About Topaz
Topaz is our Specialist Resource Provision (SRP) for children with social communication needs, including autism. The provision supports children from Reception to Year 6, with two places allocated to each year group.
Topaz provides a communication-centred learning environment where children receive specialist support tailored to their individual strengths and needs. Children are also members of a mainstream class, supporting their sense of belonging within the wider school community. Access to mainstream learning and wider school activities is planned according to each child's individual needs, strengths and EHCP outcomes.
Our approach promotes inclusion, independence, emotional regulation and positive relationships, while maintaining high expectations for learning, behaviour and participation.
Topaz works in partnership with mainstream teaching staff, children, families and relevant professionals to support progress towards individual outcomes and enable children to participate positively in school life.
Our aims
Through our provision, we aim to:
- Provide an inclusive, specialist learning environment that meets the individual needs of children with social communication needs, including autism.
- Promote a strong sense of belonging, ensuring every child feels valued, respected and included within the Topaz provision and the wider school community.
- Support children to develop their communication, independence, emotional regulation and social interaction skills.
- Enable children to access learning and wider school experiences through appropriate adaptations and support.
- Maintain high expectations for learning, behaviour and personal development.
- Support children to develop positive relationships and social communication skills, fostering kindness, trust and respect for others.
- Promote positive attendance by working collaboratively with children and their families to understand and address barriers to attending school, supporting every child to feel safe, included and able to engage in school life.
- Work collaboratively with parents, carers and external professionals to support children's progress and wellbeing.
- Recognise, respect and celebrate individual differences, strengths and achievements.
Admissions
Topaz places are allocated through Achieving for Children's (AfC) Special Educational Needs Panel, which manages admissions to the Specialist Resource Provision.
Children accessing the provision will have an Education, Health and Care Plan (EHCP) or be in the process of obtaining one, in accordance with the Local Authority's admissions arrangements.
The learning environment
Topaz provides a structured, communication-centred environment designed to support children's learning, independence and emotional regulation.
Children have access to individual workstations and shared learning spaces, with teaching and learning adapted to meet their individual needs. Provision-based learning includes targeted small-group teaching, communication and interaction activities, sensory and movement opportunities, and support for developing independence and social skills.
Topaz follows the whole-school approaches used across Latchmere, including Zones of Regulation and emotion coaching. These approaches provide consistency for children across the school and support them to develop emotional awareness, regulation and independence.
The provision supports children to develop positive relationships with peers through structured activities, social communication teaching and opportunities for shared learning.
Inclusion and access to mainstream learning
Children's access to mainstream learning and school activities is planned according to their individual strengths, needs, EHCP outcomes and readiness to participate.
Topaz and mainstream teaching staff work collaboratively to provide quality first teaching, appropriate adaptations and targeted support, enabling children to access learning and participate in the wider school community.
Children may access mainstream lessons independently or with support from a member of the Topaz team, depending on their individual needs. The level of support is reviewed regularly to promote independence and meaningful participation.
Topaz provides a specialist base where children can access additional support when needed. The aim is to ensure that each child receives appropriate provision and opportunities for inclusion, based on their individual needs and outcomes.
The Topaz staffing model does not routinely provide dedicated 1:1 support. Support is organised flexibly across the provision to meet children's needs and promote independence.
Day-to-day flexibility and consistency
Staff work flexibly across the Topaz classrooms and key stages, ensuring that children benefit from consistent approaches and develop relationships with a range of adults.
Individual visual timetables and structured routines help children understand their day, anticipate transitions and develop independence.
Topaz staff work closely with mainstream class teachers to coordinate learning, support continuity of curriculum access and review children's progress towards their individual outcomes.
