We recognise the value that early intervention can have on the lives of autistic children and those with related communication difficulties. Our curriculum is individualised to each learner and designed to build skills in a range of areas based on the families’ individual needs.

At BeyondAutism Early Years we use teaching strategies underpinned by Behaviour Analysis and guided by the science of Applied Behaviour Analysis and Verbal Behaviour, to teach our learners social, communication, academic and daily living skills tailored according to their specific needs. This forms part of our interdisciplinary approach (alongside Teachers, and with input from Speech and Language Therapists and Occupational Therapists) to ensure a well-rounded, balanced curriculum for each of our learners that is focused on their individual preferences and needs. Evidence-based interventions are utilised within individualised targets that all children can access regardless of ability or age. Staff have knowledge of the Early Years Foundation Stage (EYFS) framework as the national standard for the learning, development and care of children from birth to 5 years old. At BeyondAutism Early Years we use aspects of the EYFS framework to structure the learning environment, ensure we meet safeguarding and welfare as well as information and record keeping requirements among others where relevant. Our planning ensures that children take part in activities that are meaningful and engaging and through which they address relevant and challenging learning outcomes based on:

  • Early language development and teaching pre-learning skills.
  • Teaching strategies carefully tailored to specific needs, built on children`s current level of development.
  • Motivation as key, offering ‘an irresistible invitation to learn’ (Davies, 2017).
  • Further developing skills that are mastered.
  • Individualised teaching and learning pace, according to each child’s development, strengths and areas of need.

The delivery of our curriculum is supported through Augmentative Alternative Communication (AAC) and visual strategies for those children who may require it – see further information in the AAC policy.

For more detail around our curriculum, please see our curriculum policy.