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Welcome to the Hive

Our Hive classrooms forms part of our whole school support and commitment to providing bespoke provision for children who have high social communication needs, barriers to learning and emotional well-being difficulties.  Our provision ensures that we develop social communication and interaction as well as allowing each child to be lifelong learners and be able to function in the wider world.

At Dorchester we include each child in learning not integrate them to each classroom.

We have highly committed staff that work in partnership with class teachers to deliver a functioning and bespoke learning package for children with addition needs.  Children gain skills such as listening, sharing and turn taking that will reduce the need for intervention with behaviour. The provision has been supported and developed with the help of trained specialist teachers in the field of Autism and social communication.  We have two key stage rooms offering support from the age of 3 to 11.

Hive Principles

·         Developing children’s social emotional communication looking at the holistic child and working on key barriers to learning

·         A safe space for children to work away from noise and environmental interruptions

·         Language is an essential means of communication

·         Behaviour needs to be interpreted to look at what the child is communicating to us

·         Children’s learning is developmental


·         We must develop children’s self-esteem and confidence in how to manage own emotions in order to ensure they can thrive within the classroom.

Each Hive classroom provides:

·         A small discrete class, usually no more than 8 children in Hive 1 and 10 children in Hive 2

·         A safe and predictable structured environment

·         Opportunities for children to revisit early missed ‘nurturing’ experiences

·         A modified curriculum in a supportive, caring and highly visual environment

·         Interventions for those children who are unable to access learning successfully in their mainstream classroom

·         PSHE curriculum that is personalised to the children’s behaviour for learning

·         Multi-sensory learning for children that need self-regulation, sensory stimulation and access to hands on learning