Quest School believes that the teaching of self-respect, respect for others, tolerance and co-operation is vital for the overall development of our pupils.
We create a stimulating and positive environment which recognises the individual needs of all pupils.
The school understands that pupils may present with some challenging behaviour as characterised by their diagnosis of autism. Challenging behaviour may result from deficits in effective communication and adaptive life skills; we therefore seek to address such deficits through facilitating the development of functional communication and life skills. These aspects of development are core to each pupil’s individualised learning programme.
In addition to addressing the skills-deficits which may underlie a pupil’s challenging behaviour, we also attend to the behaviour itself. We apply an analytical approach to understanding the functions of any challenging behaviour, with a view to determining an appropriate and effective intervention by which to reduce the behaviour. This is a core facet of our ABA approach. Evidence of the effectiveness of this approach is seen in the progress made by all pupils, whereby levels of challenging behaviour decrease and functional skills are seen to increase.
The school provides a 1:1 ratio of pupil to staff as required, thus maximising the tailored input specific to each pupil’s needs and minimising any disruptive or inappropriate behaviour quickly and efficiently.
Disruptive behaviour is dealt with calmly and firmly with respect and consideration for all members involved. We consider it paramount to safeguard the health and wellbeing of all, and to minimise disruption to the education of our pupils.