Autistic Spectrum Provision
Mayplace has specialist provision for 16 pupils who are on the Autistic Spectrum. The ‘provision’ is known as Rainbow One and Rainbow Two.
Currently Rainbow One has places for eight children from Reception and KS1. Rainbow Two has places for eight children from Year 1 through to Year 6. The age range of each room may occasionally change depending, on the ages and needs of the children during a particular year.
Children admitted to the provision must have a diagnosis of Autism and a statement of special educational need or EHC Plan.
The Rainbow Provision
Children are admitted through the Local Education Authority’s Special Educational Needs Team in agreement with the school. The provision is intended for children who are able to access a mainstream curriculum with additional support. The children are registered to a class within their year group in the main school and we aim for them to spend an increasing amount of time each day in class with their peers, both supported and unsupported, and when appropriate the remaining time in one of the Rainbow Rooms receiving small group support. Inclusion is actively promoted throughout the school. Whenever appropriate Rainbow Provision children will join their class for educational visits, taking part in class assemblies and when visitors come to school.
Rainbow One is comprised of a large teaching room, with an adjacent toilet and a small sensory room. Rainbow Two is a similar sized teaching room which is set up to familiarise children with a main stream classroom, it has a resource room and a quiet room which children can access when they need some time to themselves. There is a small outside play area which is used throughout the day by Rainbow One children and for playtimes and lunchtimes by Rainbow Two children. Whenever appropriate, we support children to join their mainstream class for playtime and lunchtime.
All children will have access to the Early Years Foundation Stage Curriculum (EYFS) and the National Curriculum differentiated according to the individual child’s needs and abilities. Each child has a weekly individual lesson plan which is tailored to their needs and ability, as identified in their IEPs and EHC plan and by the school’s assessment systems.
Teaching in both rooms is supported, where appropriate, by the use of PECS (Picture Exchange Communication System) and TEACCH (Treatment and Education of Autistic and Communication Handicapped Children), including the use of individual work stations to support the development of independent task completion.
Staff in the provision and in the school, work together in partnership with parents and carers to develop each child’s sense of independence and confidence. We operate very much on an individual basis, carefully considering the needs of each child in terms of ability, communication, self-awareness and anxiety levels.
Great emphasis is placed on communication, social skills and attention skills. All activities in the class are designed to help children to reduce anxiety, to understand the environment and to develop and extend communication, interpersonal and social skills. We understand that many children face difficulties in coping with change. For this reason we run a structured visually supported day to help support transitions and reduce anxiety.
We provide concrete learning opportunities incorporating everyday experiences to help the children develop life skills and to offer them the opportunity to practise their communication skills in the real world. An example of this is weekly cooking sessions, weekly walks around the local community and using the Forest School (weather permitting) and gardening sessions. These activities are planned to support the curriculum, to reduce social isolation and to help the children become more aware of the world around them.