Birch Wood Autism Provision
“We have created a learning environment where every pupil with autism feels supported and appreciated, where difference is celebrated and understood and where young people can reach their true potential academically, socially and emotionally.”
Amy Dunstan- Autism Lead
Birch Wood Autism Provision is a centre of excellence for children with Autism. We provide personalised programs designed to support pupils in reaching their full potential in a safe and nurturing setting. Our learners will gain qualifications and vital life-skills, in a calm, supportive and therapeutic environment enabling them to excel both academically and socially.
What our Parents say
“The provision has been outstanding in every way and the staff are brilliant with strategies to ensure progress is made in all areas of Raahi’s school life…We couldn’t ask for anything more.” Raahi’s Mum and Dad
“Joel is really happy, he’s started playing again and back to the old Joel. Everything is really positive and he is much happier when he comes home. The unit has been really positive for Joel.” Joel’s Mum and Dad
"The primary school said under no circumstances could he go back after Christmas. Sending him to Birch Wood is the best thing I ever did, I couldn't be more pleased. He is calmer, telling me about things, he enjoys school. Everybody has noticed such a big change in him, all of my family appreciate everything you are doing, it has changed our lives." Connor’s mum
We hold a firm belief that at the same time as recognising the special needs and difficulties that are shared by pupils with an ASD diagnosis, it is essential that we keep to the forefront of our minds the individuality of each pupil.
In brief, the autism spectrum is diverse, but all people with autism have common areas of difference, as well as individual areas of strength, need and interest. There are four developmental areas for diagnosis:
An impairment/difference in communication which affects their ability to understand, and use, all aspects of verbal and non-verbal communication. This includes facial expression, gesture, body language and social timing in addition to speech.
An impairment/difference in social relationships. This will impact on how they interact with others, play and build relationships. Unwritten social rules may be problematic and support may be needed to communicate their own emotions and understand the feelings or needs of others.
A difference in how they process information, which will impact on their attention, interests and how they learn. They may have a wonderful and extensive knowledge of special interests but struggle with change to routine or the ability to transfer skills. They may experience difficulties with Social Imagination despite having a great imagination generally.
Sensory processing differences/difficulties which can affect how they take in and perceive sensory information from the 5 senses plus the body (proprioception) awareness system and the balance (vestibular) system.
To provide a highly individualised programme of learning for each pupil.
To nurture and encourage strengths and interests and where appropriate build these into the learning experiences.
A curriculum is an ‘organisation of experiences which is designed to meet all of a child's educational needs’ (Rita Jordan, 1990). Therefore the National Curriculum can only be part of the total Curriculum offered to a pupil here at Birch Wood Autism Provision. Our pupils have specific learning needs as a result of their autism it is essential to supplement and adapt National Curriculum guidelines and content in order to achieve the best possible outcomes for each of them.
To provide a structured learning environment, which may include limiting sensory stimulation, simplifying language, visual clarification by sign, symbol or picture. Breaking learning down into small and manageable or predictable steps.
To provide individual teaching time. Pupils with autism tend to learn less effectively in group settings and therefore the provision offers an appropriate balance of individual teaching, small group and independent learning in relation to the pupil’s age, ability and complexity of needs.
To provide a high teaching ratio and ensure those staff have a sound and secure understanding of autism.
To develop and use a range of interactive approaches, such as intensive interaction and musical interaction.
To use approaches such as aromatherapy, massage, relaxation and sensory experiences. Sensory processing difficulties will, to varying degrees, impact on pupil’s emotional well-being and their ability to access learning. Therefore, individual responses to sensory information is taken into account when planning educational experiences. This may include detailed sensory profiling and the provision of sensory diets.
To create an innovative and forward thinking professional environment that allows staff to reach their potential.
To promote independence and preparation for the future.
The provision is integrated in to Birch Wood Special School and Birch Wood Vale School, ensuring students have opportunities to develop positive relationships with peers and skillful staff alike, as well as benefit from a wide range of specialist facilities through the Birch Wood Schools. In this way pupils have the opportunity to feel part of a conventional small school community.
Specialist facilities and :
Low arousal classrooms
Small class size- maximum of 5 students.
Individual study booths
Enclosed play areas with gardening facilities
Age appropriate play equipment and playgrounds
Specialist cookery classroom
Specialist DT classroom
ASD Specialist- Lead Teacher
Primary and secondary trained teachers
Senior Teaching Assistants
Learning Support Assistant
Speech and Language Therapist
Family School Link Worker
Health and Wellbeing Officer