What We Offer?
We are an alternative provision for children aged 5-13 (EYFS – Year 9) who experience communication and interaction difficulties. At Earley Springs, we provide a nurturing and supportive environment tailored to individual needs, fostering growth and confidence.
We offer a personalised approach to learning
To ensure children receive the best possible start, Earley Springs fosters a strong partnership between home and school is essential for giving children the best possible start to their education. We value and encourage the contributions of parents and carers, and we strive to work collaboratively with them from the very beginning.
Our transition process is designed to be child-centered and family-focused. We hold individual meetings for each new child, inviting parents/carers, prior school representatives, and any relevant professionals involved with the child. These meetings provide a valuable opportunity to share information and gain a holistic understanding of each child, ensuring a smooth transition into school.
Once children have started school, we maintain open communication with parents/carers, providing regular updates on their child’s progress and activities through various channels, including:
- Home/school diaries
- Weekly photo diaries
- Parent evenings
- Consultation meetings
- Annual Reviews
- Telephone and email communication
We encourage parents/carers to be actively involved in their child’s education and to continue sharing information about their child’s interests and achievements at home.
Early Years - Explorers
We provide a nurturing and stimulating learning environment where children are supported by experienced staff who build upon their individual experiences and interests. Our Early Years classes, known as The Explorers, cater to Nursery, Reception, and Year 1(however this is not exclusive), offering a curriculum that balances child-initiated and adult-led learning activities.
The Explorers approach is designed to foster curiosity, exploration, and a love of learning. We utilise both indoor and outdoor spaces to create opportunities for exploration and active learning, encouraging children to make discoveries and express their ideas. We recognise the value of spontaneous learning moments and embrace these opportunities as they arise.
Structure and routine are important elements of our day, helping children understand expectations and develop a sense of predictability. Consistent approaches and visual cues support this process, fostering anticipation of routines and activities.
We use Makaton consistently to support communication, along with a variety of communication aids tailored to individual needs. Opportunities to practise and develop communication skills are embedded throughout the day, including during snack time and play times. Children are regularly given choices and encouraged to express their preferences.
We foster positive interactions and relationships through planned activities and experiences. We value each child’s thoughts and contributions, encouraging confidence, self-esteem, and a sense of belonging.
Recognising that every child is unique and develops at their own pace, we provide a foundation for learning and growth in The Explorers at Earley Springs. This foundation will support children as they progress on their individual learning journeys.
The Discoverers
The Structured Learning Approach at Earley Springs, which we call The Discoverers, provides learning environments that help pupils understand learning expectations. Pupils in The Discoverers progress through school in key stages, grouped with peers who have similar cognitive abilities.
The Discoverers program is designed to encourage exploration, discovery, and a sense of adventure in learning. We create a supportive and stimulating environment where pupils can develop their skills and independence.
The Discoverers program is characterised by:
- Short lessons
- Independent use of ICT
- Development of key independence skills
- Emphasis on small group and 1:1 learning
- Development of self-regulation skills
- Inclusion of regular physical activity
We use a Total Communication approach within The Discoverers, encouraging communication through sign language, speech, visual systems, and customised communication aids. Pupils follow a bespoke curriculum that emphasises communication, living skills, and opportunities to meet individual sensory and motor planning needs.
Communication, including language and literacy, is embedded throughout the school day. We utilise programs such as SCERTS, Attention Autism, and PECS to support communication development. Pupils are encouraged to make choices, express their feelings, and communicate their needs effectively. Speech and language therapists collaborate with teachers to set communication goals, which become key elements of each pupil’s individualized learning plan.
We often use a TEACCH approach to provide structure and foster independence. We also emphasise contextualised learning through living skills and community engagement. A variety of physical activities and movement-based activities are incorporated throughout the day to meet pupils’ sensory needs. These activities include sensory circuits, modified Brain Gym, Activate, BEAM, bikes and trikes, Earley Springs Yoga programme, Clever Fingers, and other interventions.
Therapy targets from speech and language therapy and occupational therapy are integrated into the teaching day and are primarily delivered by class staff.
The Investigators
We firmly believe in fostering an inclusive learning environment where every student has the opportunity to reach their full potential. To achieve this, we group pupils into Learning Approaches, carefully designing classroom environments to meet their diverse needs.
For pupils in key stage 2, we offer a unique program called The Investigators. This program utilises a practical curriculum model that prioritises a developmental approach, where learning stems from the core skills, knowledge, and understanding that pupils need to thrive. Instead of being driven by subjects or themes, learning journeys begin with each pupil’s individual strengths and needs.
Within The Investigators, pupils are encouraged to take an active role in their learning, much like detectives seeking answers and making discoveries. This approach fosters curiosity, problem-solving skills, and a deeper understanding of the world around them.
Curriculum content, encompassing both themed and discrete areas, provides a rich and meaningful context for pupils to practise and embed these essential skills. This flexible approach, where skills drive the curriculum, ensures personalised learning in the fullest sense. Pupils have ample opportunities to build their foundation of skills, knowledge, and understanding, make connections, and apply their learning in various contexts. They also benefit from intensive, targeted support to address specific needs.
Pupils in The Investigators thrive when learning is connected to their own experiences. Some learn best through structured play, others through functional activities, and others through a topic-based approach. The curriculum content aligns with the National Curriculum, however it sits very closely alongside the engagement model. Although our teaching methods always reflect the age and learning style of each individual pupil.