The intervention is fluid, and its main aim is to provide the children in Blossom room with experience and strategies to develop independence. Our hope is that the children will be able to access the mainstream offer at some point during their Avenue Journey.

In Blossom room routine is vital and necessary for day-to-day transitions. The children become very familiar with their own personalised visual schedules. The environment in Blossom room provides many sensory activities and experiences. It is also a very visual environment. There are many mini interventions taught within Blossom room such as “Bucket time” and “TacPac”.  The children have daily workstation tasks to complete and will be involved in daily phonics sessions and number lessons.

The children in Blossom room follow their own curriculum, which has been devised as part of our whole school Continuous Play Provision within the school. Blossom room curriculum is highly adapted and differentiated according to need and pedagogy. We have used the Portage profile to guide this.

The curriculum identifies the key skills and learning for children (intent) the methods and approaches used to deliver this (implementation) and different outcomes (impact.) Pupils are assessed using a range of statutory and non-statutory assessment frameworks to measure their progress through the various stages of their learning.

Blossom room is highly staffed. The staff are well supported by the local outreach teams and have attended relevant training to support sensory and communication needs.