We believe that the most important thing is a deep understanding of the pupils we work with, combining informal discussions and formal assessments to develop a holistic understanding of cognition, sensory and learning behaviours.
We believe that a child’s needs are best met when a multi-disciplinary team works closely together to overcome the challenges that are impacting most upon their lives.
We enable children to become more involved in their lives by teaching skills that enable them to initiate communication and to regulate their attention, arousal and emotion levels.
We believe that neurodiverse conditions should not be viewed as “impairment” or a “deficit” but as a difference. We identify strengths, promote positive self image, reduce the feelings of isolation or cultural differences. This means that we believe that learning is a genuine partnership between children and adults, so, when we set pupils goals, we also set the supporting adults goals too!