To develop knowledge and understanding of play:

• By using observation to develop pupils' personal schemas and expand upon these
• Through the recognition of gestural communication, where applicable, within play
• Ensuring opportunities for intensive interaction are utilised effectively

To raise knowledge and level of staff understanding by:

• Continuing development of communication knowledge across the school using training delivered by the Speech and Language Team (SaLT)
• Having a focus on gestural communication as part of the school's Total Communication environment
• Ensuring there is established knowledge of pupils' communication methods and targets (Communication Grid)

To Continue to facilitate personal development opportunities:

• By embedding Relationships and Sex Education (RSE) across the school
• Promoting physical activity within the curriculum and through other opportunities
• Supporting pupils with mental health and wellbeing
• Through the refinement of the Semi-Formal Curriculum
• Continual referral back to the Equals scheme of work to embed staff knowledge

To continue to develop constant and consistent Continuing Professional Development (CPD) into school staff training; incorporating relevant succession planning:

• Additional sessions available to build staff knowledge
• Whole school and specific training sessions to upskill staff (e.g. Team Teach, Medical training, Communication training)
• Sharing of good practice with external partners – Exemplar Development Days
• Refine the quality assurance process to ensure its effectiveness while being mindful of workload

To have realistic and aspirational goals for all learners:

• Meaningful and appropriate learning opportunities which are relevant to students' destinations
• Sharing of information with parents and carers through communication portals (e.g. School Website, Facebook, Newsletters)
• Ensuring Education, Health and Care Plan (EHCP)targets are relevant and applicable Future Destinations and Preparing for Adulthood (PfA)