TreeHouse School prospectus 2018/19

A Non-Maintained Special School for children and young people aged 3–19 with complex autism

Prospectus 2018/2019 1 Be safe. Make responsible choices. Do your best.

Contents 03 Welcome from the headteacher

18 Medical arrangements | Duke of Edinburgh’s Award

04 Our mission | Our vision | Our values 06 Teaching and learning: our curriculum

19 Keeping our pupils safe | Security | Equal opportunities

11 Community links | British values

20 Sam’s story

12 Work-related learning (14–19 years)

22 Our admissions process | School fees

13 Sixth form

23 Open days

14 Assessment

24 How to find us

05 Our trans-disciplinary team | Our governors

16 School-Wide Positive Behaviour Support | Positive handling plans

Making the ordinary possible

17 Enrichment

All images courtesy of Phil Ashley unless otherwise mentioned

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Our values define how we work to ensure that children and young people with autism are at the heart of all that we do.

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Ambitious about Autism is the national charity for children and young people with autism.

We provide services, raise awareness and understanding and campaign for change.

Through TreeHouse School, the Rise School and Ambitious College, we offer specialist education and support. Our ambition is to make the ordinary possible for more children and young people with autism.

Welcome from the headteacher Thank you for your interest in Ambitious about Autism and TreeHouse School, a Non-Maintained Special School founded in 1997 by parents of children with autism. We are based at the Pears National Centre for Autism Education in the thriving community of Muswell Hill, North London. TreeHouse School educates pupils with complex autism and learning difficulties aged 3–19 from across London and the Home Counties.

It is a very special place to work and to learn. All of our young people have a Statement of Special Educational Needs or Education, Health and Care Plan. Through this, they receive individual and personalised learning and behaviour support from our highly-skilled, specialist staff team, including teachers, behavioural professionals, speech and language therapists and occupational therapists. We are also lucky to have a part-time art therapist and yoga teacher.

The school sits on wonderful grounds and has links with many local businesses, schools and community projects in the area. We proudly compete in sports competitions, gardening projects with Wisley Gardens and take part in many arts, drama and performing arts ventures. Some of our oldest pupils are in successful work experience placements in the local area.

I am very proud that in December we were able to maintain our outstanding rating from Ofsted. This was rightfully and justly earned by the extraordinarily special community that is TreeHouse School, a place

that I continue to delight in being the headteacher of, within an organisation that strongly believes in the voice of children, young people and their parents and carers. Family support is especially important to us because we recognise that the needs of every child and young person are different. We work together with a trans-disciplinary focus to ensure that we understand and respond to each pupil’s unique abilities.

I really do hope you enjoy looking through this prospectus — it is just a flavour of how we make the ordinary possible for our pupils. However, the best way to find out is to visit us and see for yourself what a remarkable and unique environment we have at TreeHouse School.

Kerry Sternstein, Headteacher MA. Education, DipSEN, Cert Ed, NPQH

Thank you TreeHouse School is at the heart of Ambitious about Autism. Whilst we work hard to optimise statutory sources of funding and fees, we also rely heavily on voluntary income to enable us to go above and beyond with the services, facilities and

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opportunities that we provide. We are most grateful to The Pears Foundation and all of our generous donors, for enabling us to provide a school where our pupils are able to thrive and achieve their full potential.

The leadership team has maintained the outstanding quality of education.

Ofsted, 2017

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Our mission

Our vision

TreeHouse School exists to help children and young people with autism to learn, thrive and achieve.

TreeHouse School is ambitious for children and young people with autism.

Our vision is to make the ordinary possible for them.

Our values Our values underpin everything that we do at TreeHouse School and provide the foundation for our approach to teaching and learning. We believe that early diagnosis and intervention is critical to giving all children with autism the best start in life. Effective education has the power to transform the lives of children and young people with autism and we understand and respond to

each young person’s individual talents, interests and potential. You will notice these values displayed and demonstrated throughout the school.

