Essex County Council
Autism Support Centre
Proposal
Autism Strategy Group
March 2011
Overview
There has been a significant increase in the numbers of children and young
people diagnosed as being on the autism spectrum, both nationally and in
Essex. The increase can be entirely explained by wider criteria for diagnosis
and improved awareness. One study suggested that currently up to one in
every hundred children may merit such a diagnosis at some point in their lives
(Baird et al, 2006), and a more recent one (Baron-Cohen, 2009) gave an
estimated prevalence of 1.6% of the population who would meet the criteria for
a diagnosis. The demand for specialist provision to meet the needs of these
youngsters is high and is increasing.
Every Local Authority needs to provide educational provision to meet the full
range of needs of children and young people with an autism spectrum diagnosis
across the full age range from 0 to 19 years. In Essex there is a range of
provision available, from Good Beginnings and pre-school specialist teachers in
the early years to specialist teacher and Good Futures (Autism Support
Workers) support for children up to Year 7 in mainstream schools. In addition
some children with Statements of Special Educational Needs go to Essex
special schools and a small number are educated in out county residential
provision. In December 2010 the SENaPS data base showed that there were
1,269 children and young people with a statement for which the primary need
was autism. Of these, 616 were of primary age and 653 were of secondary age
(to year 14). 662 students were educated in mainstream schools, 432 in Essex
special schools, 22 in Academies and 156 were educated at either independent
schools or schools in other Local Authorities. Some of these children were also
educated out of school.
In Essex, a gap in educational provision has been identified for those children
and young people on the autism spectrum who require access to a mainstream
curriculum, but who would in addition benefit from even more specialised
support than is normally available in such a setting. It is hypothesised that many
of these children are currently attending Essex Community Learning In
Partnership (CLIP) special schools. One hypothesis is that a contributing factor
has been a lack of parental confidence that their needs will be met adequately
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in a mainstream school. The Local Authority proposes to consult on developing
a small number of Autism Support Centres (from now on these are referred to
as ASCs) attached to mainstream schools.
This document describes the work undertaken by the Autism Strategy Group ,
who had an overarching brief to develop a model for an ASC that would provide
an inclusive mainstream education, that would take account the views of
parents and carers and young people themselves and that would focus on
improving outcomes for students on the autism spectrum. The aim was also
that the model for the new ASC would be consistent with the latest research
evidence about what works for this group of children and young people, and
would take account of national developments in SEN and plans in Essex for
provision development as well as the local Children and Young Peoples Plan.
The overall aim of the ASC provision is to impact positively upon learning
outcomes for pupils. The vision is for all children and young people diagnosed
as being on the autism spectrum to be healthy, happy and safe, do well in their
education and be successful in their lives. This vision is derived from the vision
outlined in the Essex Policy for SEN.
Acknowledgements
This document has been produced through a series of discussions of the
Autism Strategy Group:
Mike Kelly, Senior Specialist Educational Psychologist (Autism
Spectrum)
Jill Horne, Senior Learning Co-ordinator (Specialist Teacher Team)
Autism and Asperger syndrome
Angela Campbell Sadler, Specialist Team Leader Specialist Teacher
Team
Karen Vincett, County Senior Educational Psychologist
Rebecca Lancaster, SEN Provision Development Officer
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Contents
1
2
Introduction
5
1.1
Rationale for the present development
5
1.2
Essex SEN Strategy and Children and Young Peoples Plan
6
1.3
Aims of current development
6
Section Two: The Essex Data
7
2.1
Why do we need an enhanced resource facility?
7
2.2
Essex Data
8
2.3
The place of the ASC within the full scope of provision for children and young people
on the autism spectrum in Essex
2.4
9
Parents’ Views
Error! Bookmark not defined.
3
Section Three: Literature Review/Published Research
11
4
Section Four: A model for an Autism Support Centre
13
4.1
Overview of this section
13
4.2
Inclusion
13
4.3
Improved outcomes for students with autism
14
4.4
Pupils
14
4.5
Staff
16
4.6
Parents
19
4.7
Outside Support
19
4.8
The Physical Location of the ASC
20
4.9
Transport
20
4.10
Building up the ASC
21
4.11
Monitoring the success of the ASC
21
Appendices
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1
Introduction
1.1
Rationale for the present development
1.1.1
The increase in numbers of students diagnosed with autism
There has been a significant increase in the numbers of children and young
people diagnosed as being on the autism spectrum, both nationally and in
Essex. Some studies suggest that currently up to one in every hundred children
and young people may receive such a diagnosis at some point in their lives
(Baird et al, 2006). The demand for specialist provision is high and is
increasing. This increase can be explained firstly by a greater awareness of
autism which means it is more readily identified and secondly a greater
willingness to use the term to describe children less severely impaired than was
the case a decade ago.
The increase in numbers of children and young people diagnosed as being on
autism spectrum has outpaced research and development of models of how to
deploy resources most effectively. Many Local Authorities including Essex do
not have adequate provision for the full range of needs relating to this group of
pupils. There is insufficient choice for parents and an increasing spend on out
county provision. Essex also has a relatively high rate of appeal to the SENDis
tribunal, including a high proportion of autism spectrum cases. Nationally, there
are more appeals to the SEN and Disability Tribunal in England about autism
than any other type of special educational need. For example in 2009- 2010
31% of registered appeals were for autism, 1019 of the total 3280 (SEND
Annual Report 2009-2010 published by the Tribunals Service).
1.1.2
Inclusion
Effective support of children and young people with autism spectrum can pose
significant challenges if these students are to be included socially and in
accessing the curriculum appropriately. One aim of the present initiative was to
develop a provision which could enable students with autism spectrum to
successfully access a mainstream curriculum with support.
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1.2
Essex SEN Strategy and Children and Young Peoples Plan
A review of special education in Essex has highlighted the need for a number of
enhanced provisions for school aged students with a Statement of Special
Educational Need where autism spectrum (ASD) is the primary category of
need.
In order to achieve this, the aim is to create an enhanced resource facility for
students on the autism spectrum at one Secondary School in the first instance.
This facility – called an Autism Support Centre (ASC) will provide facilities for up
to fourteen students, aged eleven to sixteen, on the autism spectrum.
1.3
Aims of current development
Specifically the work of the Autism Strategy Group has been to meet the
following aims:

