What is Jemsion Class? ​

Jemison Class is a specialist class for pupils with an autism profile / social communication differences whose needs cannot be best met within the mainstream classroom full-time. The aim is to provide the best possible provision for these pupils and ultimately get them to rejoin their mainstream classes when they can do so successfully and prepare them for long-term mainstream learning, its environment and expectations.

Jemison class was set up as part of a two-year pilot project facilitated by Phoenix School - a specialist provision. The aim of the project is to support mainstream schools to build inclusive classrooms and for pupils with autism in their setting based on the Phoenix model, share resources and develop staff to expertise.

What underpins teaching and learning in Jemison Class? ​

Teaching and learning in Jemison Class is underpinned by the ‘eight key principles of good autism practice’ - the evidence-based recommendations from the Autism Education Trust:

How are learners supported in Jemison class? ​

Overview of class
​Jemison: 

• is a small class with a high adult : child ratio 
• is taught by a teacher and teaching team 
• has a regular, additional expert input to support pupils and staff: 
• ½ support from speech and language therapist every week and fortnightly
• support from a specialist outreach teacher from Phoenix School

Curriculum
Jemison:

• has as a carefully planned curriculum model that allows for progression in academic learning, language and communication and wider skills
• facilitates  individualised learning, utilising the Phoenix - and Engagement Model steps to assess and determine each child’s start and end point and related progression documents to deliver matched teaching alongside evidence-based interventions 
• takes into consideration each child’s sensory differences and interest  when planning for learning activities 

Environment 
Jemison:

• has three adjacent rooms where teaching and learning takes place, taking into consideration the sensory difference of our pupils: our ‘discoverer room’ and our ‘explorer room’ which has an adjacent sensory room to facilitate sensory circuit and regulation breaks, where required
• has a highly structured, organised learning environment 
• has a routine-based, predictable structure, alongside a flexible timetable where relevant
• has a flexible approach, which allows pupils to join their mainstream class where meaningful and likely to be successful