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SchoolsSchools HandbookHandbook SchoolsSchools HandbookHandbookAutism Explorers CIC Aspire Alternative Provision
Autism Explorers Alternative Provision provides autism-informed, relationship-led education for children who are struggling to access a traditional school environment. We offer a different route into learning, one that considers the whole child, not simply their attendance, behaviour or academic attainment.When school isn’t working, learning doesn’t have to stop.
NotesOur approach is:Low-demand Relationship-led Sensory-informed Interest-led Child-centred Skills-focused
Who is our provision for? This may include children experiencing: School anxiety or avoidance Persistent absence Sensory overwhelm Emotional dysregulation Anxiety around the school environment Difficulties with transitions Communication differences Social difficulties Demand avoidance Low confidence or school-related distress Difficulty engaging with a traditional curriculum A need for a smaller, quieter learning environment A need for a more individualised approach A period of transition between educational settings Our Alternative Provision may be suitable for autistic and neurodivergent children who are experiencing barriers to accessing mainstream education. Every referral is considered individually. We do not believe that a child’s difficulties should define their educational potential.
Our Explorers Pathway Connect Before meaningful learning can happen, a child needs to feel safe, understood and accepted. We begin by building a positive relationship with the child and learning about: Their interests Strengths Communication Sensory preferences Barriers to learning Motivators Regulation needs Existing skills We develop an individualised understanding of what is preventing the child from accessing education. We consider the question: “What is happening around this child that is making learning difficult?” Rather than simply asking: “Why won’t they engage?” Understand Regulate Children cannot always access learning when they are overwhelmed. Our provision incorporates opportunities for: Movement Sensory regulation Quiet spaces Breaks Outdoor learning Practical activities Emotional regulation Communication Predictability and structure
Our Explorers Pathway con’t Engage Once the child begins to feel safe and connected, we introduce learning through their interests and strengths. Learning may include: English • Maths • Science • STEM • Creative Arts • Outdoor Learning • Life Skills • Communication • PSHE • Independence We aim to make learning meaningful rather than simply completing worksheets. We work towards developing: Confidence Communication Independence Problem solving Emotional regulation Social understanding Functional skills Academic skills Decision making Resilience Self-advocacy Develop Transition Our ultimate aim is not simply to provide a placement. We want to help identify where the child can go next. This may include: Reintegration into school Increased school attendance A phased transition Another appropriate educational setting College preparation Vocational learning Further Alternative Provision Increased independence Transition planning is completed in partnership with the child, family and relevant professionals.
Arrivals and RegisterWhat does an explorers day look like? There is no one-size-fits-all timetable. A typical session may include:Regulation and Sensory activityCore learningInterest- led learningMovement and outdoor learningPractical or life- skills activityReflection & preparation for next session Timetable can be adapted according to the child’s needs.
What can we work towards? EDUCATION Increased engagement Developing academic skills Rebuilding confidence in learning Developing a positive learning identity Depending on the individual child, outcomes may include: WELLBEING Increased sense of safety Understanding regulation needs Developing coping strategies Building confidence COMMUNICATION Expressing needs Developing communication Building relationships Increasing self-advocacy INDEPENDENCE Developing practical skills Making choices Problem solving Developing community skills TRANSITION Preparing for reintegration Preparing for a new setting Preparing for college Preparing for adulthood
Working with Schools We believe AP works best when it is part of a wider educational plan, rather than something happening separately from school. Where appropriate, we can work alongside schools through Initial discussions Information sharing Individual targets Progress updates Attendance information Review meetings Transition planning Recommendations for future support
What makes Autism Explorers Different? We don’t ask “How do we make this child fit the environment?” We ask “How can we adapt the environment so this child can access learning?” Our provision recognises that autistic and neurodivergent children may learn differently. We value Connection before compliance. Regulation before expectation. Strengths alongside needs. Progress rather than perfection.
Referral Process We discuss with a professional about the provision and services we can offer with clear outcomes and benefits. Next, we discuss the child’s needs and current barriers to learning, accessing the community and their education. The parents and professionals consider the suitability of the placement we are offering and for how long the placement needs to be. After this we complete relevant referral process with the family and information-sharing processes. We work with the school or education setting, professionals and the family to create an individualised plan tailored to the child’s needs. The individual then begins placement with support in place to make the transition smooth and effective, whether this means having parents or professionals present during the settling in period or creating an environment they are comfortable to explore in. Each child’s placement is monitored, reviewed and adapted as and when sees fit for the child and their needs weekly- monthly depending on the child’s progress. Once the child has made progress and is settled the next stage of the child’s educational journey is planned and created. What else can we offer? Autism Explorers CIC currently offers Home education groups and workshops, sensory specific groups and activities, parent and carer support, PA services and much more! If you think a family or individual would benefit from any SEND specific services we are accepting new explorers on board our provisions and support services.
A Different Route into Learning Helping children develop new skills, build confidence and make connections. For AP enquiries and referrals helloautismexplorers@gmail.com lillian.autismexplorers@gmail.com For schools and professionals www.autismexplorersnorwich.com