It’s 8:45am at MacIntyre School and the day is already in full swing.
Students are streaming through the doors; some arriving for the day, others making their way over from one of the four on-site children’s homes, and a few more coming from MacIntyre Children’s home just down the road. In reception parents, young people and the teaching staff all say hello and greet each other with their familiar routines.
Almost immediately, I notice a family sharing a moment of intensive interaction, and can’t help but smile; above reception, my eyes cast over a plaque which reads: ‘Intensive Interaction happens here’, part of the school’s accreditation with the Intensive Interaction Institute.
Watching the moment unfold, it’s clear this approach isn’t just a principle on the wall, It’s something that lives and breathes throughout the school.
Today is Tuesday, which means there will be a music and story session later on, the highlight of the week, for young people and staff alike.
This morning I’m spending time with Melissa and Oliver.
Oliver is 13 and a brand new student at MacIntyre School, having joined in December. He’s a day student, arriving each morning in a taxi at around 9am and heading home again at 3pm. Oliver has a diagnosis of autism and is supported by his teacher throughout the day.
Melissa greets him as he arrives, and Oliver quickly notices there’s a visitor with them today.
Before settling into class, Oliver takes a couple of energetic laps around the school. It’s his way of arriving, resetting, and getting comfortable with the day ahead. He marches past the ball pool, circles back again, then decides the library is the next stop.
Oliver is a huge fan of Julia Donaldson, and soon he’s happily flicking through a couple of books. As he finishes one, he carefully puts it away and reaches for another. Tidying up after himself is all part of the learning process too, and working towards his personal targets.
Oliver is still within his 12-week baseline period at the school. This time allows the team to understand how he learns best, what his targets might be, and perhaps most importantly, build trust and relationships with other people.
And those relationships are already forming.
Once he’s relaxed, Oliver invites me to read with him. He sits comfortably, clearly more settled now that the morning’s excitement has passed.
When he feels ready, we head back to the classroom where his first activity involves colourful beads. The task helps develop fine motor skills, but it also encourages communication and sharing the workspace with others.
When Oliver first joined the school, staff supported him with photo cards showing different places around the building to help him navigate his way. Already, he no longer needs them.
Snack time follows. Oliver sits with Elis, the class’s Senior Learning Support Assistant, who has worked at the school for three years and stepped into the senior role last September. It’s clear the two share a strong bond.
Oliver tucks into his crisps.
I ask him about his favourites: “Quavers!” he replies proudly.
Using his words to communicate is a big part of Oliver’s development, and the team are also working closely with a speech and language specialist.
Melissa explains that she and Oliver’s parents in regular contact, through emails and phone calls, sharing updates about Oliver’s progress.
“They’re so grateful,” she says. “They’ve said they haven’t had that level of communication before.”
Before Oliver joined MacIntyre School, Melissa and the team visited him several times at his previous school in High Wycombe to help with the move over.
When I ask Melissa how she first built trust with Oliver, she smiles.
“Clear and firm boundaries,” she says, “but also being able to have fun at the same time.”
It's clear that balance is working.
Oliver enjoys his own space at times, but the team have started introducing peer group sessions, which he’s beginning to enjoy more and more, with the Music sessions and therapy sessions are particular favourites.
Later in the morning, Melissa shows Oliver a picture card of the school bus and asks if he’d like to go to the park. The plan is to head out at 10:30am for the first time, and is something Melissa has been looking forward to as much as Oliver.
His face lights up immediately.
The excitement builds as they head towards the buses… but once they arrive, Oliver pauses. Actually, he decides he doesn’t fancy going out after all. Instead, the ball pool suddenly becomes the much more appealing option.
And that’s completely fine.
At MacIntyre School, flexibility is key. If a class-based session isn’t the right thing for Oliver today, the team simply adapt. Melissa quickly switches gears and introduces building blocks instead, turning the activity into a playful learning opportunity.
Together, they pick out different colours, identify animals and foods pictured on the blocks, and practise sharing space and taking turns. Melissa turns it into a game, and Oliver is loving it.
Before long it’s lunchtime.
The team support Oliver in the school café, gradually helping him become more comfortable sharing a space with others while he eats, which again, are all part of building those everyday life skills.
The afternoon brings messy play and painting, and with the weather bright and sunny, there’s also the option of heading outside to use the bikes, another thing Oliver really enjoys.
Throughout the day, Oliver’s personality shines through. He’s cheeky, with a playful sense of humour. Every now and then he’ll ask someone to do something for him, perhaps putting something away or fetching an item, with a mischievous glint in his eye. A moment later he’ll giggle and do it himself.
It’s clear he’s settling in quickly.
Behind the scenes, Oliver’s baseline period will soon lead to a full review involving his family, teachers and therapists. Together they’ll share what they’ve observed, discuss how Oliver learns best, and plan the strategies and support that will help him thrive. Occupational therapists and speech and language therapists will help shape his sensory diet and future activities.
And just as importantly, Oliver’s parents’ hopes and aspirations will be part of that conversation too.
Melissa, who balances her role as Assistant Head with spending two and a half days each week in the classroom, says it’s a team effort.
Elis may currently be Oliver’s firm favourite, but the wider team are gradually helping expand his circle of support.
For someone who has only been at MacIntyre School a short time, Oliver is already starting to come out of his shell. You can see the confidence building, the relationships forming, and the small everyday achievements that add up to something much bigger.
And this feels like just the beginning.
We can’t wait to see where Oliver’s journey takes him next.