• Be safe • Make responsible choices • Do your best

4 Be safe. Make responsible choices. Do your best.

Our trans-disciplinary team TreeHouse School has 140 members of qualified, dedicated and enthusiastic staff who work together to create a positive and supportive environment for our pupils.

Qualified teachers and class leads

Speech and language therapists (SaLTs)

Plan, teach, assess and lead on the learning in the classroom.

Assess and deliver support programmes to learners in order to develop their communication and social interaction skills.

Behaviour analysts (BAs)

Occupational therapists (OTs)

Develop functional behaviour support plans to help pupils overcome barriers to learning.

Assess and deliver support programmes to learners in order to help them manage sensory issues and develop functional life skills.

Tutors Work under the guidance of teachers, class leads and the trans-disciplinary team of BAs, SaLTs and OTs, running individual behaviour support and learning plans, using teaching techniques based upon the principles of behaviour analysis.

Our governors TreeHouse School’s Governing Body is separate from, but overlaps with, the Board of Trustees, in that two governors are also trustees and the trustees receive reports from the Governing Body. By law, we do everything that a Governing Body does in a Local

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Authority school, except manage the budget and the premises. Our governors are actively involved in many aspects of school life and are completely committed to the success of the school and to ensuring the best possible provision for our pupils.

Staff share an unwavering commitment to improving pupils’ life chances irrespective of their starting points.

Ofsted, 2017

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Teaching and learning: our curriculum Fundamental to our approach at TreeHouse School is our commitment to tailor the curriculum to the unique qualities and specific needs of each pupil, taking into account their starting points and targeting their future progression.

These individualised learning programmes are informed by extensive assessment of each pupil as well as consideration of the strengths and difficulties associated with autism in general.

Our curriculum is creative and flexible and uses our natural environment to extend pupils’ learning. You are as likely to see maths being practiced in the shop, the community or the garden as you are in the classroom. Where appropriate, the curriculum is linked to the National Curriculum.

Curriculum model EHCP

Key

IEP ILP

School-Wide Positive Behaviour Support tiers

Tier Three

MATHS

Individual Education Programme targets Individualised Applied Behaviour Analysis Learning Programmes

National key stages (EYFS–KS5) KS1 +2

EYFS

KS3

KS4

Developing communication & independence

KS5

Preparing for adulthood

EYFS: Problem solving, reasoning & numeracy

EYFS: Personal, social & emotional development

ENGLISH EYFS: Communication, language & literacy

ENGLISH EYFS: Communication, language & literacy

Personalised pupil curriculum

Tier Two Framework curriculum

Foundation wider curriculum

Foundation wider curriculum

Wider curriculum

Behaviour & social skills

Education, Health and Care Plan targets (employability, independence, participation & healthy living)

Communication & interaction

Pupil’s personalised curriculum (balanced and broadly based over time)

MATHS

PSHE

EYFS: Problem solving, reasoning & numeracy

Vocational pathways

Tier One ILP IEP EHCP

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The school’s carefully designed curriculum is impressive.

Ofsted, 2017

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Speech and language therapy Communication is the foundation for the development of relationships, participating in society and accessing the curriculum.

Pupils with autism present with difficulties in social communication and the language skills necessary to express their needs, desires and feelings. For this reason, developing receptive and expressive language skills is crucial to improve and maintain pupils’ quality of life.

Our speech and language therapists (SaLTs) work within the trans-disciplinary and classroom teams to promote communication development by creating programmes and resources tailored to each pupil. SaLTs provide ongoing individualised assessment and management of pupils and include the family in selecting an ‘Alternative Augmentative Communication’ system, including:

• Picture Exchange Communication System (PECS);

• Makaton (a signing system); • communication books.

Occupational therapy Occupational therapy takes into consideration all aspects of a pupil’s daily life.

