SEND Local Offer and Information Report

Our School Local SEND Provision Offer

School Designation / Primary Needs	ASC
PAN and Number on Roll	Pan: 72/ Number on roll: 88
Age Range Accommodated:	3-11

Welcome to The Chalet School:

Welcome to The Chalet School — Dream, Believe, Achieve! The Chalet School is a primary special school for pupils with a primary need of Communication and Interaction: Autism, Complex Needs and SEND. We offer an individualised curriculum which builds on the pupil’s prior knowledge from their individual starting point. The curriculum is designed to support Autistic pupils to make good or better progress against their EHCP outcomes. Total Communication is embedded across the learning environment to enable all pupils to have access to their ‘voice’ and feel listened to.

The school places great importance on enabling pupils to connect with nature through outdoor learning and experience the mental and physical health benefits this brings. We want all pupils to develop their independence skills, emotional understanding, and knowledge of the world around them so that they can reach their full potential and prepare them for the next phase of their education. We want them to feel safe and happy. We want them to make positive relationships with staff and make friends with their peers. We work in partnership with parents/carers and families to make this happen.

Our School Vision and Values enable the whole school community to build a culture where everyone is happy, healthy and resilient working together for our pupils so that they grow and thrive in life.

Vision	Values
Communicate	Community
Healthy	Challenge
Achieve	Celebrate
Learn
Engage
Thrive

1. Environment & Accessibility

Sensory Environments: The school has a sensory room and a soft play room, the children have access to them as and when required.
Therapeutic Facilities: The school is developing an intervention space in the new cabin. This will support pupils working with the Speech and Language Therapists, Occupational Therapists and engage in a range of other interventions where a quiet, calming and focused space is needed.

2. Core Expertise and Approaches

De-escalation Approach: At The Chalet School, staff have training on de-escalation and the background, theory and rationale of the Team Teach approach. During the year the classroom staff maintain current certification, which is updated every 12 months. We have a qualified Team Teach Tutor on site.
Total Communication Approach: All learners who attend The Chalet School have a primary need in Communication and Interaction. All teams are given training in Signalong which is ‘topped up’ in weekly sessions. Our Total Communication environment is monitored by our team of staff Communication Champions. We have a qualified Signalong Trainer on site at the school who offers training opportunities for all staff and planning sessions for parents. In addition, staff also receive training in a range of communication strategies including objects of reference, TOBI’s, photographic visuals, symbols and communication boards. Some classes may also benefit from more targeted approaches such as Colourful semantics, Blanks Level Questions and Language for Thinking.

3. Health, Therapy & Clinical Services:

Speech and Language Therapy (SLT): Our Speech and Language Therapy time is provided by HCRG to cover the EHCP allocation and a private speech therapy company to provide additional therapy as identified. We encourage the SALT team to work alongside the children in their classrooms and welcome therapists throughout the year who are visiting to update outcomes, review progress or meet new learners. Our Speech and Language colleagues support us by providing visuals and tools which can be used to support individual learners.
Occupational Therapy (OT) & Sensory Integration: Our Occupational Therapy time is provided by HCRG to cover the EHCP allocation and a private Occupational Therapist to provide additional therapy as identified. We welcome therapists throughout the year who are visiting to update outcomes, review progress or meet new learners. Our OT colleagues supporting our learners develop functional and sensory skills.

4. Communication & Curriculum Learning Pathways

Our Curriculum Intent:

“Dream big, believe in themselves and achieve their goals”
Pupils access a broad, balanced and knowledge‑based curriculum that develops a love of learning and deepens existing interests whilst gaining opportunities to explore new interests
We break down barriers, so pupils enjoy a full, well‑structured educational experience and build confidence and resilience
Have communication placed “at the very heart of the curriculum”, giving pupils the tools to engage with learning and express themselves in meaningful ways
Pupils are recognised as individuals, with learning planned around their individual needs, complementing their academic offer
Pupils develop independence from the moment they join the school, preparing them for the next phase of education
We learn “inside, outside and everywhere,” making use of gardens, woodland learning areas and the school pond to support physical activity, wellbeing and healthy lifestyles

Curriculum Pathways:

The Chalet School offers a progressive, developmental curriculum delivered through three clearly defined pathways. Each pathway is designed to meet the needs of autistic pupils and those with complex needs and SEND, ensuring learning is ambitious, personalised and appropriately challenging. The curriculum pathways incorporate specific approaches depending on the needs of the pupils and is delivered through an engaging topic-based curriculum.

