IT'S clear from the moment you step into Thornton House School that children are valued and made to believe in themselves.

Many have low self-esteem and lack confidence following experiences at mainstream schools.

But the environment at the Wyld's Lane school is one of creating a notion of self-worth.

There are 96 pupils in the main school and each has specific educational needs. Some have moderate learning difficulties while others have complex problems.

There are autistic children and others with autistic spectrum disorders.

"We believe our school to be a magical place where we transform the lives of many children and their families by restoring self-confidence," said headteacher Hugh Thomas.

"I consider myself privileged to be part of it.

"There's great satisfaction as you can see the impact on the kids."

But the school is not just a place where confidence is boosted and friendships formed.

Thornton House has high expectations academically as well as socially.

Last year Key Stage 2 pupils achieved a 12 per cent increase in attainment.

"People see us as nice, caring places but we're ambitious," said Mr Thomas.

"We do the national curriculum but we modify it to meet our children's needs.

"We're trying to teach kids things that they're interested in, relevant to their lives and enjoyable.

"One of these things is cookery where you can do English, maths and science.

"We'll plan lessons then go out to the shops.

"They have to be able to access shops, know how to find things and who to ask for help.

"Then back at school they'll do their cookery and at the end there's something they can see and be proud of. They get a boost."

Everything inside and out has been designed with all their needs in mind, Whether it's the colour of the carpet, the position of the windows or the notice boards.

They all play a part in focusing their minds on education and helping them gain confidence and self-esteem.

The library is at the heart of the school where children can read in groups or in a room on their own.

It opens out into the courtyard where the school's new sensory garden is blooming.

Piped music is played out among the plants to create a place of serenity.

"It's a tranquil environment to bring children who may be feeling stressed," said Mr Thomas.

"It's also an area where staff can relax and help them feel valued."

Each classroom has access to a separate workroom, a courtyard area and a patio for messy work.

Every room has a lot of natural light and is designed to keep attention on the activity in hand.

Attached to the whiteboard there is a visual timetable.

"Autistic children find it difficult to structure time. They don't know when things will end or what will happen next.

"It's a visual reminder of the day."

Pictures represent playtime, lunch, reading and other activities.

Outside there is a playing field, an adventure playground and plenty of space to be inspired.

The school even boasts a fledgling amphitheatre and a living roof.

"I'd never seen one before this was designed, but it helps reduce the school's impact on the environment, insulates the building and it looks nice,'' said Mr Thomas.

"It looks so different now. Before the redesign we had one main building and lots of temporary buildings.

"Now we're all together and providing the very best for these young people."

Perhaps one of the most inspiring places in the school is the high-tech sensory room.

You just have to walk in to realise that this school wants the very best for its pupils.

It has been developed by the school with experts and some of it is unique to Thornton House.

There are projections on the walls and floor, which can change shape and colour, and a fibre optics lamp.

Hidden under a piece of carpet is top-of-the-range musical wizardry.

Each of the 12 panels lights up with a different colour and makes a different pitched sound when it is stood on.

There is an abundance of different sounds to choose from and an opportunity to program voices into it.

But the most impressive aspect of the room is the surround sound system controllable from outside.

"I've been in lots of sensory rooms but not one of them had a good sound system,'' said Mr Thomas.

"It's important for them to experience sounds in a dramatic way. I looked for a couple of years to find a system like this."

Mr Thomas said the school was still not completely finished with its redesign. But one thing of certain, it will never be finished with building pupils' confidence and giving them the best education possible.