Base Curriculum

We provide a rich and engaging curriculum which develops a love of learning in our pupils and encourages them to develop key learning skills such as attention, resilience and collaboration.

Avenue Primary Academy offers two specialist Autism Special Opportunity Bases—Trailblazer Base and Explorer Base—providing full-time education for pupils aged 5–11 with a diagnosis of Autism Spectrum Condition (ASC) and an Education, Health and Care Plan (EHCP).

Our provision is designed to deliver a high-quality, inclusive, and highly differentiated curriculum, tailored to meet individual needs and outcomes, enabling pupils to make meaningful progress from their starting points. Pupils are grouped broadly by age and more specifically by ability and level of need.

Within our bases, we promote the embedded approach to therapy rather than solely withdrawing pupils for therapy sessions. This means our Speech and Language and Occupational Therapists work with us to embed approaches, resources and therapy programmes into our curriculum and learning environment so that pupils receive this input all the time from all members of the base team.  For example, this has led to the rooting of Zones of Regulation at the heart of our support for pupils in regulating their emotions.  It has also developed our classroom support of grammar and sentence structure, both orally and written, with the Colourful Semantics approach.

Using the child’s EHCP long term targets as our ultimate goal, we set challenging, appropriate short term and yearly targets which focus on all areas of the child’s development.  We track, assess and report small steps of progress, including in areas of need common to the diagnosis of Autism.  Collectively, these elements combine to ensure we are preparing pupils for their own pathway to adulthood. Staff support pupils and break and lunchtime to develop social skills, communication and self-care such as feeding, hygiene etc.

 SaLT and OT therapists liaise very closely with staff and therefore we are able to offer
embedded therapy approach where SaLT and OT is delivered throughout our curriculum as well as providing the targeted and specialist support as described in Section F of each child’s EHCP.
As part of our provision, we also have a range of Sensory Rooms, a soft play room, a sensory integration room and an OT garden to support pupils' individual needs.

Aims and Intended Outcomes

We recognise that each pupil follows an individual pathway to success. Our curriculum, environment, and support are carefully adapted to ensure pupils develop the skills needed for learning, independence, and participation in their community.

Outcomes

Pupils are supported to:

• Make good progress from individual starting points
• Develop social communication skills and build meaningful, reciprocal relationships
• Develop emotional regulation and self-management strategies
• Use therapy strategies across school and home environments
• Develop independence, communication, and self-care skills
• Use an effective method of communication (e.g. AAC, signing, PECS)
• Develop receptive and expressive language to express needs and preference

• Curriculum and Learning Pathways

Learning is adapted to individual need and EHCP outcomes, ensuring meaningful engagement and progress.

Pre-Formal Pathway

Learning is delivered through structured play, sensory experiences, and personalised targets, with progress measured using recognised pre-formal assessment frameworks.

For pupils working below subject-specific levels, focusing on:

• Engagement and attention
• Communication (including AAC where appropriate)
• Social interaction
• Sensory regulation
• Early cognitive and physical development

Semi-Formal Pathway
 

Learning is topic-based, highly structured, and differentiated, bridging towards formal learning where appropriate.

For pupils developing early learning behaviours and subject awareness, focusing on:

• Functional communication
• Early literacy and numeracy
• Independence and life skills
• Emotional regulation and social understanding

Formal Pathway
 

For pupils able to access subject-based learning with adaptations, focusing on:

• Access to the National Curriculum
• Preparation for adulthood outcomes
• Independence and life skills
• Emotional regulation and social understanding
• Integration into mainstream provision (where appropriate)

Therapeutic Support and Enrichment

• Staff support pupils during break and lunchtime to develop social, communication, 
       and self-care skills
• Speech and Language Therapy (SaLT) and Occupational Therapy (OT) are
       embedded across the curriculum
• Therapists work closely with staff to deliver universal, targeted, and specialist
       interventions as outlined in Section F of each pupil’s EHCP
• Each classroom includes a sensory room, alongside shared sensory integration
       spaces and outdoor provision

Partnership with Families and Local Authority

Information about the Autism Special Opportunity Bases is available on the school website, providing families with clear and accessible information. Links to the Sutton Local Offer are included to support transparency and informed decision-making.

Curriculum Pathways