To identify a model for the secondary ASC that will foster social and
academic inclusion;

To agree expected outcomes for students who will attend the secondary
ASC;

To improve the level of parental confidence in Essex provision for
students on the autism spectrum. This might include the provision of a
range of support networks for parents and carers of students on the
autism spectrum who attend the secondary ASC. This is in line with the
Lamb Enquiry (2009);

To consider the support requirements for the ASC from health
professionals specifically to address the needs of students on the autism
spectrum who also require support from speech and language therapists.

To consider the support requirements from CAMHS specialists,
particularly for adolescents who have mental health needs in addition to
autism;

To clarify the role of Specialist Teaching Assistants (STAs) in supporting
students and young people on the role of the secondary ASC;

To clarify the pupil/teacher/TA support ratio;
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
To explore the building requirements and use of space and layout that is
conducive to supporting students and young people on the autism
spectrum;

To develop over time a model for outreach support from the ASC to
enable neighbouring schools to become ‘autism friendly’;
2
Section Two: The Essex Data
2.1
Why do we need an enhanced resource facility?
This will be the first ASC for secondary school students on the autism spectrum
in Essex. At the present time, some students in Essex who have autism and
would benefit from access to a mainstream curriculum are placed within Essex
CLIP special schools. Attending such specialist provision creates two problems
– firstly that these schools may not provide full access to a mainstream
curriculum and secondly this creates pressure on places in the CLIP schools.
Other students with autism attend New Model Special Schools (NMSS) in
Essex and 43 travel to specialist schools outside the county. 80 students
attend schools in Essex which are independent of the Local Authority.
It is not possible to estimate how many parents of students on the autism
spectrum in Essex would have chosen a resource centre in a mainstream
school if this had been available because such provision has not previously
been locally available and because we have not asked Essex parents this
question. However, a study carried out by the National Autistic Society in 2005
found that 58% of parents of children and young people who are currently in
special schools said their children would be better off in mainstream if he or she
were properly supported and included (Batten et al., 2006).
The aim of the ASC will be to provide facilities to allow more students on the
autism spectrum of secondary school age to access mainstream schooling in
Essex. Placing students in out-of-county provision sets them apart from their
peers and is a huge drain on the LA budget. Sensitively supported inclusion in
a mainstream secondary school is an essential step towards a child being able
to develop coping strategies for life.
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2.2
Essex Data
2.2.1
Numbers of Students with ASD as primary category of need (taken from
SENCAN Database)
Primary
Secondary
Total
all fro Y0
all to Y14
Statements ASD
1269
616
653
Mid
427
206
221
West
190
93
97
South
365
180
184
East
287
137
150
61
61
N/A
Pre-schooler (year 0
SENCAN Database)
Mainstream (SENCAN
Database)*
Total
Primary
Secondary
Essex Mainstream
662
392
270
Essex Special
432
187
245
22
0
22
153
37
116
Academy
Other
*The numbers in specials schools may be larger than on database due do out of county
placements
In December 2010 the SENaPS data base showed that there were 1269
children and young people with a statement for which the primary need was
autism. Of these, 616 were of primary age and 653 were of secondary age (to
year 14). 662 students were educated in mainstream schools, 432 in Essex
special schools, 22 in Academies and 156 in were educated at either
independent schools or schools in other Local Authorities. Some of these
children were also educated out of school.
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2.2.2
Tribunal Data
The table above shows that in in Essex 2008/2009 28% of tribunals were for
autism, compared with 29% in 2007/2008 and 17% in 2007/2008. The data for
2009/20010 is not complete
This data is in line with the annual reports published by the Tribunal Service
2.3
The place of the ASC within the full scope of provision for children
