Merstone School Topaz department – Intent and Implementation

Intent

Within our Topaz department, we uphold a philosophy centred on understanding, acceptance and empowerment for every student with autism. Our approach is dedicated to creating a nurturing and inclusive environment where students with autism can thrive academically, socially and emotionally.

Individualised Education: We recognise the unique strengths and challenges of each student with autism. Our curriculum is tailored to accommodate their individual needs, preferences and learning styles, ensuring that every student receives personalised support to reach their full potential.

Holistic development: We believe in addressing the diverse needs of students with autism by providing comprehensive education that goes beyond academics. Our curriculum emphasises the development of social skills, communicati8on skills, sensory regulation and self-advocacy, empowering students to navigate the complexities of the world with confidence and independence.

Inclusivity and understanding: We are committed to creating an inclusive and understanding community where students with autism feel valued, respected and accepted. Our curriculum promotes awareness, acceptance and celebration of neurodiversity, fostering a sense of belonging among students, families and staff.

Collaborative partnerships: We recognise the importance of collaboration and partnership between students, families, educators and therapists in supporting the holistic development of our students. Through teamwork and open communication, we work together to create individualised education plans that best meet the unique needs of each student.

Continuous growth: We are dedicated to continuous growth and improvement in our practice to better serve students with autism. By staying informed about the latest research and best practices in autism education, we strive to enhance our curriculum and interventions to optimise outcomes for every student.

In summary, we are rooted in compassion, understanding and empowerment throughout our department. We strive to ensure that every student has the opportunity to reach their full potential.

Implementation

Given the complexities and diversity of our Topaz cohort, our curriculum offer varies greatly, to meet all learner’s individual needs and breath of cognitive abilities.

Topaz is split into Topaz 1 (KS1), Topaz 2 (KS2) and Topaz 3 (KS3). The topaz curriculum is a thematic curriculum which offers broad and balanced learning opportunities to pupils who are on the autism spectrum. Learning through a thematic curriculum allows for the pupils in the topaz department to experience and enjoy various themes about the world in which they live. The themes which pupils in the topaz department will take part in are varied and allow for pupils to be immersed in a sensory, task specific and life skills focused learning environment. This supports them to work on specific areas of their SERTS/EHCP/IEP targets, communication, emotional regulation, and accepting support. The thematic curriculum will be closely linked to the expectations of the national curriculum but adapted to support the specific needs of each individual in this department and the individual classes. Learning will be focused, structured and responsive to pupil’s emotional and individual needs. Programmes of intervention will continuously be taking place, which supports a readiness to learn approach. Within lessons, the TEACCH structure will be implemented, aiding pupils to understand their environment and work as independently as possible. By focusing on the child, their skills, interests and needs, TEACCH provides a flexibility to teaching that allows the environment, sequencing and predictability to support individual tasks and understanding the concept of finished.

Assessment for the Topaz department is recorded on our earwig system and follows the SCERTS model. SCERTS has been developed to support children with social communication needs, it is a framework of assessment and intervention that can be applied in any natural setting or context. The SCERTS framework is a strength-based

Dependent on the cohort, additional study is offered in areas of sensory regulation and integration through programmes such as interception and zones of regulation. However, for most, this is built into the typical school day and PSHE lessons, particularly during periods of transition. Through this, the skills taught are developed to aid our young adults to adapt to life beyond Merstone as they transition into adult life.

framework that allows identifying and addressing the most significant challenges by building on existing strengths. Autistic children and young people are seen as complete individuals, and any support or intervention occurs by adapting how adults support and interact with the child or young person. SCERTS is an evidence-based and researched-informed comprehensive framework addressing social and emotional outcomes. Research to support this assessment framework has been completed by Wetherby et al. 2014, as well as in school-aged setting (Morgan et al, 2018). It has been decided by the senior leadership team, along with the department lead and external consulting professionals that SCERTS is the most appropriate assessment and framework for supporting pupils within the department reach their full potential.