At Hedgewood School, we provide a positive, supportive approach to managing behaviour, specifically tailored for our pupils with Complex Moderate Learning Difficulties and Autism.

Our primary goal is to reduce anxiety and create a safe, calm environment where every pupil feels secure and ready to engage positively.

Evidence Based Strategies for Behaviour and Learning: 

We use evidence-based strategies to motivate our learners and celebrate their achievements. Here are some of these strategies.

Positive Reinforcement: Positive reinforcement is a process where something pleasant is provided after a behaviour occurs, it strengthens that behaviour and makes it more likely to occur in the future. Positive reinforcement therefore allows us to teach skills and is an important part of the learning process.

Positive reinforcement can take many forms around Hedgewood such as:

•  Access to preferred items or activities that are unique to pupils interests,
• Behaviour Specific Praise: (e.g., "I noticed you put on your coat yourself, wow!") to tell the learner exactly what to do again,
• Certificates,
• Visits to special places,
• Special jobs or responsibilities,
• Reward systems (or ‘token economies’) which allow children to earn things like points, stickers or tokens which can be exchanged for meaningful rewards.

Preference Assessments: Regular assessments of reinforcers are essential to monitor our pupil’s levels of motivation in terms of the positive reinforcers which are available at school.

Task Analysis & Chaining: To promote independence, we break complex tasks (like washing hands, zipping up a coat or completing a maths problem) into small, teachable steps.

Prompting and Prompt Fading: We provide our pupil with support that allows them to learn, and we fade that support so they can become independent without relying on the help provided.

Rapport Building: It is important that staff are proactive in fostering a relationship with every child, so that they feel secure and ready to learn. This is a process that may be especially important at the beginning of the school year but never stops.

Positive Behaviour Support

We support the science that tells us that all behaviour, including challenging behaviour, has a reason (function) and we can create an environment for a child that allows them to no longer rely on challenging behaviour to get their needs and wants met.

Prevent Teach Reinforce (PTR) is an evidence-based model used to allow us to deliver effective Positive Behaviour Support.

Functional Behaviour Assessments (FBA): To provide the best support, we look beyond the behaviour of concern to understand its cause.
To do this, we carry out which can be made up of different information such as ‘ABC logs’, interviews and observations. We look carefully at what happens before and after the challenging behaviour occurs and use collected data to form our hypothesis of the behaviours function(s).

Individual Risk Assessments and Positive Behaviour Support Plans: These documents detail all the strategies to be provided to support the young person. This includes: Proactive strategies: e.g., regular breaks to promote his engagement in preferred, creative activities, Honour requests where possible, particularly when they are spontaneous. Skills to teach: e.g. Waiting, for increasing periods of time., Accepting ‘no’ and ‘no, not now.’, Accepting demands i.e. completing all his tasks without complaints, responding to a range of adults who are consistent in their guidance over playtimes, accepting the end of preferred activities. Reactive Strategies: e.g. Appear calm and use a neutral tone of voice, supervising from a distance, withdrawing eye contact and verbal comments. The Positive Behaviour Support Team: work closely with staff supporting those the child in creating the best environment, teaching the skills and responding appropriately so that children’s dignity is prioritised Assent: This is a person’s ability to communicate agreement or willingness to participate. Staff are trained in how to obtain assent for all types of learners and what to do if a child does not show assent, which involves stopping and respecting the young person’s refusal to participate.

The SPELL Framework (Structured positive, empathy, low arousal/level of regulation, Links): The SPELL approach overarches Hedgewood practice by providing a structured, positive, empathetic and low arousal environment, all resulting in positive levels of regulation for pupils, with good links between home and outside agencies. The school environment is organised to encourage pupils to socially engage with increasing self-reliance.

Staff have in-depth knowledge of pupils and excellent rapport that allow sensory profiles to be understood and supported. Pupils’ sensory experiences that they find rewarding are honoured whenever possible, ensuring pupils have opportunities to identify and request their own regulation strategies as well as engage in sensory experiences for sheer pleasure.

Environmental adaptations are continually considered to ensure sensory overload can be managed by autistic pupils. This includes adaptations of corridor spaces and displays. Displays have been placed to allow for breaks in visual stimuli where pupils can rest their eyes if needed. No displays go fully down to floor and all start and end at the same height on the wall. Doors that were previously different colours are now uniform in a neutral wood.

In order to understand and respond to the needs of all of our pupils, a mix of approaches and interventions are in use, firmly embedded in a person centred approach that puts the strengths, interests and preferences at the core of support and aimed at developing independence.