and young people on the autism spectrum in Essex
2.3.1
Pre School
For children in the age 2 -5 year range, Essex offers the Good Beginnings
Programme which has now been in operation in the county since 1998. To
access Good Beginnings a diagnosis of autism is not required although the
majority of the children and young people do eventually receive an official
diagnosis (the average age nationally at which children are diagnosed with
autism is six years and for Asperger syndrome is 11 years). The offer from the
Good Beginnings programme includes a nine week parent course, access to a
pre-school teacher and/or regular input from a Family Support Key Worker
(FSKW). The exact combination of support from these three tiers depends on
the level of need and parental wishes. Long term research suggests this is a
highly effective intervention, with gains that persist into secondary age.
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2.3.2
Primary School Mainstream - Years Reception to seven (age five to eleven
years)
For children and young people entering mainstream primary school, support
from the Good Beginnings pre-school teacher and FSKW may continue for half
a term, to support the transition into school. After this period, support transfers
to the specialist teacher team for autism. Members of this team provide support
for children and young people who have a statement where the primary need is
autism. This provision includes regular visits from a specialist teacher to
support programme planning, implementation and monitoring of progress.
These children and young people would also be allocated a number of hours
support from a teaching assistant and the effective deployment of these
additional staff is planned jointly by the specialist teacher and the mainstream
classroom teacher. In addition, there is an expectation that the teacher and TA
would attend the ‘Include Me In, Managing the Needs of Pupils with Autism’
course.
There is also Good Futures which extends Good Beginnings to this age group.
The Good Futures provides specific support for a range of need, including
transition into primary and secondary school.
The DfE (formerly DCSF) have developed a suite of training materials under the
IDP (Inclusion Development Programme) and these materials include guidance
on including students on the autism spectrum in the classroom.
The Local Authority specialist teacher team provide a range of teaching courses
to support the development of expertise for this group. The ‘Include Me In,
Managing the Needs of Pupils with Autism’ course is available for primary and
secondary schools and there is an Advanced Autism course (eleven week,
Essex accredited). There is also an Autism and Asperger Syndrome
Awareness Training Day.
Although the first ASC will be for secondary aged students who all have
Statements, it is important to reflect on the high numbers of students on the
autism spectrum at school action plus. In the loner term, it is hoped that the
outreach facility at the ASC could be planned to support a much larger number
of schools in becoming ‘Autism Friendly’.
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2.3.3
Secondary School Mainstream - Years Seven to thirteen (age twelve to
eighteen)
In mainstream secondary schools in Essex, there are currently 653 students
who have a statement where the primary need is autism. The specialist teacher
team provide continue to provide support during the transition from year six to
seven, after which secondary schools are expected to support these students
themselves. In 2009, seven SENCOs from secondary were funded to do a one
year distance learning course at Birmingham, in addition to two LSAs attending
the Working with Pupils with Autism in School course.
2.3.4
Special Schools
Some students with Statements of SEN where the primary need is ASD will be
educated in Essex special schools, either CLIP or New Model Special Schools
(NMSS) schools. In 2010, the SENaPS data base showed that 432 students
were educated in Essex special school provision.
One hundred and twenty seven students attend either independent or non
Essex County Council Schools
3
Section Three: Literature Review/Published Research
3.1
Approaches
Patricia Howlin (2003) reviewed the psychological and educational interventions
for children and young people with autism and concluded that, whilst no specific
treatment had the advantage over all others, certain components of any
programme could be highlighted as particularly valuable. Best approaches
would:

