Oscar has global developmental delay and presents as being much younger. When he started at The Park, he found learning new things particularly challenging, and required 1:1 support to help him engage with set tasks. Initially, Oscar couldn’t read or count.  

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During his time at The Park, Oscar grew in confidence, which had a positive impact on his learning. He engaged well in class, making positive contributions to learning, and improved in his ability to retain and recall previous learning, leading to more independence. ​ 

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Oscar worked on developing his reading and writing skills using a systematic, synthetic, phonics programme, and made great progress with this, reading sentences and taking beginner reading books home to practice. Oscar also made huge strides with listening to and following instructions, working with others and, with developing friendships. He wanted to move on to City of Bristol College, Hengrove to continue his education – and that’s exactly what he was able to do.  

Milo had not been in an educational setting for nearly four years. In the beginning, he presented as highly anxious and chose not to engage verbally at all. He has an autism diagnosis, where PDA (Pathological Demand Avoidance) elements feature highly. Milo would frequently shut down and blank staff and all elements of learning altogether, even though he was a very able student with huge potential. 

 
To help staff understand Milo’s PDA better, they received training which enabled them to approach Milo in a manner which would feel less pressurising. Alongside this, they worked closely with Milo’s parents, sharing strategies and thoughts. They also encouraged Milo’s love of sports, using any opportunity they could to praise his efforts in sporting activities – this gradually filtered into his positive engagement in learning within the classroom, and in softening his barriers to following instructions, receiving feedback and making conversation.   

Bella has an autism diagnosis and has assumed selective mutism. She routinely refused to take part in activities or engage in any work; and she displayed some traits of anger towards peers and members of staff, often due to being unable to communicate her thoughts and feelings effectively.  

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Bella responded well to physical activities, so staff rejigged her timetable to ensure she was able to attend a weekly outdoor sports session. After these sessions, Bella returned to college with a more enthusiastic outlook, which in turn helped her to get involved in the afternoon activities.  

Staff received Speech and Language Training (SALT) on effective strategies to support Bella’s communication and started using Talking Mat therapy. This worked well for her and allowed her to express her thoughts and opinions clearly, but without the need for verbal communication. With staff using this consistently throughout the college day, Bella’s become more fully engaged with coursework, and maths and English classes.