Our Facilities

Oysters was opened in 2012.  A single-storey detached-building, it has been designed to provide an ideal learning environment Buildingfor children with autism. It features low arousal and reduced sensory impact that helps children feel safe and secure whilst enhancing their ability to learn.

Our facilities include:
• three learning spaces, where children are grouped appropriately. Decisions on groupings are based upon individual needs, academic ability and social/emotional well-being.
• an inclusion office
• a large communal area where all children from the SRBP gather for a daily assembly/reflection. This space is also utilised during lunch and break times providing children with a ‘quiet’ structured space. This shared area also provides the perfect backdrop for our annual productions, coffee mornings and ‘sharing’ assemblies.Computer area
• a computer area where we are lucky enough to have a bank of 8 computers within our shared area. This is enough for any one learning group to access computing as part of their curriculum. The computers are also accessible to the children on a rota basis during playtimes.
• a ‘Green’ room which is accessible to all children in the SRBP who may be feeling overwhelmed, over-stimulated or simply request/require a ‘quiet’ space.
• a sensory room which provides many of our children with ASD opportunities to develop their senses, this is achieved through IMG 0361special lighting, music, and objects. It can enhance communication between those who struggle to interact with their peers and others.
•  and a speech and language room which is used once a week by an external trained Speech and Language Therapist along with our very own Speech and Language assistants. It provides a quiet space for children to develop their communication skills and understanding of language. These skills are reinforced by the specialist support staff in the SRBP.
• We also have access to our own outdoor play-space which is adjoined to the mainstream play-areas enabling social integration during more unstructured times, where appropriate.

All children have their own workstations, each adapted to their individual needs. These include visual supports such as timetables and IMG 0367expectation reminders. Sensory needs are also well catered for, and include items such as weighed lap blankets, fidget cushions, ear defenders and fiddle toys to engage involvement and participation.