Learners who require individual adult support to communicate their needs and desires, interact socially, follow instructions and engage with learning tasks and activities, attend one-on-one sessions which are run by internally trained Centre Educators. Sessions are typically 1 to 3 hours in length and these may be attended either on a daily or weekly basis.

One-on-one programmes are created specifically for each learner, catering to their unique developmental and educational needs, and their behaviours. Social interactions, social communication, behaviour adaptions, as well as global developmental skills are targeted, using a Verbal Behaviour approach. One-on-one sessions have the flexibility to follow a learner’s changing interests, sensory needs and energy levels, optimising their engagement in their individual targets throughout the sessions. At the Centre we believe that all children are different and that we need to understand how to adapt the environment and teaching approach to suit their needs, allowing each child to have a happy and supported learning experience, encouraging them to reach their full developmental potential.

The programmes are developed and monitored by the Centre’s experienced management team consisting of the Centre Director and Centre Manager, each with more than 20 years’ experience working with children with developmental and behavioural difficulties. Additional input is provided by our onsite occupational therapist, as well as by our consultant speech and language therapist, physiotherapist and music therapist as needed.

Advancement of programmes is based on generalisation of skills being targeted. This means that focus is placed on developing a learner’s conceptual understanding and ensuring that foundation skills are well-established, both of which are essential for on-going learning. Peer interactions and group functioning skills are introduced gradually, to ensure that learners develop the necessary pre-requisite skills to learn successfully and positively in a peer-based setting.