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FINDING THEIR WAY As a specialist school, Gretton (pictured) prioritises emotional regulation, confidence and self-awareness; while Framlingham College Prep School (below) keeps its plans flexible
We ask the students to set their own targets , which are reviewed by staff and students each half-term
regulation, self-confidence, self-awareness, social and emotional progress and giving them an understanding of autism is the primary goal. “You are teaching them to be. To sit still, to understand their own emotions and how their autism impacts on them personally. Once they have that, it becomes possible for them to actually listen to others, take in new information and develop their learning,” Beth explains. And once children connect with trusted adults, the results can be ‘magical’. As inclusive schools in our area stress, it’s all about putting the individual child first. Natalie Skilton at Framlingham College Prep School says: “Our independence gives us the flexibility to innovate, respond swiftly to individual needs and place each child firmly at the centre of school life, creating a supportive, nurturing environment in which children feel valued, understood and inspired to flourish while still being supported and challenged appropriately.”
That highly personalised approach is a feature of support at Framlingham College Prep School, too, which prides itself on being flexible and putting the child first. “From the moment we first meet your child, we take time to understand not just their academic profile but their strengths, interests, challenges and aspirations,” says head of learning support Natalie Skilton. “Careful observation, open dialogue with parents and close collaboration with teaching staff help us to build a clear picture early on. This approach allows us to create a plan that is flexible and responsive, ensuring strategies, adjustments and interventions evolve as the child grows.” Supporting the self At Cambridge’s Gretton School, every child has a diagnosis of autism. Many have had traumatic experiences at their previous schools, including bullying, which can lead to progress stagnating or even going into reverse. When a child starts to have a sense
of being different or feels they don’t belong, it can have such a devastating effect on their mental health that “it has taken many months in the right setting to see their recovery,” says headteacher Beth Elkins. For specialist schools such as Gretton, therefore, learning is of course important, but helping children with emotional
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