accreditation. The National Autistic Society’s Autism Accreditation kitemark demonstrates that our school ‘employs a person-centred approach showing a consistent understanding of good practice strategies and tools in supporting autistic young people.'
Autism Accreditation Report Comments…
Staff are committed to the well-being of each autistic pupil and to seek to understand and address behaviour in the context of their autism. In particular the importance of ensuring that each pupil has their own means of being able to communicate and express themselves together with providing each pupil with tools and strategies to help them self-regulate sensory input.
It was noted that the school has ...‘a strong staff team who demonstrate an in-depth understanding of the young people they support …there is a caring ethos across the school, pupils enjoy themselves and are happy and relaxed’.
Feedback from one of our families …’Spring common have been outstanding in recognising my child’s needs and catering to these needs. Always kept up to date with any progress and always there to advise if you need it.'
Spring Common …’staff are committed to the well-being of each autistic pupil and to seek to understand and address behaviour in the context of their autism. In particular the importance of ensuring that each pupil has their own means of being able to communicate and express themselves together with providing each pupil with tools and strategies to help them self-regulate sensory input.’
The National Autistic Society’s Autism Accreditation is an internationally recognised process of support and development for all those providing services to autistic people. This means that Spring Common is providing a unified standard of excellence with continuous self-examination and development; and staff are continually aiming to improve the quality of provision for the children.
Autism Accreditation Report Conclusion:
“I was encouraged by the schools engagement in the process and during observation it was evident that the schools hard work, training and monitoring of practice was ensuring practice was consistent across the school. Spring Common School provides a happy learning environment for autistic pupils in which autistic practice is carefully monitored to ensure it is consistent across the school.” Stephanie de Vries – Accreditation Advisor
General feedback from the assessor’s visit:
“The children were very happy and calm.”
“The children worked well with their peers and there was evidence of genuine care and respect.”
“All children were engaged in their learning.”
Our strengths were:
“We have a range of strategies we use to prepare learners for adult life from lower to upper school.”
“Use of practical life skills across the school which teach employability and self-esteem.”
“The school ethos promotes students working and supporting each other collaboratively creating an environment where there is mutual respect.”
“Commitment of school to training and development, sharing knowledge with local and international schools.”