This includes their abilities, experiences and aspirations, the environment and the importance of a task or activity in their life. Pupils with autism frequently demonstrate sensorimotor and sensory regulation issues and difficulties engaging independently and successfully in everyday activities.

Our occupational therapy supports our pupils’ engagement with activities such as schoolwork, self-care, leisure and playing with peers. Strengths and difficulties are identified for each pupil through assessment and programmes are then developed based on individual needs. Specific activities such as fine motor activities, movement breaks and sensory regulation activities are recommended and incorporated in the curriculum through Individual Learning Plans devised by behaviour analysts and occupational therapists.

Yoga Yoga is a practice that merges mind and body. It combines gentle breathing techniques, postures and relaxation to positively enhance health and wellbeing.

Art therapy Art therapy is a form of psychotherapy that uses art media as its primary mode of expression and communication.

Children can express and explore feelings that are at times confusing and difficult to convey with words alone.

Art therapy can increase communication, interaction and self-expression, develop an increased sense of selfawareness and support emotional and psychological development. This therapy is provided individually, in groups or with parents, depending on the child’s needs.

At TreeHouse School, our yoga classes are designed to offer our pupils therapeutic strategies to regulate heightened states of mood and behaviour and have proven to be highly effective. In addition, gentle pressure massage techniques are used to help promote selfmanagement and regulation.

Working one-to-one or in small groups, these classes are people-centred and support specific needs. We hope that with regular practice, our pupils will participate more confidently within the classroom and community.

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English

Maths

English and literacy at TreeHouse School offers pupils the ability to shine regardless of their academic ability.

Maths can provide pupils with powerful ways of exploring, investigating and understanding the world; for example, the skills of making comparisons, identifying differences, investigating relationships and establishing connections — important skills that extend across the entire curriculum.

We use Bag Books, multi-sensory stories and story massages to captivate our pupils and encourage them to experience a book through their senses. Additionally, where appropriate, we run a wide-ranging reading, writing and comprehension programme to enable our pupils to become readers.

Our programme encourages pupils to develop their phonological awareness so that they can begin blending and reading words. We aim to instil a lifelong passion for reading in our young people by having daily story times, celebrating narratives from around the world and having surprise readers visit us occasionally. One of our biggest celebrations is World Book Day, when staff and pupils dress up and share their favourite stories or poems.

At TreeHouse School, we believe that maths can help us to make sense of things around us through developing the ability to calculate, reason and solve problems.

At the earliest stages of development, where thinking centres around concrete situations and events, pupils are supported to make sense of experiences and sensations through learning to recognise changes in patterns, quantity, space and time.

Maths is a tool that all people need in their day-to-day lives. Without an understanding of numbers and their many varied applications, such as money and time, large areas of adult life would be closed or incomprehensible.

As well as a life skill, maths is also a useful language — a worldwide system of communication. It has special signs, symbols and patterns and teaches our young people to handle numbers and concepts. We encourage pupils to develop these key and fundamental skills as their knowledge and understanding of the world grows.

We regard it as essential that our pupils enjoy their maths work and gain a sense of achievement at all levels including, where appropriate, through external exams in sixth form. We aim to give our young people opportunities to develop a sound understanding of basic mathematical concepts through interactive wholeclass teaching and suitably differentiated activities. We ensure that all pupils follow a broad and balanced maths programme and that they are encouraged to use and apply their mathematical skills in meaningful situations throughout each day.

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Pupils feel happy and enjoy their time in school.

Ofsted, 2017

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Music Music is a powerful and unique form of communication and, for some children, it is one of crucial importance.

At TreeHouse School, everyone has an opportunity to develop their musicianship and forge a lasting relationship with music, regardless of natural ability.

Learning within the performing arts underlines key values and can be a meaningful gateway towards future integration in community groups.

