Acorn Class

About Tuckswood Academy Acorn Class

We are a class within the school of Tuckswood Academy. We cater for children from EYFS to Yr 4. We offer a small class size of up to 10 children with high staffing ratios and access to targeted specialist support. Pupils are supported through a range of evidence based approaches to learning including TEACCH. This provides the right environment and differentiated provision that is appropriate for pupils with a range of identified ASD (Autism Spectrum Disorder) needs.

Aims:

To provide a calm and quiet space with routines, structures and supports that enable pupils to attend to and concentrate on their learning and make progress towards their short term targets as detailed in their EHCP.
To provide specialist help in the basics of reading, writing and number.
For families of children with ASD to have access to appropriate support and strategies and understand how to best support their children.
For families and professionals to work collaboratively with children to enable them to flourish and make progress within a mainstream provision.
To provide the additional sensory, social and emotional support and provision to ensure all the children’s needs are met.

Profile of children

The Tuckswood Acorn class primarily specialises in ASD needs which constitute an identifiable barrier to learning which has led to children ‘making less than expected progress’ as defined in the SEND Code of Practice 2015 (p.95). While some children’s needs can be met in the classroom others experience significant difficulties in accessing the curriculum being delivered for their age range.

Pupils within the class will typically have an EHCP but there may be exceptions to this in exceptional circumstances. The children within the class will typically have a diagnosis of ASD or be on the neurodevelopmental pathway awaiting a diagnosis.

Typically, children admitted to Acorn class should demonstrate a need for: ● Intensive daily interventions or therapy .

Specialised teaching.
Access to a highly individualised education programme.
A highly structured environment.
Support with independent learning, social and self-care needs that are a barrier to their learning.

All pupils within Acorn class are considered on an individual basis and places awarded with reference to the evidenced need of the particular child, the nature of the existing class cohort and the current availability of places within the class.

Admissions/ Entry Criteria

Pupils admitted to the Tuckswood Acorn class:

Will be at Tuckswood Academy at the time of admission to Acorn class.
Will most likely hold an Education, Health and Care Plan (EHCP) or be put forward for an assessment in the near future.
Outcomes of specialist reports and EHCPs can’t be met within the usual classroom environment.
Will have specialist reports that have been provided following the assessment of external professionals.
Have assessed additional needs that relate primarily to ASD but can also encompass a range of secondary needs such as speech, language and communication or physical, medical and sensory needs.
May have difficulties in the understanding and acceptance of age-appropriate social rules governing, for example, turn-taking, collaborative activities and the sharing of adult attention.

Curriculum Intent

We aim to deliver a broad and balanced curriculum to our pupils which is tailored to meet individual needs at an appropriate level to their abilities. We focus on the core skills of communication, listening, turn taking, sharing and co-operation with the aim

of developing these areas to support children in their achievement within the wider academic curriculum. We will have daily Reading, English and Maths sessions which will be tailored to meet the needs of each individual child.

Pupils will be attached to their Year group class and may return to their class for some lessons as appropriate for their needs and attainment. We will endeavour to ensure that Acorn class pupils attend extra curricular events with their main class. The Tuckswood Acorn curriculum aligns with our curriculum drivers:

Promoting effective communication
Mentally healthy and emotionally literate children
Providing a wide range of experiences and opportunities
Developing the whole child and preparing them for Secondary education
Inclusion and meeting the needs of all children

Exit Criteria

For a provision which has been designed to support children with identified ASD needs, we have taken time to consider our exit criteria for Acorn class - it has been crafted to ensure that children are only transitioned out when they are ready to thrive in a less specialised setting.

Criteria that would indicate readiness to transition from Tuckswood Acorn class:

Improvement in core skills (reading, writing and maths) reaching a level where they can access the general curriculum with typical classroom support and adaptations.
EHCP goal achievement: The child has met identified EHCP targets which indicate a readiness for less intensive support.
Understanding of social norms: The child demonstrates an improved understanding and consistent application of age-appropriate social rules, including turn-taking, sharing and collaborative learning.
Behavioural independence: The child can manage their emotions and behaviours more independently showing a readiness to navigate a mainstream classroom environment.
Effective communication: The child is able to communicate their needs, thoughts and ideas effectively with adults and peers showing an increased ability to function in a mainstream class environment.
Peer interaction: The child increasingly engages positively with peers and shows progress in social interactions.
Adaptability to classroom sensory environment: The child has shown an increased ability to manage any sensory sensitivities within a typical classroom setting, adapting to noise levels, visual stimuli and general classroom activities.
Independence in physical or medical needs: Where applicable, the child manages their physical or medical needs with minimal support, allowing them to function independently in a mainstream environment.
Collaborative agreement: Parents/carers, class teachers and support staff agree that the child is ready to transition and that a mainstream setting is in their best interest based on their overall development and readiness.

Meeting these exit criteria should be assessed through a combination of quantitative and qualitative observations, as well as consultation with specialists and families to ensure a holistic approach to each child's development.

Regular review meetings can support the gradual transition process, allowing adjustments if additional support is needed in the mainstream environment. This is not an exhaustive list but these criteria are designed to ensure a rounded picture of a child is considered when looking at them transitioning from Acorn class.