Welcome to Wargrave House School; a specialist provider of day places for children aged 5—16 with a primary diagnosis of autism. Although we do not currently offer Key Stage 1. The aim of Wargrave House is to provide a ‘Whole School’ approach where the goals and the strategies are the same for teachers, carers and parents.

Wargrave House School Curriculum

The curriculum is designed to allow each individual learner to succeed in a way that is right for them. The learner is at the centre of this and their individual needs are considered.

It comprises of four main curriculum areas: Formal Curriculum; Preparation for Life; Learning Outside the Classroom (LOtC); and Outdoor Education. Complimented by specialist support provided both internally and externally by multi-agency professionals.

These areas have been designed to complement and support one another to provide a holistic approach to education for our learners where all can be successful.

Complimentary areas

These are complemented by identified areas of need and specialist support is provided both internally and externally with support from specialist professionals.

We aim to ensure equality of opportunity in access to all aspects of the curriculum regardless of the nature and degree of disability of the young autistic person.

Each child, therefore, is regarded as an individual with his/her own singular and special needs. This ensures that their own personality, ability and interests are catered for so as to promote and enhance the spiritual, moral, cultural, intellectual and physical development of the students at the school and in society.

“If you’ve met one person with autism, you’ve met one person with autism.”

Dr. Stephen Shore

Personalised learning is central to our philosophy. All of our students have unique qualities and needs and there is a flexible approach to the curriculum as we build a profile of each student’s educational and social & emotional needs, developed through underpinning Education, Health and Care Plans (EHCPs).

Academic learning is important, but we understand that if a student’s social and emotional needs are not met then there will be limited progress in meeting wider educational outcomes and a poor quality of life. Our curriculum therefore focuses firstly on addressing the core challenges that lie at the heart of autism.

These can manifest in a range of ways such as: ridged thinking, managing uncertainty and change, social interaction, and understanding and managing emotions. With this understanding we focus on developing the key skills of communication, cognition, independence, physical development and self-help, all transferrable skills that equip children and young people for life beyond the school.

We develop a personalised learning pathway for each student as we prepare them for adulthood. We aim to unlock their potential and to maximise their progress through ensuring that we meet their individual aspirations, employment ambitions, whilst developing independence, and enabling them to be healthy, happy and active members of society.

Wider key educational outcomes linked to attitudes and attributes, knowledge and understanding and transferable skills and accreditation/qualifications are also key to our intent.