take into account the characteristics of the triad (social and
communication style and flexibility of thought) in developing
interventions;

focus on skills rather than deficits;

use behavioural-based approaches;
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
use functional analysis to understand behaviour problems (that is,
ask: what purpose does this behaviour serve? What valuable
information is it communicating?);

focus on the development of effective communication skills;

modify the school environment (including the behaviour of staff) as
necessary in order to enhance understanding, reduce stress and
facilitate learning;

use naturally occurring opportunities for teaching and reward, thus
aiding generalisation;

recognise the value of predictability, routine and consistency in
creating learning-readiness and reducing stress and problem
behaviour;
3.2

promote integration;

provide practical advice to parents, as and when they need it.
Parents’ Views
In October 2005, a questionnaire was sent to all National Autistic Society
members in England and Wales. The report arising (Batten et al, 2006) was
thus based on the biggest survey on autism education ever carried out in the
UK. One of its key findings was that parents wanted a range of provision. 66%
of respondents said their choice of school was limited by a lack of appropriate
placements for children and young people with autism in their local area.
Parents wished to be able to choose freely from mainstream schools, special
schools, dual placements and resource bases in mainstream schools.
36% of the parents considered a resource base in mainstream provision to be
the ideal option. Within that 36%, 95% of them wanted such a base to be
autism-specific. 58% of parents with students in special school said their child
would be better off in mainstream if he or she was properly supported and
included.
The Department of Education is of the view that ‘no one type of school
placement (such as full inclusion in mainstream provision, special schools, or
specialist units in a mainstream setting) is the most effective at meeting
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children’s SEN [special educational needs]’ (Department of Education, 2011)
and the parents surveyed by the National Autistic Society clearly prefer a
flexible continuum of provision.
Parents appear to want choice, high quality provision, flexibility and support with
all needs (housing, health, family, respite care etc).
It will be important to get parental confidence in any new development
Research suggests that if parents feel they have a choice, they are likely to be
happier. Satisfaction with provision seems to be linked to better outcomes for
students
4
Section Four: A model for an Autism Support Centre
4.1
Overview of this section
In this section, the issues that need to be considered for the development of an
ASC are considered in some depth. Further information is included in the
Appendices.
4.2
Inclusion
One of the aims of the current initiative is to identify an inclusive model for the
ASC for students on the autism spectrum in Essex that will not create barriers to
social and academic inclusion. Where possible, students on the autism
spectrum need to be given the support they need to attend mainstream schools.
Staff at schools which have enhanced resource facilities in other Local
Authorities have found that such inclusion leads to benefits for all students.
Students in the ASC would be included in the mainstream setting on an
individual basis. Depending on the needs of the individual student on a
particular day, the level of integration within the main corpus of the school may
vary. Students from the main school might work alongside students with autism
– helping to raise their awareness and develop understanding of the typical
characteristics of those on the autism spectrum.
The aim would be for the students on the roll of the ASC to be included in
mainstream classes as much as they can. Provision may need to be made for
these students at break and lunch times.
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Please see Appendix One for a model of what a day might look like for a pupil
at the ASC
4.3
Improved outcomes for students with autism
A second important aim of this initiative will be to improve outcomes for the
students attending the secondary ASC. The aim would be for improved
outcomes in areas linked to the triad of impairment, academic attainment and to
a range of wider outcomes. One useful measure would be the P-scales for
personal and social development: attention; interaction and working with others;
independent and organisational skills. These aims will influence the decisions
about placement of particular pupils.
4.4
Pupils
4.4.1
Procedures for admission to the ASC
Students will be admitted to the ASC through the established placement
procedures of the statutory assessment processes in Essex. It will be important
to have clear criteria for admissions to the ASC, outlined in the Service Level
Agreement between the LA and the school. Initially it is suggested that the LA
specialist teacher who has a county wide brief for autism across Essex and the
specialist EP for autism are closely involved with the identification of suitable
pupils, liaising with the local LMT, parents, students and the host school.
4.4.2
Autism spectrum profile
To be eligible for the ASC the student:

