Pupil populations

Our pupils are drawn from three main populations all of who are educated within an transdisciplinary  approach whereby therapy is embedded within the curriculum and school day:

Hearing  Impaired / Deaf pupils who 

  • Require access to British Sign Language
  • May have additional needs deriving from cerebral palsy or other physical disabilities, autism, learning difficulties, visual impairment, communication difficulties  or other low incidence disabilities
  • Require high staffing levels and small groups

Autistic pupils who

  • Have communication and / or social communication difficulties and require intensive speech and language therapy to support their development
  • Require sensory integration activities and interventions
  • May require specialist low stimulation environments including small work / relaxation rooms
  • Work in small groups with high levels of support

Pupils with complex needs and profound and multiple learning difficulties who

  • Need a sensory curriculum with opportunities for specialist occupational therapy and physiotherapy
  • Require a specialist, adapted environment with a range of therapeutic opportunities
  • On-site school nursing service who ensure that the staff are able to support pupils with personal care needs, epilepsy, PEG / JEJ feeding and respiratory difficulties

Our pupils are taught within four departments:

  • Deaf/Hearing Impaired Department – for pupils who are typically Deaf with additional needs
  • Armstrong Centre – for pupils who typically have autism and communication difficulties but are able to share some attention with others
  • Hillcrest Centre – for pupils who typically have autism, have significant communication difficulties and, if dysregulated, can display challenging behaviours
  • PMLD Department – for pupils with profound and multiple learning difficulties and who often have significant health needs

Pupils tend to have one department base but may have sessions within another base or may transition between departments as their needs change. Many of our pupils have significant sensory integration difficulties and require access to a sensory diet throughout the day in order to access the curriculum.