At Golborne and Maxilla Federated Nursery Schools we have a Specialised Resource Provision for pupils with social communication needs, including autism.

The Early Years resource is situated within the upstairs mainstream nursery classroom. All children in Nursery follow the Early Years Foundation Stage ‘Developmental Matters’ Curriculum (EYFS). The Resource children are part of the mainstream Nursery class, joining in with nursery activities throughout the day and attending 1:1 sessions within the White Room for individual learning activities.

Children who attend the nursery resource base may not yet have a diagnosis of Autism but the impact of their learning needs may lead to a recommendation of educational approaches suitable for children with Social Communication needs including Autism. Additionally, children may have an Education, Health and Care Plan (EHCP) and/or additional learning needs.
Places are allocated by the nursery and in collaboration with the Local Authority Statutory Assessment Advisory Group.

Curriculum

All pupils start their learning journey being taught and assessed from the Early Years Foundation Stage ‘Development matters’ curriculum. Pupils will also have their own individual outcomes created from their EHCP.
After initial baseline assessments, the SENDco creates an individual personalised curriculum plan for each pupil. This encompasses assessment outcomes from a nursery team comprising of the SENDco, specialist teaching staff and a Speech and Language therapist.
This is a working document that continually reviews all the areas of learning including the pupil’s EHCP outcomes.

Our Approach

Pupils are taught through structured and informal play-based activities within the seven areas of learning, which are: Personal Social and Emotional Development, Physical Development, Communication and Language, Literacy, Maths, Understanding the World and Expressive Arts and Design. They will also have access to specific therapies, which will support their sensory processing, aid their communication and support their overall independence. Golborne and Maxilla staff are committed to ensuring that all pupils achieve their maximum potential and lead fulfilled and happy lives.
The provisions classrooms
The provisions classrooms are created using a structured, positive, low arousal environment that supports learning and communication skills. Staff use/follow:

• ‘The principles of TEACCH
  • ‘Attention Autism’
  • Total communication using a variety of approaches including: PECs (Picture Exchange Communication), MAKATON, SCERTS, and Intensive Interaction.
  • 1:1 teaching sessions
  • Structured personalised sensory sessions
  • Gross and Fine motor activities
  • Individual work stations
  • Visual timetables
  • MAKATON signs and symbols when teaching new vocabulary and concepts
  • Tasks that follows small step principles

If you have any questions please contact Ms Veronica Hilliard, Head Teacher and SENDCo.