Our Rainbow Room supports children at Sudbury with autism. As defined by The National Autistic Society, autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. In the Rainbow Room, we work with children and families to help them overcome the obstacles associated with autism. We enjoy working together to develop key skills as well as having fun.
Our vision is to offer a provision that gives children and families the understanding, support, tools and opportunities they need to achieve and succeed. We believe that every child can learn and achieve when we meet their individual needs. This ties in to our whole school vision – Believe to achieve!
Each child in the Rainbow Room is given a Personal Learning Plan (PLP) whereby they are given targets across 9 key areas of learning such as Maths, Reading and Functional Skills. This combined with our Occupational and Speech and Language Therapists provides a full and rich curriculum whereby each child will make progress.
We have a high ration of adults in the Rainbow Room (3:8) to ensure that children are provided with a high level of adult support.
We use a variety of specialist strategies and approaches which include:
Picture Exchange Communication System (PECS) – using pictures to communicate
Makaton – signs and symbols to help people communicate
Structured teaching – one on one with high levels of visual support
Small group and partner activities
Lots of visual support – photos, symbols, objects to represent activities, timetables, etc. Our facilities are resourced, organised and arranged to be as autism friendly as possible and we are proud to offer this commitment.
“I am a mother to a pre-verbal 5 year old boy and was initially apprehensive as my son could not speak and was anxious about how he and the teachers would be in this school.
It was comforting to know that they have not only supported my son amazingly in every step and have shown great patience, understanding and kindness but they have been a tremendous support to me as a parent and above all I don’t feel alone in raising my son.”
“Children are making good progress and this is backed up by the school's data, the area of speaking has been particularly successful.”
Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated and committed to lifelong learning.