Avenue Primary School Statement of Provision

Name of School

Avenue Primary Academy – Autism Bases

Avenue Trailblazer Base & Avenue Explorer Base

Address

Avenue Trailblazer Base: Avenue Primary Academy, Avenue Road, Belmont, Sutton, Surrey, SM2 6JE

Avenue Explorer Base: Brabazon Avenue, Wallington, SM6 9ET

Avenue Explorer Base: Lancastrian Road Wallington SM6 9GN

Name of contact person

Mrs Vaz - Head of School for Avenue Autism Bases

Telephone

0208 642 5138

Email

asd_base@cirrustrust.uk

Website

More information can be found on the Avenue Primary Academy website:

• Avenue Primary Academy website [External Link]

• Avenue Primary Academy - Trailblazer and Explorer Base information [External Link]

Contact to discuss child needs

Who will I contact to discuss the concerns or needs of my child?

The Base Class Teacher is your first point of contact if you have concerns about your child. The Class Teacher will also contact you if they are concerned about your child’s behaviour, emotional well-being, social development, academic progress or anything else.

The Assistant Head Teachers and the Lead Teachers for base has the responsibility for progress of the Base pupils and addresses any concerns that cannot be addressed by the Class Teacher.

The Head of School for the Autism Bases takes responsibility for the operation of the base, it’s policies, co- ordination of the provision made for individual children, working closely with staff, parents and carers, and other agencies. They ensure that you are kept involved in supporting your child’s learning and kept informed of the support they are getting and how they are doing. SEND Governor, has oversight of the school’s arrangements and provision for meeting special educational needs.

The school aims to provide for the special educational needs of all our pupils as they are defined in our Inclusion Policy.

Assessing Children

How does the school know how well my child is doing?

Class Teachers and the Senior Leadership Team continuously monitor all pupils’ progress. Pupils not progressing at the expected rate are identified and additional support or provision provided. Parents and Carers will be contacted by the Class Teacher to discuss concerns about progress.

Additional support will be provided if required. This will be carefully targeted and closely monitored to ensure impact. Pupils have targets they work towards each term and these are identified within their learning journeys, and shared with parents.

Class Teachers and the Senior Leadership team regularly hold review meetings to track progress towards outcomes and evaluate interventions. This may happen more regularly if required.

Support from external services is available for pupils continuing to experience significant difficulty as indicated on EHCP’s

Informing Parents and Carers

How will I be kept informed about how well my child is doing?

Ongoing monitoring by all teachers and the Senior Leadership Team, of rates of progress and to ensure we are identifying pupils not making expected progress. We hold regular review meetings to track progress towards outcomes and evaluate interventions. You will be invited to contribute to these meetings.

Additional support is provided as set in EHC plans. This determines how much outside agency support will occur and by which agencies such as SALT, OT, EP etc Annual review meetings with all outside agencies and class teachers, SENCo will document changes and achievements within the EHC plan.

Updates on Progress

How regularly will I be updated on my child’s progress?

You will receive regular, informal feedback from your child's class teacher through the home liaison books and through daily conversations.

Provision mapping targets are reviewed biannually, and you will be invited to contribute to these reviews, by making comments on Provision mapping online.

You will be able to attend termly consultation evenings and will receive an annual report.

Annual review meetings.

If a Child is Not Making Progress

Will I know if my child is not making progress and what will happen?

At Avenue Trailblazer Base and Avenue Explorer Base, our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understand the next steps they need to take in order to progress.

We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in the base so that your child is fully able to access the learning. This may involve using more practical learning methods or use of different resources, for example.

A highly structured routine is followed which is supported by visual aids at all times. The TEACCH approach is embedded in our teaching.

Children all have their own personalised timetables to follow and learning is on a personalised approach. Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.

A high ratio of adult support allows children to work in both small groups, 2:1 or at a one to one level.

Adult support is provided in a focused, planned manner so as to ensure pupils’ learning is effectively scaffolded whilst still prompting independent learning.

Additional or adapted resources are used when needed. Additional support is also provided by professionals from external agencies. We regularly engage with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.