Music can also be a key part of a pupil’s heritage and therefore an integral part of building an identity as a learner, citizen and human being. Weekly music lessons with a specialist teacher are supplemented through regular in-school workshops and concerts, weekly drumming lessons, group music-making, end-of-term productions and educational trips as appropriate to each child’s targets, interests and abilities.

Art Pupils at TreeHouse School are encouraged to explore visual expression as a means of understanding themselves and communicating about the world around them.

There is also a strong focus on supporting the development of skills linked to creative and imaginative thinking. Art underpins lifelong learning, flexibility, problem-solving and communication and is supported at each key stage by qualified teachers and specialist art teachers.

Pupils have the opportunity to take part in whole-school art activities and gallery visits and to work with visiting artists as part of the artist residencies programme. The artwork produced by our pupils is highly celebrated and valued as a meaningful connection to pupil voice in the school.

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Personal, social and health education Personal, social and health education (PSHE) is at the centre of the TreeHouse School mission to respond to the unique needs of each pupil and ensure that, regardless of ability, they are all supported to be physically, emotionally and socially healthy.

We provide a safe learning environment for pupils so that they can gain the maximum enjoyment and achievement. In addition to this, there is a PSHE curriculum which is delivered to all pupils and explicitly explores specific topics such as sex and relationships, staying safe and understanding different cultures and customs.

Pupils also take part in Pride Patrol where they take turns to keep the environment safe, clean and tidy. This ties into our core values by encouraging responsible choices and fostering a desire to do their best.

Physical education Physical education (PE) is delivered by our experienced team of specialist teachers, allowing learners to thrive on an outstanding curriculum which delivers a broad range of sporting and physical activities.

It promotes the development of fundamental movement skills, agility, balance and coordination and as the children progress, they begin to apply these and may develop basic tactics for gameplay/competition as well as improve their understanding of healthy living.

Inter-school competition via sports days and themed events such as Sport Relief are prominent features in the PE calendar and external competition and sporting fixtures have played a key developmental role in recent years. TreeHouse School pupils have gained success by representing Haringey at the Panathlon swimming, football and multi-sport events in London, and some pupils even achieved a Guinness World Record in skiing.

“Well-targeted interventions enable pupils to regulate their behaviours and emotions.� Ofsted, 2017

Alongside the PE curriculum and sporting fixtures, the department leads an extensive community sport programme where learners access activities including swimming, bowling, gym, skiing, horse riding, squash, tennis, cycling and ice skating. In all PE and community lessons there is a focus on embedding Individual Education Plan (IEP) targets and developing group skills for a thorough cross-curricular approach. This all ties together and contributes towards our end goal of equipping pupils with essential skills and experiences so that they are able to engage in lifelong physical activity as they leave school.

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Community links TreeHouse School plays a key role in the local community, having built long-standing links with organisations and businesses in Muswell Hill and across North London.

We actively seek to involve our pupils in the community through a range of visits, activities and work placements. In addition, TreeHouse School has a close relationship with several local mainstream schools. We encourage a two-way flow of both staff and pupils to and from these schools. Our ‘reverse inclusion’ project brings pupils from across London to interact and learn with our pupils. TreeHouse School pupils are also given the opportunity to attend mainstream schools whilst being supported by staff that are familiar to them.

It is fantastic being part of the partnership “programme between our schools. Our pupils gain a tremendous sense of perspective visiting TreeHouse School and benefit greatly from the experience. Through carefully planned (and fun) activities, our pupils seem to learn so much about themselves as well as others.

Naomi Levin, Teacher at Highgate School

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loved being able to get creative with “theWe’ve Year 12 class. The opportunity to take time out of our normal routine getting to know the children and the school has been both rewarding and fun.

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Year 12 pupil from Highgate School

British values TreeHouse School recognises the multi-cultural, multi-faith and continuously changing nature of the United Kingdom. The school is aligned with the government’s definition of British values.

