ABLE AUTISM BASE
51. There are eight students with autistic spectrum disorders in the base, all with Statements of Special Educational Needs. Their achievements are good, and many do well, in relation to their learning difficulties, in national tests and assessments in Year 9 and at GCSE. In English, throughout the school, students make good progress in their speaking and listening. Although language problems often hinder their reading fluency, students make good progress over time, and older students have a satisfactory appreciation of examination texts. Standards are good in mathematics because of teaching which enables them, for example, to move from taking everything literally to developing their subject thinking. Students also achieve well in a course specially developed to promote their communication and social skills. Above all, the school’s ethos of valuing all individuals is most evident in the students. Most are relaxed, know what is expected of them and show that they are happy. In particular, they learn to accept change and take on new challenges, such as going on to both college and work experience independently.
52. Good teaching by base and school staff, teaching assistants and visiting therapists, is reflected in the wide range of students’ progress and achievements. Higher-attaining students are stretched, and many students achieve well against their individual education plans. Students learn to communicate through conversation and very soon come to understand their lessons. By the end of Year 11 most are sufficiently confident to start conversations, listen to others and ask for help and clarification. Students make friends and value one another. In a Year 9 design and technology lesson, for example, a group of students worked confidently to produce a Victoria sponge cake, and one was sufficiently confident to volunteer that he had picked up the knack from his grandmother. All staff expect students to learn to be independent in what they do: for example, lunch is used as an opportunity for students to learn both how to behave and how to face new situations. Personal and social education is taught well across the school, and this leads to strong and effective relationships, that motivate the students to concentrate and try hard.
53. Teachers and teaching assistants take a close personal interest in the education and welfare of each student, and their personal development is assessed, monitored and evaluated well. However, arrangements for more detailed assessment of issues specifically related to autism are relatively underdeveloped, and these factors are under-represented in individual education plans.
54. The quality of leadership and management is good: administration is efficient and staff are clear about priorities. The base has a secure strategic grasp of the developments necessary for further improvement, including the need for continuing professional development in both autism and its assessment.