The specialist professional will work with your child to understand their needs and make recommendations, which may include:

• Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better

• Support to set better targets which will include their specific expertise

• A group run by school staff under the guidance of the outside professional e.g. a social skills group

• A group or individual work with outside professional

We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and be assertive when insisting that their rights are met. The base has its own behaviour policy which can be found on our school website.

Base Teachers and Teaching Assistants supervise pupils during break and lunchtime. This allows all of our pupils to have easy access to staff they are familiar with.

Zones of Regulation: The ZOR is a concept designed to help student gain skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self-management, and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. This approach uses a highly visual method to reinforce different states of alertness and the independent use of strategies to regulate these states.

Supporting Pupils with Speech, Language and Communication Difficulties': 1:1 or group activities, directed or led by SALT, which focus on;

• Listening, attention and memory

• Understanding of language

• Spoken language

• Social understanding and communication

• Speech intelligibility

Attention Autism (Bucket time): This is a creative and highly effective method of building attention and early communication skills. It teaches these skills using highly engaging, stimulating activities and resources which come from our Magic Bucket.

Pre-Teaching: This method of support involves pre-teaching key elements from lessons, in pupils’ usual books, so that they are prepared for a lesson with some prior knowledge and pre planning for tasks. This allows further engagement in lessons and builds self-esteem by supporting pupils in contributing to lessons.

Curriculum

What is the curriculum and how is it taught?

At Avenue Primary Academy all our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understand the next steps they need to take in order to progress.

We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in class so that your child is fully able to access the learning. This may involve using more practical learning methods or ICT, for example.

Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.

The teachers provide lessons which are highly motivating, clearly structured with continuous visual supports. Throughout activities a range of both SALT and OT skills are incorporated.

Adapting for Child Needs

How will the curriculum be adapted to meet the needs of my child?

Due to the different needs, we have across the three Base sites, we now offer 3 curriculum pathways:

• Pre-Formal pathway, for pupils working below 18 months of age.

• Semi-Formal pathway, for pupils working between 18 months and 4 years old.

• Formal pathway, for pupils who can access the National Curriculum.

Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.

Additional or adapted resources are used when needed. Additional support is also provided by professionals from external agencies. We regularly engage with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.

We use an Autism friendly approach with Visual timetables, AAC (augmentative and alternative communication), Attention Autism, Intensive interaction, Occupational Therapy (when stated on EHCP) Speech and Language (when stated on EHCP) Makaton (sign language), use of the Coreboard for communication plus many more strategies and resources

Teacher Flexibility on Child Needs

How flexible can teachers be in meeting the needs of my child?

• Individualised learning within a structured timetable which is heavily supported with visuals.

• Lessons which are highly motivating and engaging based around personalise learning.

• Staff trained in a range of Autism approaches, including the TEACCH approach and basket work, motivator boards, simple language supported with Makaton, Now and Next, Visual timetables etc

Additional Support

Is there any additional support available to help my child reach his/her expected outcomes?

Intervention groups and integration with our mainstream school for academic lessons and daily playtimes. (This is planned in a personalised manner to ensure that it meets the needs of the individual child.)

At Avenue Primary Academy we also offer support from our Family Support Worker, Kate Davis. She can support families with a range of needs.

Learning Strategies

Are there any special features or strategies to help children learn?

• Regular teaching of phonics in class

• Parent support from Family support Worker

• Small group intervention programmes – Lego therapy, Dinosaur school etc.

• Visual timetables for class and individuals.

• Use of Makaton, visuals, now and next boards, Motivation boards and an AAC coreboard.

• Teaching through the style of attention autism

Meeting Child Needs

How do I know my child’s particular need will be met?

We review all children's needs on an individual basis and tailor our response accordingly. We will keep parents and carers informed at every step and value their input in how to support their child. As mentioned previously, we can offer a vast range of support strategies to help our pupils.

Daily contact through home liaison books. Two parent evening consultations, written report, annual review meetings and reports from outside support agencies such as SALT and OT.

Due to the inclusive nature of the school, we have been awarded the Inclusion Quality Mark Award in June 2023 and became a Centre of Excellence in July 2023. Each year we have been re-assessed and maintained our Centre of Excellence status.

Access to Exams

What arrangements are available for pupils to access tests and assessments?