Our curriculum provides strong foundation for building functional skills for pupils. This includes ensuring that early communication is functional for each child’s needs via interests and motivators and the Speakers Initiative. There is an emphasis on safety and acquiring functional listener response skills to stay safe now, and in the future.

A transdisciplinary approach which integrates therapy and education includes, but are not limited to, the following approaches;

• Speech Therapy /Occupational Therapy/Physiotherapy
• TEACCH
• PCS (picture communication systems), including communication belts
• Symbol use/Signalong/Communication Aids for functional and social communication
•  Essentials for Living ‘Necessary Nine’ skills-promoting independence
• Applied Behaviour Analysis • Verbal Behaviour Milestones Assessment and Placement Programme • Intensive Interaction
• Zones of Regulation/The Alert Programme
• Sensory circuit/diets/ sensory Integration • Attention Autism-developing social communication and Interaction
• Talk Tools
• DIR Floortime
• Positive Behaviour Support/Prevent-Teach-Reinforce behaviour-function based intervention to support behaviours of concern
• Studio 3/Low Arousal techniques

Partnership with Families

Effective behaviour support is only achieved through partnership with parents and carers. We involve families in all aspects of their child’s behaviour, sharing Risk Assessments and PBS plans so that successful strategies used at school can be mirrored at home.

Studio 3 and the Low Arousal Approach

Low arousal approach across the school where staff are very reflective and understand their own part in providing sensory overload to autistic pupils, Staff are confident to reduce demands appropriately and are sensitive to proximity and space and any sensory input that may be coming from other sources.

Wellbeing: Hedgewood has the emotional well-being needs of pupils at the core of everything they do. Building rapport and positive, trusting relationships between pupils and staff, are essential to ensure pupils feel safe and ready to learn, and enhance wellbeing. Staff are equipped to understand the benefits of spending adequate, quality time in building rapport, and acquire skills to build that rapport with individuals. This approach that builds on pupil’s preferences and strengths will be key to ensuring pupils are highly motivated and eager to learn.

We tailor recreational and leisure opportunities, such as sensory play, sports, music, or art, to match pupil’s preferences, making sure these activities are embedded in their routines to promote engagement and enjoyment. Our staff have a clear understanding of the abilities of pupils and when it is appropriate to enable positive risk-taking with pupils consistently appropriately praised and rewarded for achievements’.

Celebration of individuals as unique is supported through a highly inclusive environment. Where pupils are able to recognise and celebrate their autism, approaches are tailored very individually and in close collaboration with parents/caregivers.

We identify and record positive outcomes in emotional well-being through regular observations, discussions, and progress tracking. We celebrate these achievements with pupils and their support network by sharing successes in meetings, sending home communication, and evidence in Learning Journeys on Seesaw. Recognising milestones with praise, stickers, certificates, or special rewards and activities (token economy), reinforcing their progress and building confidence.

Pupils are supported to engage in meaningful social interactions, and our development of playground provision has significantly contributed to the inclusion in the wider school community and developing meaningful social interactions. Staff are supported through the focus on high quality relationships with autistic pupils and building rapport, to identify any factors that may affect the wellbeing of a pupil.

We encourage more autonomy for pupils to self-regulate by reducing co-regulation when possible. The Alert programme, 5-point scale & Zones of regulation has shown increased capacity for pupils on the targeted programmes to identify their emotions and strategies for self- regulation.

We regularly review the strategies we use to support pupils' emotional well-being through:

• team discussions,

• observations,

 • feedback from families and pupils.

By monitoring progress and responses, we adapt our approaches as needed to ensure they stay relevant and continue to have the best possible impact on each child’s emotional health.

Supporting Positive Behaviour at Hedgewood School

At Hedgewood School, we take a positive and supportive approach to behaviour, specifically tailored for pupils with Complex Moderate Learning Difficulties and Autism.
Our primary aim is to reduce anxiety and create a safe, calm and predictable environment where every pupil feels secure, understood and ready to learn.

Evidence‑Based Strategies for Behaviour and Learning

We use a range of evidence‑based strategies to help our pupils reach their full potential. These include:

Positive Reinforcement

Positive reinforcement involves providing something pleasant or motivating after a desired behaviour occurs. This strengthens the behaviour and increases the likelihood of it happening again. It is a key part of teaching new skills and promoting positive learning experiences.