Tolerance of those with different faiths and beliefs Democracy Rule of law Individual liberty

TreeHouse School understands the vital role it has in ensuring that individuals within the school are not subjected to intimidation or radicalisation. We are dedicated to preparing pupils for their adult life and ensuring that we promote and reinforce British values to all our young people in a personalised manner that takes into account their learning and cognition ability and style.

Mutual respect

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Work-related learning (14 –19 years) Work-related learning can be defined as a planned activity that uses the context of work to develop knowledge, skills and understanding around employment.

Work-related learning occurs through work simulations and mock interviews, work experience or enterprise activities and through vocational contexts in subjects. Our aim is to enable young people to develop career awareness and employability skills. Furthermore, we provide the opportunity to ‘learn by doing’ and encourage positive attitudes to lifelong learning.

Since April 2018, our pupils have been gaining work experience in retail at the local FARA Charity shop and Sainsbury’s store, catering and hospitality at local cafés and office skills at Action For Kids.

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Sixth form Pupils in the sixth form continue to follow a highly personalised curriculum.

The pupils work on Individualised Study Programmes which see them achieve against the four pathways highlighted in the Preparing for Adulthood Agenda:

• Employment and further education

• functional maths (numbers, money, time, shape); • embedded information and communications technology (ICT); • work-related learning, which includes opportunities for work experience both at school and in the community, along with termly enterprise projects.

An increasing emphasis is placed on learning and applying skills in the community, including supported community placements (for example, through work experience on a local allotment or membership at a sports club).

• Independent living • Community access • Improved health Each study programme consists of: • embedded elements of personal, social and health education (PSHE) which includes relationships and sex education (RSE);

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• functional English (with an emphasis on expressive and receptive communication);

Pupils’ achievements, where appropriate, are externally recognised through nationally accredited awards and qualifications such as OCN London Awards and Certificates in Personal Progress, Independent Living Skills and Using Employability Skills, the Duke of Edinburgh’s Award, Jack Petchey Awards and a range of other subject-specific award schemes.

Sixth form students take part in a well-supervised employability programme, including work experience in the local community. This grows students’ independence and strengthens their interpersonal skills.

Ofsted, 2017

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Assessment Education, Health and Care Plans It’s common for children with autism to have an Education, Health and Care Plan (EHC Plan or EHCP).

These are official documents that record pupils’ additional needs and states: • the diagnosis and needs of the child; • what extra support or therapy the child or young person is entitled to; • the name and type of school that can meet their needs; • outcomes for the pupil, including parent and pupil voice.

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Individual Education Plans and Individual Lesson Plans We assess and design teaching, learning and support strategies. Long-, mediumand short-term goals are broken down and outlined in Individual Education Plans (IEPs) for each child and young person.

These are based on the outcomes set out in the Education, Health and Care Plans (EHCPs) and are developed by the trans-disciplinary team. From the IEPs, goals are used to inform and create Individual Lesson Plans, which detail how a target will be taught, taking into account personal learning style. All these targets are underpinned and taught using the principles of behaviour analysis.

Pupils make substantial progress over time.

Ofsted, 2017

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Parent and carer support We believe that the involvement of parents and carers is essential in helping pupils make good progress.

regular information is provided to parents and carers regarding pupils’ progress and there are many informal and formal opportunities for parents and carers to come into the school.

The more closely that school and home can work together, the more effective the learning. Full and

Parent and carer consultation opportunities Pupil progress reviews

Parent and carer evenings

This is an opportunity to share learning gains and concerns and ensure consistency across home and school settings.

These are held each term and are a chance for parents and carers to meet and talk with the teacher and all the staff that work with the pupil, as well as see examples of their work and discuss progress.

Annual reviews This is a meeting to review and agree progress and set targets for the year.

School events All parents and carers are invited to attend a range of events throughout the year to celebrate the achievements of our pupils. Concerts, fairs and sports days are a few examples.

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Parent newsletters Newsletters are sent out once per term telling families about the learning for the term and suggesting how they can support this at home.

