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Student destinations

Over the last three years, Rugeley School has supported students to progress onto the following destinations:

  • 13 students have transitioned into further educational placements at local colleges
  • 2 young people have moved into home tuition
  • 7 young people have moved into adult care/supported living
  • 1 young person takes part in voluntary work

Achieving the very best outcomes for every individual

Rugeley School respects that young people with autism have a range of impairments which can potentially impact their academic learning and social development. We aspire to facilitate the highest possible outcomes for our young people in seven specific areas, with a view to promoting happiness and independence. These are:

  • Functional Communication
  • Sensory Processing
  • Engagement
  • Academic Attainment
  • Behaviour
  • Social and Emotional Development
  • Life Skills

These are further broken down into the following aspects:

  • Communication
    • Functional Expressive
    • Functional Receptive
    • Social – Joint Attention
    • Social – Symbol Use
  • Sensory Processing
    • Sensory needs
    • Emotional Regulation - Mutual
      Emotional Regulation - Self
  • Engagement
    • Awareness
    • Curiosity
    • Investigation
    • Discovery
    • Anticipation
    • Persistence
    • Initiation
  • Academic
    • English
    • Maths
    • Science
    • ICT
    • PHSE
  • Behaviour
    • Aggressive/destructive behaviour
    • Compliance
    • Voluntary Communication
    • Attention Seeking Behaviour
    • Sexualised Behaviour
    • Self-Harm
    • Emotional Outburst
    • Tolerance of Change (possible refusal to engage?/ attempts to escape)
  • Social and Emotional
    • Social Interaction
    • Social Imagination
    • Emotional Understanding and Awareness
    • Learning Skills
    • Independence and Community Participation
  • Life Skills
    • Level of Prompt
    • Fluency
    • Maintenance
    • Generalisation

In order to achieve the best possible outcomes for the young people in our care, we need to have highly effective processes in place for:

  • Baselining pupils at the start of their school journey
  • Ensuring each individual has an individually-tailored, stimulating curriculum appropriate to their age and stage
  • Target-setting and tracking of progress
  • Analysing progress and reinvesting this this into teaching and learning