Learning at Insights

Insights offers a therapeutic learning environment which allows  all pupils to develop their thinking, communication and self-regulation skills.

The staff team participates in a range of training  which enables us to create an environment that is structured and secure as well as challenging, so that pupils can confidently develop their ability to adapt to changes in their  circumstances and environment.

Pupils have a personalised learning programme and intervention strategies are based on their assessed needs and the objectives of their Statements/EHCPs. Speech and language intervention targets their speech, expressive and receptive language, nutrition (sensory aversions) and pragmatics (social communication behaviours).  Occupational therapists provide support to pupils with their sensory needs and development of fine and gross motor skills.  We take a holistic approach working closely with teachers, support staff and families ensuring goals are child-centred.


All aspects of learning are broken down into small achievable steps and are taught in a systematic and consistent way. Achievements are reinforced to assist  pupils to use learned skills in new situations. For pupils in Key Stages 1 & 2, the focus is on ‘Learning to Learn’ skills.

For students in Key Stages 3 & 4 greater emphasis is placed on developing functional skills, life skills and vocational, work-related learning skills.

Regular communication with parents/carers is a key part of the process of developing pupils’ functional, social and life skills, emotional health and self-management of behaviour.

Our Support Strategies include:

  • Providing a very clear structure and a set daily routine.
  • Providing warning of any impending change of routine, or of activity.
  • Using clear and unambiguous language.
  • Addressing the student individually at all times.
  • Repeating instructions and checking understanding; using short sentences to ensure clarity of instructions.
  • Using various means of presentation, such as; visual displays, physical guidance, peer modelling, etc.
  • Promoting consistency in practice and approach from all staff.
  • Recognising that some change in manner or behaviour may reflect anxiety (which may be triggered by a minor change to routine).
  • Not taking apparently rude or aggressive behaviour personally and recognising that the target for the pupil’s/student’s anger may be unrelated to the source of that anger.
  • Specific teaching of social rules/skills, such as turn-taking and social distance.
  • Giving consideration to classroom environment so that displays and the acoustics are not distracting for students.
  • Linking learning to students’ particular interests.
  • Providing buddies at free times and promoting awareness of ASD within the school community.
  • Allowing the students to avoid certain activities which they may not understand and supporting them in open-ended and group tasks.
  • Using ‘one-voice’ to communicate with students when they show distress, upset or anger.
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