will be of secondary age;

will have a Statement of Special Educational Needs with the primary
category of need listed as autism spectrum;

will have complex and additional needs in particular areas on the
banding descriptors for autism – please see attached. One should
‘demonstrate a high level of anxiety around self image, with some
verbalisation of negative thoughts about oneself’;1 Diagnosis may have
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been relatively late, i.e. in Key Stage Two, potentially Years Three or
Four;

will be able to access the mainstream school curriculum;

will be able to access the inclusive provisions offered;

may have attended the Speech and Language Enhanced Provision
Students will not present with such challenging behaviour to such an extent that
this would prevent them from have access and equal opportunities in the
enhanced provision and the main part of the school.
Please see appendix for the Banding Descriptor information on criteria for entry
into the ASC
4.4.3
How many students will the ASC support?
The proposal made here is that the new provision should be developed for eight
students at Key Stages One and Two and fifteen students at Key Stage Three
and Four. The rationale for this suggestion is that a group of this size is large
enough to allow interaction with students in the rest of the school, but small
enough to allow each pupil to have a highly tailored individual programme of
learning to cover all aspects of their development and curriculum. The group
would be supported within the main body of the school without affecting the
balance and needs of existing classes. Places would be allocated to students
with needs which are suited to the provision, with the aim of integrating them
into mainstream schooling. The ideal would be to have two students per year
group (years 7 to 11)..
4.4.4
Transition preparation from year six to seven
Arrangements for transition year six to year seven will be a key feature of the
new ASC provision. Selection of classes with in the mainstream school will also
be important.
Identification of potential students would need to be made in year five at the
annual review. A specialist teacher and Autism Support Worker ASW would
need to be indentified to support the parents throughout this transition process
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Year five annual review would always be attended by a specialist teacher for
autism. Good transition plans would be put in place. Leaflets have been
developed which describe the steps and arrangements for visits etc
4.5
Staff
4.5.1
Teacher in Charge of the ASC
Published research and experience of working in Essex with families of young
people on the autism spectrum tells us that a high level of parental confidence
in the provision is very important. Parents feel more confident with a high level
of expertise in autism in the school. It follows therefore that the teachers and
TAs employed in the ASC will need additional expertise and training in autism.
There will be one teacher, the Teacher in Charge of the ASC. This person must
be a fully qualified teacher who has already gained or who is prepared to train
for relevant qualifications in autism.
The role of the Teacher in Charge will be primarily to coordinate the work of the
specialist teaching assistants (STAs) and to oversee the effective operation of
the ASC. Specifically the role would include line managing the STAs,
overseeing the plans for the students on the role of the ASC, linking with the
SENCo and subject teachers of the host school, providing training and support
to the STAs attached to the ASC and for the teachers in the host school, to
liaising with parents and outside agencies including speech therapist,
occupational therapist, physio therapist. Ideally the Teacher in Charge would
be on the senior management team of the school. The Teacher in Charge must
be willing to participate in regular training provided by the Specialist Teacher
Team for autism and Educational Psychology service to maintain an up to date
knowledge of autism.
In addition the teacher may support the outreach programme and oversee
parent drop-ins and support groups in conjunction with the specialist teacher
team for autism.
Staff at the facility would work closely with parents – recognising the difficulties
families may face living with a child with autism and providing opportunities and
support in an open and sensitive manner.
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The teacher may provide an outreach service to support teachers in other
mainstream schools in conjunction with the specialist teacher team for autism.
This may be in the form of training.
A initial draft job profile and specification is attached to the appendices of this
document
4.5.2
Specialist Teaching Assistants (STAs) and Autism Support Workers (ASWs)
The ASC would also need STAs with particular expertise and training in autism.
The training that they would need to have would include taking the Advanced
Skills in Working with Children with Autism in Schools course. The role of the
teaching assistants would be to support the young people in the ‘base’ and also
the main part of the school. This might involve support in a whole range of