We always help to support our pupils with their emotional, social and behaviour needs, to ensure there are no barriers to their learning. For example, pupils have access to communication cards, cool-down areas in their classroom and can access resources.

All children on the National Curriculum pathway will take the phonics screening test in year 1. We will enter these pupils for KS2 SATS based upon their current level of attainment and ability to access the papers. All pupils on the National Curriculum pathway will take part in the Year 4 Multiplication tests if appropriate.

Additional Support or Time for Exams

How will I know if my child qualifies for additional support or time to access tests?

All children on the National Curriculum pathway will take the phonics screening test in year 1. We will enter these pupils for KS2 SATS based upon their current level of attainment and ability to access the papers. Pupils who access the tests will have additional time, regular breaks and complete the test 1:1 with a familiar adult.

Comfort, Safety and Socialising

How does the school help my child to feel comfortable and safe and manage social situations?

We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all our pupils to be aware of their rights and assertive when insisting that their rights are met. The base has its own behaviour policy which can be found on the school website.

Teachers and Teaching Assistants supervise pupils during break and lunchtime. This allows all our pupils to have easy access to staff they are familiar.

We provide targeted emotional support in the form of Dinosaur school, SALT, Social groups and through our daily busy time.

Social interaction is taught discretely daily. Children integrate with mainstream supported at both lunchtime and playtime.

Developing Social & Emotional Skills

How does the school help develop my child’s social and emotional skills?

Social stories, adult interaction and social groups. The set up of the base encourages children to socialise, make choices, share and communicate through our busy board used throughout each day.

Early Help Support in the Community (Tier 2)

Family Support Worker, Dinosaur school (self-esteem, emotion support, social skills, mentoring by senior staff, social skills groups, Friends club, play clubs and support from outside agencies where appropriate.

Bullying

What is the school’s policy on bullying?

We are committed to providing a caring, friendly and safe environment for all our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school.

This means that anyone who knows that bullying is happening is expected to tell the staff. We ensure that our children are equipped with the skills to manage difficult situations.

Disability Support

What facilities are in the school to assist children with disabilities move around the building and take part in lessons?

We fulfil our duties under the Equalities Act 2010.

• Some parts of Avenue Primary School were built in the 1950s but access has been improved for people with physical disabilities.

• All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users.

• A Sensory room is available for pupils with Sensory impairment or Sensory needs.

• Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning.

• All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.

Accessing Lessons

How do I know my child will be able to access all lessons?

We fulfil our duties under the Equalities Act 2010. Some parts of Avenue Primary Academy were built in the 1950s but access has been improved for people with physical disabilities, and we have installed a lift in our new KS1 building. All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users. Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning. All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.

Who We Work With

Who does the school work with?

Additional support is also provided by professionals from external agencies. We regularly engage with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, Autistic Spectrum Disorder Service, Sensory Impairment service, Speech, Language and Communication Needs Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.

Working with Other Agencies

How does the school work with other agencies?

The specialist professional will work with your child to understand their needs and make recommendations, which may include;

• Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better, e.g. workstations.

• Support to set better targets which will include their specific expertise

• A group run by school staff under the guidance of the outside professional e.g. a social skills group – Lego therapy

• A group or individual work with outside professional

Informing Parents and Carers

How will I be informed?

We will be discussing any concerns we have with regards to your child's progress or learning needs, with you on a regular basis.

If we feel the support we are able to provide in school is not having the impact we would like then we will discuss with you a referral to an external professional.

This will be done with your permission.

Helping Your Child Settle with Confidence

How will the school help my child settle with confidence and manage change as they move between schools and year groups?

Pre visits to the base are arranged for the child to visit initially with parents and then for a few stay and play independently.

A transition booklet is sent home with the child for parents to share the photographs of the school, the classroom and staff.

On starting the base, a settling in period is used depending on individual needs. This may be a few mornings, then staying for lunch before starting full time. We always work at the pace of the individual child.

Extended School Day

What additional facilities do you offer? e.g. Breakfast club; After school clubs;

We currently do not have an extended school day for the base children.

Policies

Relevant policies can be found on the school website.

Policies - Avenue Primary Academy [External Link]

Updated

June 2026