Parents use words such as ‘wonderful’ and ‘amazing’ to describe their children’s experience at TreeHouse School.

Ofsted, 2017

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School-Wide Positive Behaviour Support Many of our pupils present patterns of behaviour that challenge. At TreeHouse School we work within a School-Wide Positive Behaviour Support (SW-PBS) framework that is evidence-based and multi-tiered to help reduce behaviours that challenge and teach appropriate replacement behaviours.

We teach our pupils to understand and regulate their emotions and help them find more positive ways to express them. This is done by creating responsive environments and developing individualised and integrated behaviour support plans to meet the needs of the individual. The primary use of principles and procedures from behaviour analysis is to assess, design and monitor these teaching and support strategies. This is reviewed and monitored on a daily basis and modified, as appropriate, in line with our behaviour policy. All interventions are agreed with parents and carers before they are implemented with the aim of generalising these strategies to support the pupil in their home and community.

Positive handling plans TreeHouse School uses the term ‘positive handling’ to describe a range of risk reduction strategies, which include nonverbal, verbal and — where absolutely necessary — physical interventions.

We use a positive handling package called Team Teach.

This is a holistic approach to behavioural support and intervention. When appropriate, we will write a positive handling plan to provide an assessment of the risks that may be present and how we will work with the pupil to overcome these risks. This document is used to explain the planned and agreed strategies that will be used to provide the pupil with security, safety and a feeling of acceptance.

All staff are trained in this area and interventions are carefully supervised, monitored and reviewed at all levels of the school. Team Teach is externally accredited.

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Exceptional levels of care and guidance facilitate significant improvements in behaviour and emotional wellbeing.

Ofsted, 2017

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Enrichment At TreeHouse School we aim to generalise learning opportunities throughout the school day and beyond so that teaching and learning isn’t confined to the classroom.

Pupils at TreeHouse School enjoy many educational visits, including visits to the local shops, a café, or to a place of interest in London or further afield. Educational visits are an important part of the vibrant curriculum experience and provide opportunities to generalise learning and experience new situations outside the school environment. All visits are carefully planned on an individual pupil basis and risk assessments support the safety of all. Parents and carers are informed and involved. Voluntary contributions may be asked for.

A wide range of festivals are celebrated in the school; highlights from the past year include fairs and parades for Chinese New Year, Easter and Christmas. Our pupils worked in enterprise classes to produce themed items to sell at these fairs.

Pupils at TreeHouse School in years 7 and beyond have the opportunity to participate in a residential visit each year. This starts with a one-night overnight stay at a local Scout park for those in years 7 and 8, followed by a two-night stay in years 9 and 10. Pupils in years 11 and 12 are offered the chance to spend two nights slightly further afield at a residential facility up to an hour away from TreeHouse School. Pupils in years 13 and 14 have the opportunity of a four-night residential visit to an activity centre in the New Forest.

We have excellent outdoor and indoor play facilities so that our pupils learn to play appropriately, take turns and interact with other young people.

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Residential trips are a substantial achievement, as for some pupils it’s their first time away from home.

Ofsted, 2017

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Medical arrangements

Duke of Edinburgh’s Award

The school’s medical service provides each child with optimum health care, health monitoring and health education.

As our motto states, we are trying to make the ordinary possible for our young people and something that is ordinary in many schools throughout the country is the Duke of Edinburgh’s Award.

All pupils are offered the chance to have visits with an experienced specialist paediatric dentist who visits monthly to help them learn the skills they need to access community dentists. A policy and procedure is followed with parents and carers if a pupil requires the administration of medication during the school day. A copy of this is available from the school if requested.

Those pupils with additional medical needs that have the potential to impact on them during the school day, have a care plan which is regularly revised.

