"The school accurately identifies pupils with SEND. Pupils work alongside their peers in the classroom. Where pupils’ needs are more significant, they receive excellent support from skilful staff. Pupils with SEND participate actively in school life and achieve well."  Ofsted (March 2025)

Specialist Support. Individual Potential. Real Progress.

At Colham Manor School, our REACH Provision is a highly specialised learning environment designed for pupils with complex needs who require intensive, personalised support to thrive.

REACH is for children who benefit from a carefully adapted curriculum, specialist teaching approaches and a nurturing, low-arousal environment — while still remaining part of our wider school community. Our aim is simple but powerful: to help every child make meaningful progress, develop independence and feel successful as a learner.

Overview of the REACH Provision

The REACH Provision supports pupils whose needs significantly impact their ability to access mainstream education without specialist intervention. Many pupils have a diagnosis of Autism, or are on a diagnostic pathway, and may also have social communication needs or Speech, Language and Communication Needs (SLCN).

Children in REACH are learning at a level well below age-related expectations, often by three or more years. However, with the right provision in place, they have the potential to accelerate learning, build confidence and access a differentiated mainstream curriculum.

REACH pupils spend the majority of their learning time within the provision, with carefully planned opportunities to access mainstream classes, activities and whole-school experiences where appropriate and meaningful.

Who Is the REACH Provision For?

Cognition and Learning

Pupils in the REACH Provision typically:

• Have complex learning difficulties that require specialist teaching approaches
• Need targeted support to engage in learning outside their specific interests
• Learn best through small, carefully planned steps
• Require frequent repetition and practice to retain learning
• Find it difficult to generalise skills across different settings
• May have a short attention span and need high levels of adult support
• May need support with personal care skills, such as dressing or toileting
• Have the potential to make strong progress with intensive, personalised provision

Communication and Interaction

Many pupils in REACH:

• Have significantly delayed speech, language and communication skills
• May have limited spoken language, including the use of single words
• May not yet have an effective way to express wants and needs
• Use, or are developing, alternative communication methods such as symbols, communication books, gestures or vocalisations
• Find it difficult to understand social cues and develop peer relationships
• May experience frustration or disengagement due to communication barriers

Our provision prioritises communication development, helping pupils find a voice that works for them.

Social, Emotional and Mental Health

Pupils may:

• Need high levels of support to understand and regulate emotions
• Find changes to routine particularly challenging
• Display repetitive behaviours or intense interests that impact learning
• Struggle to recognise the impact of their actions on others
• Require explicit teaching to understand social expectations and emotional responses

REACH provides a safe, predictable environment where emotional regulation and wellbeing are central to learning.

Sensory, Physical and Medical Needs

Children in REACH often:

• Have significant sensory processing needs
• Require daily sensory regulation strategies, such as movement breaks or sensory diets
• Need a carefully planned timetable to support regulation throughout the day
• Benefit from low-arousal environments and specialist resources
• Require input from external professionals and therapies, as outlined in their EHCP

What the REACH Provision Offers

Curriculum, Teaching and Learning

In the REACH Provision, pupils receive:

• A highly personalised timetable, combining individual, small group and whole-school learning
• High adult-to-pupil ratios to ensure learning is accessible and meaningful
• Clear visual structure to support understanding and reduce anxiety
• Regular opportunities to practise and apply skills in different contexts
• Teaching that is carefully tailored to pupils’ interests and motivators
• A strong focus on independence, communication and life skills
• A nurturing approach that celebrates progress — no matter how small

Specialist Environment

The REACH Provision benefits from:

• A dedicated specialist teaching space with reduced distractions
• Flexible areas for whole-class, small group and individual learning
• Secure external spaces available throughout the day to support regulation
• Access to low-arousal environments to support emotional and sensory needs
• Thoughtful integration into the main school, ensuring pupils feel part of the wider community

Our Commitment to Families

At Colham Manor School, we work in close partnership with parents, carers and external professionals. We understand that every child’s journey is unique, and we are committed to:

• Clear communication with families
• Regular reviews of progress and provision
• A shared approach to supporting each child’s development

The REACH Provision reflects our belief that with the right support, every child can succeed.

Frequently Asked Questions – REACH Provision

What is the REACH Provision?

The REACH Provision is a specialist class within Colham Manor School for pupils with complex needs who require intensive, personalised support to access learning. Pupils are fully part of the school community while benefiting from a highly adapted curriculum and environment.

Does my child need an Autism diagnosis to access REACH?

No. While many pupils have a diagnosis of Autism, others may be on a diagnostic pathway or have social communication or speech and language needs that present in a similar way. Placement is based on need, not diagnosis.

Will my child be taught separately from the rest of the school?

Pupils in REACH access the majority of their learning within the specialist provision. However, they are also given carefully planned opportunities to join mainstream classes, activities or whole-school events where appropriate and supported.

How is learning adapted for pupils in REACH?

Learning is highly personalised and taught in small steps. Teaching is tailored to each child’s interests, strengths and needs, with a strong focus on communication, independence and life skills. Progress is carefully monitored and celebrated.

How are sensory and emotional needs supported?

The REACH Provision offers low-arousal environments, structured routines and regular sensory regulation opportunities throughout the day. Individual sensory plans and movement breaks are built into pupils’ timetables to support wellbeing and readiness to learn.

What support will my child receive?

Pupils benefit from high levels of adult support, specialist teaching approaches, visual structure and input from external professionals where required. Support is guided by each child’s EHCP and reviewed regularly.

How does the school work with parents and carers?

We believe partnership with families is essential. We communicate regularly with parents and carers, value their insights, and work together to support consistency between home and school.

How is progress measured?

Progress is measured in a variety of ways and may look different for each child. This can include improvements in communication, independence, emotional regulation, engagement in learning and life skills — not just academic outcomes.