Our Academic
Primary School

Autism isn’t a problem to solve — it’s a different kind of brilliance. It’s a neurodevelopmental difference, not a disease or delay. At SK, we don’t try to change this rhythm — we learn to dance with it.

Mainstream schools often ask autistic kids to mask, cope, or keep up. At SK, we don’t ask your child to fit the system — we build a system that fits your child.

Inclusion isn’t just sitting in the same room — it’s about belonging. Mainstream schools still expect children to adapt constantly. At SK, everything is designed around neurodivergent needs so children thrive.

It’s a place where your child is celebrated, not 'fixed.' We see autism as a natural variation of the human brain. We honour stimming, respect sensory needs, and value different ways of thinking.

We support children with autism, ADHD, learning disabilities, anxiety, twice-exceptional profiles, delays in speech or regulation, and mental health concerns. We see the whole child, not just the label.

We currently support children roughly between ages 5 to 14, depending on needs. For teens, we assess whether academic or academic/skilling programs fit best. It’s about alignment, not just age.

Yes. Masking takes a huge toll and can lead to anxiety or burnout. SK provides a safe space to unmask and learn without judgment — helping children grow into themselves.

Now is a great time to begin. Early support improves academic, emotional, and social outcomes. SK gives your child the space and tools to build resilience from the inside out.

We build our own academic framework using NIOS as a flexible base, layered with project-based learning, arts, storytelling, and tech. We focus more on understanding and meaning than rote marks.

Yes — but taught in ways that work for them. Reading may start with storytelling, math may come through movement or art. The path is personalized and joyful.

English is our main medium, but we honour home languages too. If a bilingual approach helps, we adapt. Communication matters more than perfect grammar.

Absolutely. We use SMART boards, tablets, assistive tech, and typing programs to support learning, expression, and independence. For some children, tech becomes their voice.

Yes. We align with NIOS and open schooling systems that provide valid certification. This allows your child to move forward at their own pace — towards college, our art program, or unique paths.

We say: wonderful, let’s build a project around it. Passions are doorways to learning. We integrate them into storytelling, math, and science projects instead of distracting away from them.

We use multiple approaches — stories, songs, visuals, hands-on work, and tech. Some children learn by moving, others by touching or repetition. We adapt teaching to fit each child.

Our classrooms are small by design — usually 1 teacher and 1 assistant for every 3 to 5 children. This creates a community feel and ensures each child gets personal attention.

Training at SK is personal and ongoing. Led by our founder, a UK-trained educator and neurodivergent individual, teachers learn autism-specific, trauma-informed approaches and insights from diverse voices.

We are a full-time school, not a therapy centre. Our focus is on learning, not correcting deficits. The environment itself is therapeutic — calm, warm, and affirming.

We prioritise hands-on learning, project work, storytelling, and role-play. Worksheets are used sparingly, only when they support reflection, not as the main measure of learning.

We personalize instead of panicking. Skills are broken into joyful, small steps using movement, play, and tech. Confidence comes first, and children catch up in their own time.

Not in the traditional sense. We may suggest fun home activities, but never pressure. Rest, play, or family time is valued more than worksheets.

Yes. Words are not the only way to learn or be heard. We support gestures, visuals, AAC, typing, drawing, and more. Many thrive without spoken language.

We support all forms of communication: gestures, movement, expressions, apps, or spelling boards. We follow the child’s lead, not force one system.

We partner with therapists but are not a therapy centre. Some children continue outside OT or speech therapy, while we integrate sensory and motor needs into daily routines.

We don’t punish pain. We co-regulate with calm presence, sensory tools, quiet zones, and empathy. We help children understand emotions rather than control them.

Safety first. Shame never. We use non-violent crisis prevention, set warm boundaries, and look for root causes like fear or overload. Families are involved in planning.

We don’t force friendships — we grow them gently. Social bonds form through shared play, art, and routines. Kids connect in their own safe, natural ways.

We create real moments, not drills. Instead of scripted conversations, children practice connection in play, circle time, or kitchen activities when they feel ready.

Never. We use co-regulation and trust, not fear. We don’t isolate children — instead, we use calming zones, empathy, and social stories to guide behaviour.

It starts with a conversation, not a checklist. We meet you, tour the school, interview, and do informal assessments to know your child’s needs and joys.