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We are now offering the Bronze Award at TreeHouse School. The DofE is a voluntary, non-competitive and personalised award that pupils can choose to do from year 9. They have to improve on or learn a new skill, participate in a physical activity and do some volunteer work over a three- or six-month period. Participants will also take part in two expeditions where they will journey under their own power for two days and one night. If they complete all four sections, they will be awarded their Bronze Duke of Edinburgh’s Award.

Very few pupils, including those that are disadvantaged, are persistently absent from school.

Ofsted, 2017

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Keeping our pupils safe All staff at TreeHouse School are required to complete a Disclosure and Barring Service (DBS) check and are appointed through safer recruitment procedures.

All staff receive training in child protection, both generally and specifically in relation to autism. The training is refreshed and updated on a regular basis.

Staff at TreeHouse School are sensitive to the special educational needs of the pupils and recognise the important role they play in child protection. Parents and carers should therefore be aware that where a member of staff is concerned about a pupil’s physical or emotional wellbeing, these concerns will be reported to the headteacher. In some circumstances and in accordance with policy and practice, this concern may be reported to the local authority or social services.

The school has a Safeguarding and Child Protection Policy and Procedure, including safeguarding young adults. If you want to know more about these, visit our website, where detailed information is provided.

Senior staff in the school work with the relevant local agencies, including the local Safeguarding Children Board. Pupils at the school are supervised at all times by qualified and experienced staff.

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Named staff are qualified first aiders and there is a clear procedure to document and inform parents of any accident or injury sustained at the school. Through social skills development, each pupil learns to treat others with respect and any form of bullying is taken seriously.

Security Security is a high priority at TreeHouse School because of the vulnerable nature of the pupils. All visitors must sign in at reception prior to entering any part of the building and must be escorted at all times.

Equal opportunities It is the priority of TreeHouse School and Ambitious about Autism that all pupils have full access to a broad and balanced curriculum, regardless of gender, race, religion, culture, class, ethnicity or disability.

Activities are planned taking into account individuals’ backgrounds to maximise opportunities.

Staff are vigilant and take all necessary steps to keep pupils safe.

Ofsted, 2017

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TreeHouse School prospectus | treehouseschool.org.uk

Sam’s story Where he started

Impact of intervention

In the autumn term 2015, Sam began to have a very challenging time at home and at school. His behaviour worsened and he was engaging in high levels of aggression, including biting, grabbing other people, breaking property and taking other people’s food. This disrupted his learning at school and he began demonstrating behavioural challenges towards his family and the local community. As a consequence, he was urgently moved into a residential care facility, whilst still attending TreeHouse School.

As a result of these interventions, Sam’s behaviour has continued to improve. His learning has accelerated and through structured programmes we’ve taught him to tolerate previous situations that he had struggles with. For example, people saying ‘no’ or ‘don’t’ and witnessing strong emotions in others.

What we did A tailored plan to support Sam was put together, including proactive and reactive strategies, teaching strategies and adaptations to his environment. The intention of these approaches was to help reduce his triggers and also teach him to tolerate them and to de-escalate his behaviour at the earliest opportunity.

At the height of his challenges, Sam wasn’t able to be around anyone else’s food without taking it. He’s now able to access meal preparation lessons, community trips to cafés and supermarkets, work in the school shop and bring the shop’s snack trolley into the staff room to sell his favourite snacks to staff.

Sam has undertaken successful work experience placements, the most recent being in a local kitchen preparing and serving food. He’s able to access public transport and travelled on a bus, tube and train to the New Forest in March to attend our four-night residential trip without a problem.

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He is meeting his IEP targets/EHCP outcomes and adapting his learning to everyday life. At one point Sam was only able to work with a very small group of highly experienced staff, but now he’s able to work with all of his class team and to take instruction from less familiar people in work experience settings.

Sam is now 18 and is moving into a supported living environment. He recently received a Jack Petchey Award for his progress and was able to attend the entire 90-minute ceremony.

We’re very proud of Sam and all that he’s achieved.

