With the spotlight on the National Autistic Society’s (NAS) World Autism Acceptance Week, running until April 2, we wanted to share the work we do to support our students who have the condition and share our delight in being re-accredited by NAS after an inspection last month.

At Camphill School Aberdeen we take considerable pride in our understanding of autism and in setting the standard for autism practice. The report positively highlighted our person-centred planning, which enables us to identify enjoyable and relaxing activities that provide our students with a sense of achievement and purpose. Our staff also identify each autistic person’s skills and challenges relating to everyday life, work, and education and take each aspect into consideration when planning workshops, therapies and activities.

The Autism Accreditation Programme is the UK’s only autism-specific quality assurance of support and development for all those providing services to autistic people. 

At Camphill School Aberdeen we support 119 students, of which 79 are on the autism spectrum and require tailored support from our staff members. The report also outlined the proactive and preventative strategies we have in place to avoid anxiety or distress and to support emotional regulation for our students as well as access to sensory activities. 

Our estates and gardens are a huge asset to our school, and NAS highlighted the benefits our open spaces have on our students. We use our external environment on a daily basis, and young people regularly spend time self-regulating within our vast and safe grounds, enabling them to build their independence.

The report also spoke highly of our STARS Awards, noting that it enables staff to recognise and celebrate the successes of our students, relating to the development of functional life skills that might otherwise be missed within National accreditation pathways and qualification options.

Despite our student’s disabilities, our meaningful activities enable them to grow by building their skills, confidence, independence, and friendships, standing them in good stead to lead happy and healthy lives, now and into adulthood.

Other key report findings included:

• A core strength at the school is that CSA staff use a nurturing and supportive approach and demonstrate a clear commitment to best practices and positive outcomes for students, allowing them to develop positive relationships.
• The Multi-Disciplinary Team work collaboratively with other staff to provide graduated and targeted specialist support to young people based on their identified preferences and needs.
• Young people are supported to do things for themselves rather than needing to be directed by a member of staff. 
• Young people are able to manage micro transitions and move around settings with little need for adult prompts.