At Hedgewood, positive reinforcement may include:

• Access to preferred items or activities linked to individual interests
• Behaviour‑specific praise (e.g., “I noticed you put on your coat yourself—great job!”)
• Certificates or recognition
• Visits to special places
• Special roles and responsibilities
• Reward systems or token economies, where children earn points, stickers or tokens to exchange for meaningful rewards

Preference Assessments

We regularly assess what motivates each pupil to ensure reinforcement remains effective and relevant.

Rapport Building

Staff prioritise building warm, trusting relationships with every child. This is especially important at the start of the school year, but continues throughout the pupil’s time at Hedgewood. Feeling safe and connected helps pupils engage more confidently in learning.

Task Analysis & Chaining

To promote independence, we break down complex tasks (such as washing hands, fastening a coat or completing a maths activity) into small, manageable steps that can be taught gradually.

Prompting and Prompt Fading

We provide the level of support needed for a pupil to succeed, then gradually fade prompts so that they can complete tasks independently without relying on adult assistance.

Positive Behaviour Support (PBS)

We follow the principle that all behaviour, including behaviour that challenges, has a purpose. By understanding the reasons (function(s)) behind a behaviour, we can create an environment and support plan that enables pupils to have their needs met in positive, appropriate ways.

Prevent–Teach–Reinforce (PTR)

PTR is an evidence‑based model that helps us deliver high‑quality Positive Behaviour Support across the school.

Functional Behaviour Assessments (FBAs)

To effectively support a pupil, we look beyond the behaviour itself and explore why it occurs.
FBAs may include:

• ABC logs (what happens After, Before, and Consequences)
• Interviews with staff and families
• Direct observations

This information allows us to form a clear understanding of the behaviour’s function and identify the most effective support strategies.

Individual Risk Assessments & Positive Behaviour Support Plans

These detailed documents outline the strategies staff use to support each pupil. They include:

Proactive Strategies

Examples may include:

• Providing regular breaks
• Supporting access to motivating, creative activities
• Honouring reasonable requests where possible
• Preparing pupils for transitions or changes

Skills to Teach

These may include:

• Waiting for increasing periods
• Accepting “no” or “not now”
• Completing tasks with reduced prompting
• Responding appropriately to a range of adults
• Managing the end of preferred activities

Reactive Strategies

These may include:

• Remaining calm and using a neutral tone of voice
• Supervising from a safe distance
• Reducing verbal interaction or eye contact when appropriate

The Positive Behaviour Support (PBS) Team

Our PBS Team works closely with staff to ensure pupils receive consistent, high‑quality support. They help create effective environments, guide teaching of new skills and ensure responses to behaviour uphold every child’s dignity and wellbeing.

Assent

Assent refers to a person’s ability to communicate agreement or willingness to participate.
All staff are trained to recognise assent in a wide range of learners, including those who communicate non‑verbally. If a child does not show assent, staff stop the activity and respect their refusal, ensuring that pupils feel safe, heard and in control.

 
The SPELL Framework

The SPELL approach (Structured, Positive, Empathy, Low Arousal, Links) underpins all practice at Hedgewood School. It guides us in creating structured and predictable environments, maintaining a positive and empathetic ethos, and ensuring a low‑arousal setting that supports pupils to remain regulated and ready to learn. Strong links with families and outside agencies ensure consistency across school and home.

Our environment is organised to promote social engagement and increasing independence. Staff develop in‑depth knowledge of each pupil and build strong rapport, enabling them to understand individual sensory profiles and support them effectively. Sensory experiences that pupils find regulating or enjoyable are honoured wherever possible, allowing pupils to discover, request, and use their own regulation strategies.

Environmental adaptations are made throughout the school to support autistic pupils in managing sensory overload. Corridor layouts and displays are designed to reduce visual distraction. Displays start and finish at the same height, and do not extend to the floor, allowing visual “rest” areas. Doors, previously in varied colours, are now a consistent neutral wood to minimise unnecessary sensory input.

 

A Person‑Centred, Multi‑Approach Provision

We use a blend of approaches and interventions tailored to the strengths, interests, and preferences of each pupil. This person‑centred approach helps to foster confidence, build functional skills, and develop independence.

Our curriculum provides a strong foundation for learning, with an emphasis on developing early functional communication through motivators, interests, and programmes such as the Speakers Initiative. Safety, functional communication, and the development of essential listener‑response skills are prioritised to help pupils navigate the world safely now and in the future.

