Tutor groups

Students are organised into 4 vertical tutor groups, year 7 to year 11. They are led by a team of two tutors. Tutor groups were originally organised to support 5 students but currently have 7 or 8 students. The tutors ensure weekly contact with parents, coordinate the personal development lessons and tutor group activities for their group. Tutors meet with their students 3 times a day and will be able to address any issue as they arise. A close working collaboration with parents is developed and we have opportunities for parents to visit at the end of every term.

Reverse Inclusion policy

To ensure the student develops as an independent learner, able to manage their anxiety and be able to self-regulate in a mainstream environment we follow a reverse inclusion strategy.

The student will receive a full individualised timetable within the Centre which will address any social, sensory and communications difficulties, whilst providing the basic academic skills and understanding to allow for future inclusion. When appropriate the student will be included in mainstream lessons and activities.

Having the student in a calm learning environment, supported by adults who understand autism helps reduce anxiety and allows time to develop a professional relationship so that when a student is challenged out of their comfort zone, they have the trust that they will be supported in order to be successful.

The reverse inclusion strategy also allows time for staff to carry out a range of assessments, over time, without the student being overwhelmed. The aim is to help understand the individual student and develop strategies to support their learning and personal development. Assessment includes – spelling age, reading age, reading comprehension age, TALC (Test of Abstract Language Comprehension), Emotional Literacy, Talkabout, KS1 or KS2 Maths and English, sensory checklist and CAT4 assessments.

Behaviour Management

For students to achieve their full potential, long-term, they first need to be able to identify, acknowledge and regulate triggers that if left, could/would impede their learning. The Cedar Centre team develop strategies for sensory issues, anxiety and behaviour issues. To achieve this the team will initially co-regulate with the student using 5-point scales, develop exit strategies, reflection and mentoring. Any learnt behaviour strategies that they have developed to survive in previous schools will need to be addressed and new strategies put in place. This will all be carried out in a calm learning manner, including parents if needed.

In the Cedar Centre we have adjusted the behaviour policy as our aim is to support the autism in order to reduce behaviours. Students have their own strategies and are expected to use them to avoid disrupting the learning of others. Careful reflection and mentoring, including parents, if necessary, addresses any behaviour concerns. We aim to celebrate all the success of the students and every Friday have a reward session at the end of the day. Students receive a letter highlighting their achievements.

Mainstream Inclusion

Mainstream inclusion happens when the student feels they are ready. The student, parents and staff collaborate in deciding the best subjects and activities to start attending. The ultimate aim is to have an independent learner who can choose their options for KS4 before moving onto college.

When in mainstream Cedar Centre students are expected to follow mainstream expectations. A behaviour plan is developed and can include exceptions to mainstream rules, adjustments to uniform, exit strategies, use of alternative strategies and guidance to mainstream staff on supporting the students.