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| The method and practice of teaching at The Chiltern School | |
|---|---|
| Attention Autism/Post Primary Model | Sounds of Intent |
| Sensology | Intensive Interaction |
| Reflexology | Multi-Sensory Experiences |
| Practical Learning | Continuous Provision |
| Adult led teaching | Facilitated teaching |
| Curiosity | Bounce and Connect |
| Sensory Circuits | Forest School |
| Outdoor Learning | Community engagement |
Play
Play can be one of the most effective ways to enable young children to develop a variety of knowledge and skills, including language and communication, intellectual and reasoning skills, social skills and physical development. Consideration is given to ensuring the children experience variation in the environment, on a range of scales, as well as in the materials presented. The children are encouraged to explore and interact with the materials in increasingly complex ways. The adult may remain present in a largely observational capacity, occasionally tactfully involving themselves in a subtle manner in order to assist a child’s development. The following sequence is used as a notional framework through which development may progress, although it is acknowledged that children may acquire skills laterally for an extended period of time, or indeed in a non-linear manner.
Intensive Interaction
Intensive Interaction is a practical approach that supports early levels of development. It is a process that aims to enable communication and social interaction for people with varying disabilities. It occurs between a skilled communicator and an emergent communicator, offering the adult an opportunity to be part of the young person’s world and for adults to be ‘in-tune’ and create positive connections.
The fundamentals of communication are designed to develop and support communication and early interaction. At The Chiltern School we use these intents to flow naturally through our bespoke curriculum frameworks and into the school environment.
Attention Autism
Attention Autism is a four stage learning intervention model, designed by Gina Davies (Specialist Speech and Language Therapist). These sessions aim to provide our pupils with “an irresistible invitation to learn.”
The aims of Attention Autism are:
- To engage attention
- To improve joint attention
- To develop shared enjoyment in group activities
- To increase attention in adult-led activities
- To encourage spontaneous interaction in a natural group setting
- To increase non-verbal and verbal communication through commenting
- To build a wealth and depth of vocabulary
- To have fun!
The Attention Autism programme progresses through four stages, building on each skill level. Each stage is introduced when the pupil is ready to expand their attention skills.
The four stages are:
Attention Bucket (to focus attention)
Attention Builder (to sustain attention)
Interactive game (to shift attention)
Individual activities (to focus and sustain attention in a group, then transition shifting attention to an individual activity and then refocus on the group)
Attention Autism is used at The Chiltern School to teach all areas of the curriculum in an engaging and highly motivating way. The sessions establish the essential skills of listening and joint attention, as well as being part of a group, as essential building blocks for future learning.
Reflexology
Reflexology provides a non-invasive, holistic intervention that supports both the physical and emotional well-being of pupils by applying gentle pressure to targeted reflex points on the feet or hands. This physical action enhances emotional regulation and classroom focus while building meaningful connections. By sharing this calming, rhythmic routine with a trusted adult, pupils strengthen co-regulation, relational trust, and mutual rapport without needing to rely solely on verbal communication.
The Curiosity Programme
The Curiosity programme focuses on working towards functional communication skills and early focus and attention skills. It covers four parts; Get Connected, Building Curiosity, Signature songs and Let’s Play! These parts can be organically worked on throughout the day and there is no order to them. The programme is widely used for pupils who are not ready for whole group learning opportunities. We want to create curiosity about the world, nurture communication and foster interaction through shared joyful times together. It works because we know that communication and social interaction flourish when activities are shared and interaction is reciprocal and motivating for all involved.
Sensory Circuits
A sensory circuit is an active movement session designed to help pupils regulate and organise their senses to achieve the “just right” level of alertness for learning. The session follows a structured three-stage routine: alerting activities to stimulate the vestibular system, organising activities that involve multi-sensory processing, balance, and sequential planning to build focus, and calming proprioceptive and deep pressure activities that leave pupils feeling centered and ready to get the best out of their next activity.
Sounds of Intent
Sounds of Intent engages pupils through motivating sound and silence experiences, focusing on three core domains: reactive (feeling and responding), proactive (creating), and interactive (sharing). While initially facilitated by adults to introduce skills or spark interaction, sessions are designed to shift control to the pupil so they can lead, contribute, and co-explore.
Sensology
Sensology provides a structured routine to systematically stimulate sensory systems, waking up awareness and preparing pupils for learning, thinking, and memory. By incorporating body-awareness, signature songs, targeted massage, and planned contrast, it helps students feel safe and regulated enough to process experiences, balance their responses, and communicate their personal preferences.