In the Autism Centre within Hill Top, we cater for pupils with a diagnosis of autistic spectrum disorder, who need autism specific teaching approaches, to help them access the curriculum and make progress, in all areas. We use a range of autism specific strategies, such as the TEACCH approach, to support pupils with their communication, flexibility of thought, social interaction and sensory processing.

We have smaller classes with a high adult to pupil ratio, so all pupils can access the support they require. We understand that our pupils need a high level of routine and structure in order to lower their levels of anxiety and learn best. We believe that supporting our pupils develop effective communication should be at the heart of everything we do. We use the SCERTS approach to support this, and work closely with the SaLT team to make sure all pupils are developing their skills at the appropriate level. We have pupils with a wide range of communication needs within the autism centre, some pupils are PECS and AAC technology users, while others are verbal students who need support with social interaction.  We use colourful semantics across the department and within lessons, to help pupils understand the themes of words and use them in their own speech and writing. We encourage the use of Makaton sign language across the department.

Our classrooms are low stimulus to avoid over stimulating our pupils, they are set up with clearly defined areas to support pupils understand when it is work and choice times. Within the department we have our own yard, break out spaces to help pupils self-regulate or work 1:1 with staff, a sensory room and an Imuse room. We also access the other areas of the school including the hall for PE sessions, the fitness suite as well as the cookery room.

Our curriculum is topic based and this gives us the flexibility to make it engaging and follow the interests of the pupils. We cover all areas of the curriculum, as well as weekly swimming sessions, community skills and rebound sessions. Classes are grouped according to need, some classes access the curriculum in a more sensory non-subject specific way, while others can complete more formal learning.

We are very responsive to the needs of the individual pupils and seek to support them to develop holistically; to make progress academically but also develop their self- regulation skills, manage their sensory profiles and own behaviour. There are action plans or BSPs in place for pupils, so all staff working with them know how best to support, these are reviewed regularly and shared with parents.

Being based within Hill Top means we have lots of opportunities for social inclusion with the rest of the school. We attend weekly celebration assemblies and other whole school events such as winter fayre and charity events, where appropriate. Some of our pupils also join the rest of the school for break times, to allow them to develop their social understanding.

Pupil can stay within the Autism Centre during sixth form, or some join the main school sixth form. We look to provide appropriate opportunities to help them develop their understanding of the world of work and qualifications as appropriate. We continually help pupils to develop their independence and self-help skills throughout their time with us, so they can live as independently as possible when they move on.