Agenda Item no: 4(c) Autism Spectrum Disorder Topic Group Hertfordshire Autism Scrutiny Background Paper – Education (Integrated Services for Learning) Authors: Debbie Orton - Head of Integrated Services For Learning 1. Local Context 1.1 In Hertfordshire, as elsewhere in the UK, children with autism are educated in all types of our schools and settings. In January 2014 a snapshot of data indicates: 809 children with autism were identified at School Action Plus 826 children with autism had a statement of SEN. Of these 383 were in state funded special schools, 349 in mainstream schools, 9 in a mainstream unit or base, 14 in an Education Support Centre or alternative provision, 64 in independent/non-maintained schools and 7 EHE (Elective Home Educated). 230 children in mainstream (from those with statements or at School Action Plus) were deemed to require exceptional funding 1..2 All schools have delegated and devolved budgets to meet the needs of the vast majority of children and young people with SEN, including autism. Schools have a SENCO, who must be a teacher, to coordinate arrangements within the school and to liaise with external support services if required. Schools can access materials and training provided by the LA or externally. 1.3 Hertfordshire has a range of services providing advice and support to schools, settings and families to help them meet the needs of children with autism. These include educational psychologists, early years specialists, outreach from special schools and ESCs. The Communications Disorders Team includes 12 early years support workers and 11 specialist teachers, all with professional qualifications in autism. The team works supports families with young children with autism in the home, and provides advice and input to early years settings, schools and works closely with other provisions and services. A wide range of training is provided each term and a 10 week modular accredited course is delivered twice a year. 1 1.4 As part of the re-commissioning of special schools strand under Developing Special Provision Locally, the nine learning difficulties (LD) and six severe learning difficulties (SLD) schools were formally designated by the DFE as having a specialism in autism. This reflected the expertise which had developed in the schools to support the pupils on their roll with autism. To further develop the schools’ practice and to receive formal recognition of their expertise, it was decided to use the National Autistic Society's demanding accreditation programme. In order to achieve accreditation against Autism Accreditation standards, an organisation must demonstrate robust evidence of its knowledge and practice to advisers from the NAS. 10 Hertfordshire special schools so far have gained the accreditation and 5 more schools are in the process and anticipated to gain this by January. In addition, West Herts College has also been awarded the accreditation and Oaklands College is in the process of completing the audit. 1.5 Improving how the needs of children and young people with autism, particularly those with high level needs, has been identified by the LA, schools and parents as one of the DSPL priorities. An approach to this was agreed earlier this year with full involvement of parents and schools and a DSPL Autism Steering Group is overseeing the work. 1.6 Inevitably there are differing views about what services and provision are needed and any choices about future developments need to be informed by evidence, best practice and available resources. This work is being facilitated by Dr Glenys Jones from the School of Autism, Birmingham University to ensure an element of independent expert perspective and constructive challenge. 1.7 There are 3 Phases to the approach: Phase 1: (March to May/June 2014) Discussions with parents and professionals to identify some of the issues and a survey to schools and colleges with key questions. This Phase has been completed and the emerging priority issues identified have been fed back to parents and professionals. These issues have informed what needs to be improved and shaped the tasks to be undertaken at Phase 2. Phase 2: (May to October/ November 2014) Explore the main issues identified in Phase 1 by asking 3 of the 9 DSPL areas to consider ideas around 4 areas of work. DSPL Areas 4 (Broxbourne), 7 (St Albans) and 9 (Watford and 3 Rivers) are taking part in Phase 2. A group of schools, parents, young people and services in each Area will be carrying out the following tasks to explore what an improved approach might look like locally: TASK 1: Evaluating and enhancing whole school practice DSPL Areas to trial the Autism Education Trust National Standards in a number of mainstream and special schools 2 and consider idea of having a member of staff who is the lead for autism TASK 2: Parent/carer involvement with schools DSPL Areas to identify key methods used to involve and inform parents and carers and consider the barriers to effective working together TASK 3: Understanding and preventing behavior which challenges staff and identifying children who are vulnerable and very anxious DSPL Areas to consider how they currently assess a child’s behavior and emotional well-being and methods used to support the child TASK 4: Placement and funding issues DSPL Areas to explore the data on where children with autism who live in the Area are placed and on Exceptional Needs funded children, within and outside the DSPL Area and reasons for these placements and funding. There are significant differences in the use of provision and resources which need to be further understood in order to understand what gaps there might be, what might need to be developed/reshaped and learning from effective practice in meeting local needs. Phase 3: (October to December 2014/January 2015) To reflect on the findings of the work by the 3 DSPL areas and consider what might be generalized and developed across all Areas of the County to improve the Hertfordshire local offer for autism. 1.8 Although this work has a key focus on the educational services and provision for children and young people with high level autism it is part of the overarching all age strategy multi-agency autism strategy. 3