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Trans-disciplinary team

At Ambitious College, we deliver our Ambitious Approach through a trans-disciplinary team. With trans-disciplinary team working, the learner is the central focus at all times. This means that, at each campus, our staff is made up of a range of professionals, each trained in a different discipline. They work together to come up with individually tailored approaches to learning and support. Our trans-disciplinary team roles include:

  • Qualified teachers responsible for delivering the curriculum
  • Speech and language therapists (SaLTs) who support learners to develop their communication and social skills
  • Occupational therapists (OTs) who help learners to manage sensory issues and develop functional life skills
  • Behaviour analysts (BAs) who work with learners to overcome behaviours of concern that could create barriers to learning
  • Employment specialists who support learners to develop vocational skills and get work experience
  • Specialist support staff who work alongside learners every day, supporting them to develop skills.

All staff receive regular training and support to ensure that they have the skills, knowledge and understanding to work effectively with all learners. Staff are regularly supervised and supported. We also invest in continuous professional development, including an in-house, autismspecific training programme, teacher training, training and talks from external experts, and the opportunity for postgraduate study.

Working together as a trans-disciplinary team, our staff work within a Positive Behaviour Support (PBS) Framework to help our learners acquire new skills and participate in everyday life. This means that:
  • Support is personalised to each individual.
  • Support is based on an understanding of how each young person learns and what their behaviours of concern mean to them.
  • Support is planned, implemented and monitored consistently.
  • Decisions around support are evidence-based.
  • Support is proactive and uses the least restrictive approaches.

This approach helps our learners overcome behaviours of concern and gives them more opportunities to learn effectively and achieve long-term goals. 

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