Complex Needs Classes

At Hope School and College, some classes are specifically designed to support pupils with complex needs. Within these learning environments, the curriculum and classroom experiences are highly personalised and multisensory, enabling pupils to engage through meaningful sensory exploration and interaction.

Teaching is carefully planned around the earliest stages of pupil engagement, recognising and celebrating small but significant steps in learning and development. The curriculum takes a holistic approach, integrating educational, physical, therapeutic, and health need to ensure that every pupil receives a personalised learning experience that promotes communication, wellbeing, independence and quality of life.

For pupils with complex needs, educational activities are most effective when they are highly personalised, multisensory, repetitive, and linked to communication, physical development, and wellbeing.

Examples include:

• Sensory exploration – investigating different textures, lights, sounds, smells, and materials.
• TacPac or sensory communication sessions – using touch and music to promote interaction and awareness.
• Cause-and-effect activities – pressing switches to activate lights, bubbles, fans, or music.
• Intensive Interaction – adult-led sessions that develop communication through shared attention and turn-taking.
• Sensory stories – bringing stories to life with objects, sounds, movement, and tactile experiences.
• Music and movement sessions – singing, instrument play, rhythm activities, and action songs.
• Hydrotherapy or water play – supporting physical development, relaxation, and sensory engagement where appropriate.
• Rebound therapy – using a trampoline with specialist support to improve physical skills and engagement.
• Early communication activities – using objects of reference, photographs, symbols, or signing to encourage choice-making.
• Eye gaze and assistive technology activities – enabling pupils to communicate and participate using specialist equipment.
• Attention Autism sessions – structured activities designed to capture and sustain attention through motivating experiences.
• Cooking and food exploration – tasting, smelling, mixing, and preparing simple foods to develop independence and sensory tolerance.
• Outdoor learning – exploring nature, gardening, weather, and natural materials.
• Creative arts – painting, printing, collage, clay modelling, and sensory mark-making.
• Physical development activities – supported movement, physiotherapy exercises, soft play, warm water pool activities and adapted PE sessions
• Light and dark room experiences – using projectors, fibre optics, UV resources, and interactive lighting.
• Messy play – engaging with foam, sand, water, jelly, shaving foam and other materials to encourage exploration.
• Role play and social games – practicing turn-taking, anticipation, and shared enjoyment.
• Community visits – accessing local parks, cafés, shops, or places of interest to experience functional and social skills.
• Relaxation and wellbeing activities – massage, yogacise, calming music, breathing activities and enjoying  quiet sensory spaces.
• Choice-making opportunities – selecting between activities, objects, songs, or snacks to promote autonomy and communication.
• Life skills activities – dressing, feeding, personal care routines, and using everyday objects in meaningful contexts.
• Animal-assisted activities – interacting with therapy animals to support communication, confidence, and emotional wellbeing.

These activities can be adapted to each pupil’s individual needs and are often embedded within a holistic curriculum that supports communication, cognition, physical development, sensory processing, emotional wellbeing, and independence.