Butterflies  Class       

Our Butterflies Classroom is part of our school’s more focused provision offering an environment in which our autistic learners and our learners with complex learning differences can thrive. Our well-trained staff work closely with specialist teachers from the local authority and parents to implement bespoke programmes of learning for each child. Our staff in our Butterflies room use a total communication approach which allows our children with communication challenges to communicate in the most accessible way to them. Our staff use a variety of teaching and learning techniques and strategies such as:

Makaton - a communication system that uses signs, symbols and speech together to help children communicate.

It supports understanding and expression by adding simple hand signs and pictures to spoken language. This helps children who may have speech or language difficulties to express their needs, feelings and ideas more easily.

Intensive Interaction - is a way of helping children develop communication skills by interacting with them in a simple, playful and responsive way.

An adult follows the child’s lead, copying their actions, sounds or behaviours, and then gently adding to them. This helps build connection, attention, social skills and early communication. It is often used with children who have severe communication difficulties.

Modelling Symbols (ALD)- a communication approach where symbols are used alongside speech to help children understand and communicate more effectively. An adult shows the symbol while speaking, so the child can see and hear the message at the same time.

This helps children make links between words and their meaning, supporting understanding, language development and communication skills. It is especially helpful for children with speech and language difficulties or those who benefit from visual support.

AAC - (Augmentative and Alternative Communication) helps children who have difficulty speaking to communicate in other ways.

It can include things like gestures, pictures, symbols, communication boards/books, or electronic devices that speak for the child. AAC helps children share their needs, thoughts and feelings, and take part in learning and play.

TACPAC (Tactile Approach To Communication Package) - is a sensory approach that combines touch and music to help children develop awareness, communication and connection with others. During a session, a child experiences different textures and gentle physical touch while listening to carefully chosen music.

The aim is to help children relax, engage their senses and build communication skills through shared sensory experiences. TacPac is often used with children with complex needs to support emotional wellbeing, interaction and early communication.

SCERTS (Social Communication, Emotional Regulation and Transactional Support) -

SCERTS is a framework used to support children with autism and social communication needs. It focuses on three main areas: Social Communication, Emotional Regulation, and Transactional Support (how adults and the environment support the child).

It helps children to develop communication skills, manage their emotions, and take part in learning and social situations more successfully. The approach is highly individualised and uses consistent strategies across school and home to support each child’s needs.

TEACCH (organisation of the environment for autistic children) - uses clear visual supports such as visual timetables, task organisers, work systems and clearly defined work areas. These help children know what to do and in what order, which can reduce anxiety and support independence. This means children can complete tasks more confidently and successfully.

TEACCH also focuses on each child’s individual strengths and needs. Tasks are broken into small, clear steps and visual prompts are used to help understanding and communication. This structured approach helps children feel secure and supported while they learn and develop new skills.

Sensology  - designed to stimulate the five basic senses (sight, hearing, touch, smell and taste) as well as the movement-related sensory systems, including vestibular (balance) and proprioception (body awareness). It is particularly used to support children with profound and multiple learning difficulties, helping them to engage with the world around them through sensory exploration and experience.  

Towards Independence Hierarchy - is a way of helping children become more independent in their learning and daily tasks. It breaks skills down into small, clear steps and provides support that is gradually reduced over time. At first, a child may need lots of help, but this is slowly reduced as they become more confident, so they can eventually complete tasks on their own.

Our Butterflies Room is a flexible space for both individual and small group work. The space includes sensory areas, TEACCH work stations, sensory circuits and is used in a multifunctional way.

While the environment is ideal for autistic learners and learners who present with complex communication challenges, it is always our intention for every child to spend as much time in the mainstream aspect of school as is possible. Every child, with adult support, is encouraged to play as big a role as much as possible in every aspect school life with their class (academically, socially and on trips).