Foundations Pathway

Designed for pupils aged 4–7, the Foundations Pathway is based on EYFS Birth to Five and Development Matters. It focuses on:

Early communication
Sensory engagement
Emotional regulation
Physical development

This pathway helps identify the most appropriate long‑term curriculum route for each pupil.

Footsteps Pathway

Highly immersive, informal pathway for pupils not yet ready for formal learning draws on:

EYFS frameworks
Autism Education Trust Progression Framework

The pathway emphasises communication, interaction, early cognitive development and continuous provision.

Stepping Stones Pathway

A structured, semi‑formal/informal pathway for pupils beginning to access:

Sequential learning
Topic‑based curriculum
Early subject‑specific knowledge
Structured teaching sequences
Increasing independence and self‑advocacy

This pathway supports pupils developing readiness for more formal learning approaches.

Shared Features Across All Pathways

Total Communication embedded throughout
Sequential progression based on assessment
Flexible movement between pathways
Topic‑based delivery
Adaptation to developmental stage
Opportunities for repetition and over‑learning
Learning “inside, outside and everywhere,” including gardens, woodland areas and the school pond

Total Communication Approach: We have a shared approach to communication across the school, ensuring that all staff work consistently to support pupils to understand others, express themselves, make choices and participate fully in school life. Through communication-rich and low-arousal environments, high expectations and responsive adult support, we aim to ensure that every pupil develops a functional and reliable means of communication that enables them to thrive both within school and beyond.
Augmentative and Alternative Communication (AAC): as a part of our total communication approach, we use a range of high and low-tech AAC tools
Non-Standard Progress Tracking: We track our learners’ progress in engagement, independence and consider their wellbeing in all our learning opportunities.

5. Admission and Transition Systems

Admissions: All spaces explicitly allocated via the Local Authority SEN Panels in Swindon and several surrounding county Local Authorities. All pupils attending have an Education, Health and Care Plan (EHCP). All pupils attending have a primary need of Communication and Interaction including Autism and Complex Needs.
Transition to KS3: Annual reviews in Y5 will focus on transferring to secondary school. This could involve parents/carers, school staff, medical colleagues, therapists, EHCP Coordinators from the LA and social care personnel. These transitions are collaborative and focus on KS3 places which will support learners reaching their full potential.

The Chalet School Provision Offer:

Communication and Interaction

Cognition and Learning

Specialist

Speech and Language Therapist

Advisory Teacher for Assistive Technology including Augmentative and Alternative Communication (AT/AAC)

Educational Psychologist

Targeted

Attention Autism (Bucket)

Language for Thinking

Colourful Semantics

Blank Level questions

Quality First teaching

White Rose Maths

Phonics for SEN

Drumming/Ukelele

Early Years Music

Universal

Sign-along

Social stories

Total Communication approach: Objects of Reference, Symbols, Communication Boards

Intensive Interaction Communication Curriculum

Personalised visual support

Small group spaces

High adult: pupil support ratio 1:1 and 2:1 where needed

Specialist differentiated individual timetables

Social Emotional

Sensory and /or Physical

Specialist

Early Help Record, TAC/TAF Meetings

Occupational Therapist

Sensory Play Therapist

Targeted

Bespoke PSHE scheme of work

TACPAC

Sensory passports

Individual Behaviour Plans

Risk Assessments

Universal

Mental Health First Aiders

Active teaching of social/emotional skills

Supportive staff relationships

Individual Behaviour Support Plans

Zones of Regulation

Class Sensory trolleys

Enrichment activities – including swimming, cycling

Accessible environment, Sensory modified environment

Sensory equipment

Individual Intimate Care Plans

PEEP Advisory Teacher for Assistive Technology including Augmentative and Alternative Communication (AT/AAC)

SEND Policy & Information Report

Please follow the link to view our SEND Policy

Please follow the link to view our SEND Information Report

Please follow the link to go to the Swindon Local Offer Home Page