Autistic Education

Here at Fair Ways School we have high ambitions and aspirations for pupils with Autistic Spectrum Conditions (ASC). We are always striving for them to reach their full potential and be included in all aspects of school life and society. We seek to provide an inclusive education for all young people with special educational needs and in particular young people with ASC as per the schools vision.

Fair Ways School has been very successful in supplying education for children with autism. The therapeutic setting along, with the experienced staff team has allowed ASC children who have completely detached from school begin to engage again. The nurturing, consistency high staff teaching ratio has allowed ASC students to develop in their academic ability, social skills and build on successful communication rather than present challenging behaviour.

Ofsted states “Fair Ways leads a high-quality provision for young people with autistic spectrum conditions and these students demonstrate good progress in their learning and personal development.”

We recognise the importance of helping pupils with autism to develop problem solving skills to promote independence both in school and in transition to adult life. We strongly believes in creating an individualised timetable to meet each child’s needs adapting a unique ‘autistic curriculum’. This not only captures the child’s learning needs but also addresses social, emotional and communication needs of children and young people with autism, and nurtures their independence and well-being. The school can offer a variety of academic qualifications including GCSE and Entry Level Awards depending on the child’s needs.

Autism Autistic School Education Southampton Hampshire UK Fair Ways Southampton Hampshire UK

Fair Ways School has a specialised ASC site located in Totton; this provides a nurturing and dedicated ‘autistic curriculum’ providing ASC pupils with a highly ambitious and inclusive education, mostly delivered on a 1:1 or 2:1 basis. This site is purpose built with a therapy and sensory facilities to support their needs.

Fair Ways School adopts the TEACCH (Schopler & Mesibov, 2012) programme in providing an educational intervention for young people with autism. The key principles of TEACCH is to provide an inclusive education program, emphasis on independence, individualised programmes, communication systems and incorporating choice and encouraging flexibility for the pupils we educate

The school is currently registered with the National Autistic Society (NAS) accreditation scheme to ensure we deliver the highest quality of education to meet the needs of our autistic pupils. The NAS produce a set of standards which the school evaluate and work towards each term.

Applied Behaviour Analysis (ABA) TherapyFair Ways School offers ABA therapy as a specialised intervention if this is requested by parents or the LEA for individual young people with autism. The school has a trained therapist with over 17 years’ experience designing individualised ABA programs for young people with autism. Young people on an ABA program will have a full assessment with data analysis taken from specific behaviours and intervention programs designed and overseen by the therapist and trained staff team. This intervention is specialised and uses techniques and principles to bring about meaningful and positive change in behaviour to help children with autism to live a more meaningful life. In its most simple form the behaviour analysis focuses on positive reinforcement when behaviour is followed by some sort of reward.   Fair Ways School adopts a number of behaviour management interventions and ABA is only one aspect available and runs alongside the ‘autism curriculum’ and never used solely as one tool to support special educational needs.
School staff are highly trained and highly motivated in educating children and young people with autism. Staff are regularly trained in courses and techniques to enable effective practice in supporting pupils to make good progress both academically and socially. The school promote joint working with specialist health practitioners and have their own therapy team, which includes a speech and language therapist, an occupational therapist, music therapist, ABA therapist and play therapist. All pupils with autism will have weekly access to 1:1 therapy programs. Each pupil will have an individualised timetable with both academic and life skill qualifications supporting their learning. The school continues to work closely with mental health teams and other social care professionals to support the needs of the pupils.

Fair Ways School feel it is extremely important that there is good communication between school and parents/carers. Parental involvement is mutually beneficial as the exchange of information about how a young person communicates and behaves promotes a better understanding about what may happen in different settings. School staff can learn from parents/carers about their experience living with their young person. Likewise parents/carers can learn about strategies used in the school for their child. This can promote a consistent approach that is required to address the difficulties of learning that is typical for young people with autism.

  • 2:1 or 1:1 staff at all times
  • Individualised curriculum timetable and education targets (IEP)
  • Life skills development (ASDAN and AQA qualifications)
  • Access to national curriculum  – Key Stage 3
  • Access to GCSE’s – Key Stage 4
  • Key Stage 4 – access to work experience
  • Key Stage 4 – access to college placements
  • TEACCH trained staff supporting the programme (specific to ASD)
  • Makaton / PECS – communication systems
  • Team Teach therapeutic physical intervention
  • Sensory diet
  • Access to the school occupational therapist (OT) and assessments
  • Access to the school speech and language therapist (SALT) and assessments
  • Access to music therapy
  • Applied Behaviour Analysis (ABA) Therapy
  • Project leader overseeing and assessing this young person’s needs regularly
  • Close liaison with parents/carers
  • 6 weekly reports
  • Therapeutic interventions
  • Support until 19 years
  • Transition to further education, training or employment