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Referrals 0118 970 8023
General 0800 138 8680
General
Referrals 0118 970 8023 General 0800 138 8680
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Outcomes and achievements

Rugeley School respects that young people with autism have a range of impairments which can potentially impact their academic learning and social development. We aspire to facilitate the highest possible outcomes for our young people in seven specific areas, with a view to promoting happiness and independence. These are:

  • Functional Communication
  • Sensory Processing
  • Engagement
  • Academic Attainment
  • Behaviour
  • Social and Emotional Development
  • Life Skills

These are further broken down into the following aspects:

  • Communication
    • Functional Expressive
    • Functional Receptive
    • Social – Joint Attention
    • Social – Symbol Use
  • Sensory Processing
    • Sensory needs
    • Emotional Regulation - Mutual
      Emotional Regulation - Self
  • Engagement
    • Awareness
    • Curiosity
    • Investigation
    • Discovery
    • Anticipation
    • Persistence
    • Initiation
  • Academic
    • English
    • Maths
    • Science
    • ICT
    • PHSE
  • Behaviour
    • Aggressive/destructive behaviour
    • Compliance
    • Voluntary Communication
    • Attention Seeking Behaviour
    • Sexualised Behaviour
    • Self-Harm
    • Emotional Outburst
    • Tolerance of Change (possible refusal to engage?/ attempts to escape)
  • Social and Emotional
    • Social Interaction
    • Social Imagination
    • Emotional Understanding and Awareness
    • Learning Skills
    • Independence and Community Participation
  • Life Skills
    • Level of Prompt
    • Fluency
    • Maintenance
    • Generalisation

Achieving the very best outcomes for every individual

In order to achieve the best possible outcomes for the young people in our care, we need to have highly effective processes in place for:

  • Baselining pupils at the start of their school journey
  • Ensuring each individual has an individually-tailored, stimulating curriculum appropriate to their age and stage
  • Target-setting and tracking of progress
  • Analysing progress and reinvesting this this into teaching and learning