Our transdisciplinary model integrates therapy and education, drawing on approaches such as:

• Speech and Language Therapy / Occupational Therapy / Physiotherapy
• TEACCH
• PCS (Picture Communication Systems), including communication belts
• Symbol use, Signalong, and communication aids for functional and social communication
• Essentials for Living “Necessary Nine” skills for independence
• Applied Behaviour Analysis
• Verbal Behaviour Milestones Assessment and Placement Programme (VB‑MAPP)
• Intensive Interaction
• Zones of Regulation / The Alert Programme
• Sensory circuits, sensory diets, and Sensory Integration approaches
• Attention Autism to build social communication and interaction
• Talk Tools
• DIR Floortime
• Positive Behaviour Support and Prevent‑Teach‑Reinforce (PTR)
• Studio III / Low Arousal techniques

 

Partnership with Families

We believe that effective behaviour support can only be achieved through strong partnerships with parents and carers. Families are involved in all aspects of their child’s support. Risk Assessments and Positive Behaviour Support (PBS) plans are shared so that successful strategies used at school can be mirrored consistently at home.

 

Studio III and the Low Arousal Approach

The Low Arousal Approach is central to Studio III’s philosophy—a holistic model that prioritises calm, safety, and supportive environments. Staff across Hedgewood are trained in Low Arousal Approaches by our Positive Behaviour Support Lead, who is a certified Studio III trainer.

Staff are reflective practitioners who understand their part in contributing to sensory overload for autistic pupils. They are confident in reducing demands when appropriate, and sensitive to proximity, personal space, and environmental sensory inputs.

Trauma‑Informed Practice

Research shows that autistic individuals and people with learning difficulties are more vulnerable to trauma and may have higher rates of traumatic experiences. At Hedgewood, we take a trauma‑informed approach that recognises these vulnerabilities and prioritises safety, trust, empowerment, connection, and emotional wellbeing.

We work to:

• understand each pupil’s history and potential triggers,
• create environments where pupils feel safe and in control,
• avoid re‑traumatisation through overwhelming demands or sensory overload, and
• build strong, consistent relationships that help pupils feel secure.

Emotional Wellbeing

At Hedgewood School, emotional wellbeing is central to every aspect of our practice. We understand that children learn best when they feel safe, valued, and emotionally regulated. Our approach focuses on building trusting relationships, creating predictable environments, and supporting pupils to recognise and express their emotions in ways that feel comfortable and meaningful for them.

We promote emotional wellbeing by:

• Providing consistent, nurturing relationships so pupils always have trusted adults to rely on.
• Supporting regulation through personalised sensory strategies, low‑arousal practice, and structured routines.
• Encouraging communication in all forms, helping pupils express their needs, preferences, and feelings.
• Celebrating strengths and successes, no matter how small, to build self‑esteem and confidence.
• Embedding enjoyable and motivating activities—such as sensory play, art, movement, and outdoor learning—to promote joy and reduce stress.
• Closely monitoring emotional cues, including subtle behavioural changes, to ensure pupils receive timely and appropriate support.

By prioritising emotional wellbeing, we ensure that every pupil feels secure, respected, and ready to engage positively with their learning and with others.

Happiness Indicators

At Hedgewood School, we believe that a child’s happiness is one of the strongest indicators of meaningful progress and wellbeing. For our pupils, happiness is not simply an emotion—it is a sign that they feel safe, understood, connected, and confident within their environment. We use a range of Happiness Indicators to help us understand how pupils are experiencing their day and to ensure that our provision continues to meet their needs.

Happiness Indicators may include:

• Positive engagement: Pupils show interest in activities, explore their environment, and participate with increasing independence.
• Warm social interactions: Pupils seek out communication, respond to familiar adults, share enjoyment, and demonstrate comfort in the presence of others.
• Regulation and calmness: Pupils are able to sustain regulation throughout the school day, recover from challenges, and access preferred sensory strategies when needed.
• Expression of preferences: Pupils make choices, communicate likes and dislikes, and advocate for their own needs through any form of communication.
• Increased confidence: Pupils attempt new tasks, take positive risks, and show pride in their achievements.
• Playfulness and joy: Smiles, laughter, and shared moments of delight are valued signs that a child feels safe and connected.
• Reduced signs of distress: A decrease in avoidant behaviours, anxiety responses, or dysregulation supports our understanding that pupils feel secure and supported.

Staff observe these indicators throughout the day and reflect on them within class teams, ensuring we continually adapt our approach to enhance each pupil’s emotional wellbeing. By prioritising happiness, we ensure that learning is meaningful, relationships are strong, and every pupil experiences a school environment where they can thrive.