Psychologists from the University have teamed up with the National Autistic Society and Fosse Way School in Radstock to create Fosse Way School Trust to improve opportunities for the school’s students and their families.
Fosse Way caters for 145 students aged 3-19 with complex, severe and profound learning difficulties including autistic spectrum disorders (ASD) communication difficulties, sensory impairment and physical disabilities. The school attracts students from BANES, Bristol, South Gloucester, North Somerset, Somerset and Wiltshire.
The Trust aims to identify the needs of students from pre-school age right through to adulthood and to support the inclusion of children with disabilities in local and regional communities. Once established, it will share successful experiences and knowledge for the benefit of families across the region.
It will focus on raising the achievement of students attending Fosse Way and the inclusion of students with special needs in mainstream schools. It will also encourage innovative approaches to learning and the delivery of supporting services.
One of the key aims of the Trust is to supplement and enhance the extended services offered to Fosse Way School students and their families and to develop relationships with higher education institutes with a view to identifying research opportunities and expertise of benefit to students and their families.
Headteacher David Gregory said:
‘This is an exciting development. Through taking a life-long and holistic view of our pupils, the Trust offers and opportunity of making a real difference to the lives of our pupils and their families. The collaboration with our Trust partners also creates the opportunity to further develop our extensive work with other schools in the inclusion of pupils with special needs.’
Professor Peter Rogers, Head of the Department of Experimental Psychology at the University of Bristol added:
‘Our Department is delighted to build on its longstanding links with Fosse Way School by becoming a Trust partner. This partnership will enable us to work with the School to enhance the learning opportunities for all of their children. It will also provide unique opportunities for students and staff within the Department to work directly alongside those with practical experience of educating pupils with learning disabilities.’