Over the last three years, Rugeley School has supported students to progress onto the following destinations:
- 13 students have transitioned into further educational placements at local colleges
- 2 young people have moved into home tuition
- 7 young people have moved into adult care/supported living
- 1 young person takes part in voluntary work
Achieving the very best outcomes for every individual
Rugeley School respects that young people with autism have a range of impairments which can potentially impact their academic learning and social development. We aspire to facilitate the highest possible outcomes for our young people in seven specific areas, with a view to promoting happiness and independence. These are:
- Functional Communication
- Sensory Processing
- Engagement
- Academic Attainment
- Behaviour
- Social and Emotional Development
- Life Skills
These are further broken down into the following aspects:
- Communication
- Functional Expressive
- Functional Receptive
- Social – Joint Attention
- Social – Symbol Use
- Sensory Processing
- Sensory needs
- Emotional Regulation - Mutual
Emotional Regulation - Self
- Engagement
- Awareness
- Curiosity
- Investigation
- Discovery
- Anticipation
- Persistence
- Initiation
- Academic
- English
- Maths
- Science
- ICT
- PHSE
- Behaviour
- Aggressive/destructive behaviour
- Compliance
- Voluntary Communication
- Attention Seeking Behaviour
- Sexualised Behaviour
- Self-Harm
- Emotional Outburst
- Tolerance of Change (possible refusal to engage?/ attempts to escape)
- Social and Emotional
- Social Interaction
- Social Imagination
- Emotional Understanding and Awareness
- Learning Skills
- Independence and Community Participation
- Life Skills
- Level of Prompt
- Fluency
- Maintenance
- Generalisation
In order to achieve the best possible outcomes for the young people in our care, we need to have highly effective processes in place for:
- Baselining pupils at the start of their school journey
- Ensuring each individual has an individually-tailored, stimulating curriculum appropriate to their age and stage
- Target-setting and tracking of progress
- Analysing progress and reinvesting this this into teaching and learning