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Despite Sam’s challenging behaviour, the school staff never gave up and worked tirelessly to understand the reasons and to help him find more positive ways to act. I will always be grateful for their willingness to look deeper and to see the potential that he had to progress and do better.

Sam is now a relaxed and happy young man and I am certain that the intervention of school staff during his difficult years — and their success at helping him to change — has made an immeasurable difference to his future life as an adult and our relationship with him as a family.

Sam’s mum

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Image courtesy of Jack Petchey Foundation

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Our admissions process TreeHouse School has an admissions team that is happy to arrange parent and carer visits. Places at the regular open days can be booked by telephoning admissions directly, or contact from admissions can be requested through the website.

Admission to the school depends upon a diagnosis of autism, or related social communication need, as well as upon the child or young person’s Education Health and Care Plan from their local authority.

The admissions process typically involves:

The provision at TreeHouse School offers:

• a visit from the family, followed by the school’s receipt of papers from the local authority and a detailed discussion as to whether TreeHouse School can meet the young person’s needs;

• a broad curriculum with an emphasis on the development of social, communication and independence skills;

• an observation of the child or young person in their school or home; • an assessment of the child or young person at TreeHouse School; • an offer of a place to the local authority, if TreeHouse School is assessed to be appropriate; • an agreement by the local authority to fund the placement;

• a structured and specialist teaching and learning approach; • consistency and continuity between key stages; • a planned curriculum taught 1:1 and in groups, personalised to suit the young person’s specific needs; • a Positive Behavioural Support approach as an integral part of the educational programme.

• a transition plan including home visits by TreeHouse School staff and visits to the school.

We will also create transition booklets to support your child. These are A5 illustrated books that can help allay your child’s fears about starting at TreeHouse School.

Detailed assessment takes place during the first half term of the young person’s placement. The findings form an integral part of the six-week review, during which detailed discussions take place between families and TreeHouse School staff. Precise targets are set which inform the Individual Education Programme and are used to plan the next stage of their journey.

School fees TreeHouse School only admits pupils funded by their local authority, except when there is no statutory entitlement to such funding — for example, if a child is a foreign national temporarily living in the UK. In these cases, an alternative source of funding, such as the employer, may be acceptable.

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The school does not charge parents or carers for any activity or resource that is essential in the delivery of education. However, we may request a voluntary contribution to cover the cost of some activities.

Further information about this can be found on our website in our Charging and Remissions Policy.

Adults focus on helping pupils achieve their goals rather than on what they cannot do.

Ofsted, 2017

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22 Be safe. Make responsible choices. Do your best.

Open days For parents and carers To experience our happy and vibrant school community and assess if TreeHouse School is suitable for your child, come along to an open day, which are usually held every Monday 10.30am–12.00pm.

To book Email admissions@treehouseschool.org.uk Tel 020 8815 5424 Please note, the dates and times may be subject to change. For the most up-to-date information, please visit the school website.

For professionals Witness our pioneering behavioural approach in action on one of our open days for professionals. Dates and times are on the school website.

To book Email info@ambitiousaboutautism.org.uk Tel 020 8815 5424

23 TreeHouse School prospectus | treehouseschool.org.uk

How to find us

Public transport

TreeHouse School Pears National Centre for Autism Education Woodside Avenue London United Kingdom N10 3JA

We’re a short walk or bus ride away from Highgate and East Finchley tube stations. Both are on the High Barnet branch of the Northern line. Bus routes 43 and 134 run nearby from Highgate tube and routes 102 and 234 from East Finchley tube.

Tel 020 8815 5424

Travelling by car

Web treehouseschool.org.uk @ambitiousautism

/ambitiousaboutautism @ambitiousaboutautism Charity number 1063184 Registered company 3375255 Published – June 2018

Parking is available on our premises if there is space available. Cars should be parked in designated spaces only.

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Email admissions@treehouseschool.org.uk

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Image courtesy of Ben Pipe

24 Be safe. Make responsible choices. Do your best.