Kestrel House School
Special needs catered for
The school is a small and friendly independent special school for pupils aged 5-16 years who have Autism, additional learning difficulties and complex needs.
Specialist facilities
All pupils at Kestrel House School have access to a broad and balanced curriculum and are supported to access both our specialist curriculum (addressing their needs in relation to their autism e.g. social communication, sensory processing regulation etc.) and the academic curriculum which is broad and balanced and includes the National Curriculum. Access to the curriculum is facilitated by using Autism specific strategies and supported by the therapists.
Additional therapies and activities that enhance the curriculum and the pupils’ learning include Speech and Language, Occupational therapy, Music Therapy, Attention Autism, Intensive Interaction, Sensory Integration, Thrive and SCERTS.
Pupils benefit from access to our well-equipped sensory room, soft play room and the use of iPad technology for support with communication.
General environment
Kestrel House is a small and friendly independent special school for pupils aged 5-16 years who have Autism, additional learning difficulties and complex needs. At Kestrel House we recognise and value pupils for their unique strengths and their contribution to our school community. We ensure that by following rigorous assessment we provide each child with an Autism friendly environment, an appropriate curriculum and Autism specific interventions to meet their needs and equip them for adult life.
Aims and philosophy
At Kestrel House we aim to ensure that our pupils:
• Are supported to access learning opportunities in a meaningful way that takes account of their learning style and the impact of their Autistic Spectrum Continuum.
• Feel confident, happy and secure in themselves, their relationships and their learning.
• Have the right to protection from all types of harm or abuse.
• Develop and maximise their ability to communicate and interact socially with others.
• Develop their ability to think flexibly, effectively and independently.
• Successfully use strategies to help them manage challenges presented by their Autistic Spectrum Continuum.
• Reach their potential academically and work towards accreditation for their learning at the highest level possible for each individual.
• Have goals and aspirations for their life beyond school and are as independent as possible in their ability to achieve them.
• Are equipped and confident to take their place in society; able to be proactive and productive members of society, accessing opportunities to continue learning or working.
 |
|
|
||||||||||||||||||||||||||||||||||
|
|
|
||||||||||||||||||||||||||||||||||
|
|
|