Student Support Centre (SSC)

The Student Support Centres provide a highly personalised multi-sensory curriculum for students with complex ASC needs.
Students on this pathway usually stay at Redwood from Year 7 – 14 and are grouped according to age and / or level of needs. Class sizes are small (between 6 and 8 students) and there is a high level of adult support to give the students the best opportunities to engage and achieve their goals and aspirations.
The bases use SCERTS as well as students individual EHCP outcomes and these are then mapped/ assessed across all subject areas.

The curriculum content provides the individual students with the maximum opportunities to develop their skills in a safe and secure environment whilst also providing them with stretch and challenge to enable them to reach their full potential.

SCERTS (Social Communication, Emotional Regulation and Transactional Supports)

Click here for out SSC curriculum overview 

Social Communication

Emotional Regulation

Transactional Supports

Joint attention – Student must learn to share attention and emotion with a partner, as well as to express intentions across communication partners.

Symbol Use – How students communicate, also referred to as communicative means. Communicative means may be presymbolic, such as gestures or use of objects, or symbolic, including signs, picture symbol systems, and or speech.

Mutual regulation – To seek assistance and/or respond to others’ attempts to provide support for emotional regulation when faced with stressful, overly stimulating, or emotionally dysregulating circumstances.

Self-regulation – Students remains organised and well-regulated in the face of potentially stressful circumstances.

Learning supports – these include environmental arrangement or the ways typical settings and activities are set up or modified to foster social communication and emotional regulation such as visual supports for social communication and emotional regulation, which may be implemented in educational settings as well as in everyday activities; and educational curriculum modifications and adaptions to support success in learning.

Interpersonal supports – These include the adjustments made by communication partners in language use, emotional expression and interactive style that are effective in helping a child with ASC process language, participate in social interaction, experience social activities as emotionally satisfying and maintaining well-regulated states.

LifeSkills

The new LifeSkills Curriculum combines LifeSkills, PSHE, Careers, Citizenship, and Enterprise and is designed to complement all other areas of the school. All of our students are individuals and we feel they should have a curriculum that can be tailored around their needs as well as fulfilling DofE requirements.

It consists of 7 strands:

My Environment/ Keeping safe, Keeping myself healthy & clean, Being me & expressing myself, Being a good citizen, My relationships, Exploring the world of work & My financial future

Within these areas, there are a selection of units with learning intentions that are split into 3 levels to allow staff to see at a glance students understanding. Staff will choose which units and learning intentions are the most appropriate for the individual based on their ability and needs.

Click Here for LifeSkills Overview

Click Here for Long Term Planning

Click Here for Parental Letter

Maths

All the students in the bases have individual targets for maths and as such all work, it set at an appropriate level for them. Most activities are set using functional maths activities but some students will complete accredited work if this is appropriate for them. In the bases, we cover all the topic areas within the national curriculum for maths which are money, number, shape, and measure.

English

The main focus for English within the bases is communication. Individual communication plans are produced for each student if appropriate and strategies are offered to support the student. Across the key stages, we also look at books both fact and fiction, literacy in everyday life and speaking and listening skills. Targets are set at an appropriate level for each of the students and some student will be setting external accreditation if this is appropriate for them.