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Pupils on this site have a wide range of learning needs as well as communication difficulties including Autism, Aspergers and associated behaviour and emotional difficulties.  This site has specialist facilities including a hydrotherapy pool, multi-sensory room, rebound, as well as specialist teaching areas for most subjects – Technology, ICT, Science and Art. The Milestone site is divided into three sections each catering to the specific needs of it’s pupils:

Semi Formal, Behaviour Provision,  Autism & Complex Communication

Semi Formal

The learners who are based within the "semi-formal" curriculum are taught a wide range of National Curriculum subjects using a topic based approach.  Every learner has an Individual Learning Plan (ILP).  The ILP is a learner's long term plan that is used to develop their Daily Learning Plan (DLP).  A DLP will show the targets an individual learner is working on each half term.  Such personalised planning ensures differentiation and learning being matched to the needs of each learner.  This ensures all have a highly personalised approach to learning, enabling them to make very good progress.  The teachers and support staff set appropriate challenging targets.  A variety of resources, activities and strategies are deployed to help learners overcome their barriers to learning.  They make progress in all areas including literacy, communication, numeracy, behaviour and personal and social development.  We also strive to make our learners as independent as they can be.  Every class has a weekly life skills trip into the community which helps learners develop independence skills such as handling money, road safety and using public transport.  Teachers utilise their specialised subject knowledge to teach foundation subjects such as Music, RE, PSHCE, Drama, MFL and Technology.

What the learners say:

  • ‘The bungalow has helped me improve my attitude and behaviour, by treating me positively.’
  •  ‘I enjoy going to mechanics. I like it here because it’s better than any other school, people don’t wind each other up like at my old school.’
  •  ‘The bungalow has helped me to control my anger, because people have treated me fairly and not abandoned me when I have lost my temper and I have been able to attend lessons at Priesthorpe school that are at my level.’
  • ‘It’s helping me with my behaviour, I can calm down faster than I used to….it’s a good environment that keeps me in a good place.’

What the staff say:

  • ‘Every day is an exciting day, doing activities with pupils and seeing pupils get enjoyment out of them as the activities are tuned to pupils needs.’
  •  ‘I think that since starting the restorative approach, the department has become calmer and more communicative, meaning there are less behaviour problems. The circles we use help resolve problems.’
  • ‘I really enjoy the bungalow, the pupils try hard to get on and have shown amazing progress in their attitude and self esteem.’

Main Site - Behaviour Provision

The provision for young people with social, emotional and mental health needs was created in January 2011 to meet the needs of students who were having a difficult time in their schools and educational settings due to the impact of their social, emotional and behavioural needs.  In time it has developed from a provision to meet the needs of Key Stage 3 into a department which meets the needs of young people from 11 – 19.  In Key Stage 3, we refer to our provision as The Bungalow.bungalow1bungalow2bungalow3

Learners are given the opportunity to take in lead in the planning of their provision.  They consider the pathway they would like to take, and make decisions about how they will reach their goal. They follow individual programmes for literacy and numeracy, and they work on managing anger and their personal, social and behavioural skills in a variety of settings both in and out of school.  As well as accessing a variety of sporting and leisure related activities, students have worked in the Jamie Oliver Kitchen in Bradford, at ‘The Big Swing’ Project in Eccleshill and at Harlow Carr Gardens in Harrogate amongst other places.  Students in Key Stage 4 and Post 16 are given opportunities to take part in internship and work experience programmes in a variety of settings, including cafes and offices.bungalow4What makes our Behaviour provision very special is its restorative nature.  The staff and learners work hard to put relationships and community at the centre of every interaction.  Learners learn how to repair any harm in a way that maintains the relationship and allows both parties to move forward.  They build trust and get to know each other through daily circles, and they use the circle format to find solutions and explore difficulties.  This is very challenging for many of them, but they are supported in the process continuously. The learners and staff have pioneered this work, and they are becoming used to visitors coming to see just how effective it is!

Complex Communication & Autism (CCA)

The Complex Communication and Autism approach is nurturing, responsive and individual to the needs of its learners. The core of the CCA approach focuses on the fundamentals of communication and the teaching of skills for social communication.

Intensive interaction is a key concept that is used on a daily basis. Bids for communication through intensive interaction are planned. All learners have personalised learning plans with a focus on communication (delivered through intensive interaction). Staff observe, actively participate and reflect on these sessions. This approach teaches learners the fundamentals of social communication. 

Learning through Play and Experiential learning

Creativity is an essential part of the curriculum. To engage learners sessions are fun and hands on. This is essential to develop relationships, emotional health and wellbeing and communication skills.

Using principles taken from the Early Years Framework many sessions are open ended to enable learners to explore, experience and engage with people and their learning environment. All learning spaces are designed to be emotionally and physically enabling.

Learning through play and using ‘hands-on’ real life experiences give learners opportunities to effectively interact with peers and adults. 


Positive relationships are developed through regular sessions that are sensitive to the needs of learners. Sessions are calm. Learners have access to low stimulus and arousal times to help reduce anxieties and support the development of positive relationships. 

Using specific targets from the SCERTS framework learners are supported to manage their own emotions. Staff plan for and support emotional regulation.

Sensory Processing

The understanding of sensory processing is very important in lesson planning. The sensory processing needs of learners are considered throughout the day. Staff observe what leaners seek and avoid and how this can affect learners’ emotional state. Staff are reflective and observe how to understand the cause of behaviours. Innovative strategies are planned to help support learners in routine and non-routine activities.

Learners are regularly prepared for the unexpected changes that occur on a daily basis within the environment. The physical environment, resources, senses and feelings are considered to support learners to cope with external factors.

Targets taken from the SCERTS framework are used to support staff to share emotions and seek strategies to regulate them.

Key concepts

  • Intensive interaction
  • Use of symbols    
  • Sign
  • Objects of reference
  • Audio and visuals; such as photographs, PECs, Big Macs and iPads

Multi Agency

Staff work holistically with parents, carers, Speech and Language Therapists, Social Workers, Physiotherapists and medical staff to support learners.



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