Rainbow School for Children with Autism

Our View

Follow National Curriculum use P levels and B squared (assessment from P1 through to level 5 of the NC). All follow Applied Behavioural Analysis (ABA) – verbal behaviour model – adapted to ensure ABA and NC requirements marry. Four classes grouped by ability, two predominantly non-verbal. All work one-to-one but group work introduced where appropriate. Use a child-centred, friendly approach which concentrates on developing communication by whatever means (verbal, Pecs, signing etc), 'if children can communicate, their behavioural problems and issues lessen. Important to bond with the child; once they gain confidence they respond and become receptive to learning.' Say three key factors to communication are: 'manding' where child learns to ask for things, 'tacting' naming objects etc and finally 'intra-verbals' – talking about things that aren't tangible. Key is to wait for the child to speak or verbalise their mands, withdrawing prompts when ready. Ultimate aim is for child to be as independent as possible and be able to transfer skills to different situations. Said one parent, 'everything is so positive even if learning is slow and limited every child benefits from intensive interaction. They get quality of life on a daily basis.'

Daily homework where applicable of reading, spellings etc plus home programme encourages parents to work on social skills, play dates, independent living etc. 'It's useful to tackle behaviours in the same way at home and school. Similarly if the child is signing, using Makaton or Sign-along at school, it's helpful to continue at home.' Have in-house therapists; a parent told how the OT had removed problems her child had with over-stimulation by working on sensory integration, enabling the child to be much calmer.

All bring own packed lunch. Snacks an important part of the day as is outside play – super well-equipped, multi-sensory but small playgrounds (3 in all). PE twice a week includes dance, aerobics, sacks and cones; team games encouraged plus fortnightly swim session with technology session on non-swim week. Weekly football in local park coached by member of Limbless Association & Chelsea Football Club. Sports' Day held at end of Summer Term. Limited sports facilities at the school so augment with use of local secondary school. Qualified music teacher ensures an abundance of music therapy and all take part in annual concerts.

Founded by parents of children with ASD who felt ABA would be of benefit. School enjoys a close relationship with other ABA schools: Treehouse and The Jigsaw School plus mainstream local primary schools: Earlsfield, Sacred Heart, Beatrix Potter and Thomas's London Day Schools. Initially located at Beatrix Potter Primary School it quickly outgrew the space and moved to current, purposely adapted but tiny, premises (two smallish classrooms plus office space). Now close to achieving a larger site with aims to cater for approximately 70. Fund raising in earnest too, lucky to have some corporate sponsors but more needed. Looks and feels like a typical vibrant primary school living up to the adage, 'small is beautiful'. A lively, contagiously happy environment; the fun doesn't stop once lessons begin, happiness like ASD is seen as a continuum, children are coaxed, cajoled and encouraged to learn and to concentrate. One boy yawning during a numeracy session (remember many children with ASD never have a good night's sleep), was entertained but kept on task, even bursting into song while beavering away at the tasks in hand.

One parent told us, 'my child was in specialist provision but wasn't making any progress. Since he came here his progress has been fantastic.' Not surprising then that parents are prepared to go to the High Court if necessary to secure a place. A very consultative school, reports of excellent home-school relations, 'if there is a problem at home and I don't know how to deal with it I ask the school, they're great, really helpful.' There is a home-school book and parents are encouraged to write a daily paragraph or pick-up the phone. In addition to the annual review, there are termly detailed academic reports and parent teacher evenings, plus the opportunity to discuss behaviour plans, programmes etc.

Engaging, inquisitive, interested youngsters many with ready smiles, welcoming of visitors; yes the children do have ASD but forget the myths; most children here communicate and interact. Some are non-verbal, the most able haven't developed the art of small talk but they do want to communicate with and relate to others and most do so willing, when they are relaxed and comfortable.

We didn't see any bluebirds flying but we did see those with ASD soar happily to ambitious heights and though troubles may not melt, if anyone can soften and ease the difficult world of ASD, Rainbow can. Only for a lucky few, but hoping to find a pot of gold, and spread its wings, in the very near future.

Head

Since 2006, Mrs Sally Palmer MA, BEd, BPhil (HI), BPhil (VI)(fifties). Has spent thirty years working with children with SEN. Initially an infant teacher then taught children with hearing impairments before moving to Moor House School to work with children with speech and language disorders. Came here from Oxted School where she headed up the specialist resourced provision for children with visual impairments. Married, with three grown-up daughters, she enjoys reading, gardening and painting. Says she would like to see the school expand naturally to take children up to 19. Sparkly, calm, measured, relaxed, readily puts everyone at their ease, 'a lovely pair of firm hands,' said one staff member, 'nothing is a problem.' Indeed the outstanding inspection report, received by the school after we visited, affirms this confidence.

Works in partnership with Karen Sorab – the Chair of Trustees, co-founder and former head of Rainbow. A dynamic team – the educational nous and direction of Sally, complemented by the entrepreneurial drive, energy and empathy of Karen, (herself the parent of a child with autism). Sally was brought in to move the school along educationally and has done just that. There has been a notable and welcome tightening of policy and practice, observation and monitoring since her arrival; now looking to ensure children are achieving as much as possible and teachers are maximising learning opportunities. Said one member of staff, 'she has a balanced approach, is able to integrate ABA and education and is a superb manager, demonstrating the perfect balance between consultative and authoritative approaches'.

Sally and Karen work closely with Brenda Harrison, deputy head and ABA consultant. Brenda is a significant driving force in ensuring that all the children receive the best education to develop their language, behaviour and socials skills.

Entrance

From numerous London authorities, most arrive between the ages of 4 and 7 and are of average to below average ability on entry, typically (though not exclusively) starting around P3 but all should progress to NC level one or higher. All are statemented for autism or a related communication disorder, can cope with additional difficulties including epilepsy, cystic fibrosis, dyslexia, dyspraxia, challenging behaviour and MLD. Bulging at the seams – could easily double in size. Firmly believe early intervention is crucial, 'the younger they join the better; success is greater in part because they have no previous experience of other environments so they adapt and cope with ours.'

In first instance request a prospectus from the school and visit without child. If following a visit, the school is of interest send reports, documentation etc. Child then visits for an assessment – looking to get a feel for how the child reacts to the environment, will play and interact. Will say no to those who are too high functioning or if challenging behaviours may have an adverse effect on the existing peer group (if move to larger premises this aspect may be reviewed).

Exit

Odd one to mainstream (usually small schools with one-form intake), others to specialist schools eg St Mary's Wrestwood Trust, Linden Bridge, Eagle House.