Communication 

Communication underpins all learning and hence is considered a key area of development for all pupils.

We use a ‘Total Communication Approach’ using signing, symbols, photographs, high and low tech communication aids and objects of reference as appropriate to individual pupil’s needs to provide clear communication where they are non-speakers.

Pupils will be supported to develop an effective method of communication through our commitment to our ‘Speakers Initiative’, where every child has a vocal profile assessment and a preferred method of communication is established. The aim is to ensure all pupils have a method of communication that is Continuously Available, Frequently used and Effortless (CAFÉ).

 Pupils' communication goals will focus on understanding and use of any appropriate forms of communication to ensure their needs, wants and opinions are communicated and understood, and their well-being is therefore enhanced. Opportunities will be planned for development of social communication skills and social understanding. This will be achieved through adult modelling and mirroring. Individual pupil communication targets devised through a transdisciplinary approach to include Speech and Language therapy and our communication-friendly environment in supporting autistic pupils across the school.

All staff at Hedgewood will be active ‘listeners’, sensitively attuned to understanding the communication of autistic young people and committed to enabling increased appropriate communication through each individual pupil’s preferred communication means. Early identification of a child’s preferred method of communication is key to determining appropriate access to learning opportunities and reduction of frustration.

Our Transdisciplinary approach

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

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

Therapeutic and Specialist Services

Therapy is essential not only for promoting communication but also for maintaining physical well-being and addressing key learning, health, or emotional needs. A pupil's right to these services is ensured through their Education Health and Care Plan, and practical details are included in the pupil's individual education plan.

At Hedgewood School, we use a collaborative approach where teachers, specialists, and therapists plan and work together to create effective tools that fit into daily class routines, optimising teaching time.  Therapeutic programmes are integrated into daily classroom activities alongside educational goals. Some pupils require ongoing, intensive support through individual targeted therapy programmes in scheduled sessions and dedicated therapeutic settings.

Therapists working within Hedgewood School will : 

• Be qualified and professionally accredited;
• Be members of a professional association;
• Follow an agreed and recognised code of practice or formal professional guidelines.

Therapists may delegate some parts of their programmes to school staff, pupils, and their families. When non-therapists are involved in delivering therapeutic programmes, therapists will:

• Provide advice and training for staff, pupils, and families on the techniques and approaches to be used; regular training sessions for the whole school and specific departments are conducted by speech and language therapists, physiotherapists, and occupational therapists.
• Monitor the quality of the work being done and offer appropriate support;
• Ensure that time is allocated for these activities.