areas, lessons, work in the ‘centre’, and break times/lunchtimes, before and
after school, life skills and matters of personal hygiene. They will report directly
to the Teacher in Charge of the enhanced provision. The number of STAs is
yet to be decided. It is unlikely that funding will allow 1:1 support, however the
centre may be overstaffed for the first year to ensure many staff are trained and
prepared in the first year to support success. A number suggested was a start
of four STAs, building up to ten when the centre is at the maximum capacity.
The staffing should be at such a level to support colleagues through the early
starts, late finishes and break times. If the staffing level is not appropriate it will
not attract teachers/LSAs in to this role.
Ideally there should be a mix of male and female staff working the centre.
The STAs in conjunction with the specialist teacher team for autism may also
provide outreach support from the ASC to enable neighbouring schools to
become ‘autism friendly’?
ASW(s) would also provide support to teachers in their school and in their
cluster of schools to ensure students are provided with an inclusive education;
STAs and ASWs would need to be seen as having a great deal of expertise in
autism to ensure parental confidence in the SEN system
The STAs would support young people on the role of the ASC. Each student
would have a named STA who would oversee their programme. They would
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take on the role of key worker for students in the ASC and oversee the student’s
programme under the guidance of the teacher in charge. In addition each STA
would be given particular functions to undertake, managed by the teacher in
charge. The tasks would be agreed on a termly basis and could include –
looking at university application forms, curriculum differentiation in a particular
subject area, developing social skills programmes
One Teacher in Charge and fourteen STAs/ ASWs?
4.5.3
Training
The Teacher in Charge, the STAs and the ASWs would be required to keep up
to date with training on autism and would need to access regular CPD form the
Essex specialist teaching team for autism. the STAs and ASWs should also
receive Family partnership training. They will require a carefully planned
induction which would need to include work shadowing and regular supervision
from an EP.
4.5.4
Outreach from the ASC
Over time, a model for outreach from the ASC will be developed. A separate
document describing the key features of the model will be published.
4.5.5
Staff Training
All staff in the host school will need to have a basic knowledge of autism. Some
staff will need to have more and there should be a Teacher in Charge with
extensive knowledge of autism.
Time should be allowed for staff and the Teacher in Charge of the ASC to liaise
and discuss students and plan structured lessons. Lunchtime supervisory staff
would require training. Advice from the speech and language therapy service
would also be available as appropriate.
Staff in the mainstream school would receive additional training.
The educational psychology service and the autism specialist teaching team for
autism would provide training and advice.
Training in specific areas of support for students with autism and their families
would also be arranged through the disabled children’s service, NHS providers
and the voluntary sector.
- 18 -
4.5.6
Supervision
Currently the ASWs receive clinical supervision for their work from the
Educational psychology service, Evaluations suggest that this is well received –
and there is a positive impact on staff retention. There is some evidence that
having well supported and supervised ASWs leads to better service for the
parents and that the students do better as a result
It is important that properly structured supervision for the Teacher and the
ASWs in the resource bases is planned from the start of the initiative.
4.5.7
Inclusion of staff into the mainstream school
Attendance at whole school and special educational department meetings, as
appropriate.
4.6
Parents
The impact on parents and carers and family life of having a child on the autism
spectrum cannot be underestimated and all planning needs to take account of
the wishes and needs of parents and aim to secure their confidence in the
system. The research picture suggests that it is parental confidence in the
system which has the biggest impact on quality of life for students on the autism
spectrum and their families. It is imperative that this resource is planned with
an aim to secure parental confidence and a joint partnership with parents.
4.7
Outside Support
4.7.1
Specialist Teacher and Educational Psychology Service
Support from specialist teachers from the specialist teacher team for autism and
Educational psychologists to provide training and consultation for school staff,
to facilitate support parent support groups and to provide consultation about
programme planning for individual students
Initially there will need to be commissioned an amount of time from the
specialist teacher team for autism and EP team to set up the ASC
4.7.2
autism spectrum students who also require support form Speech and
language therapists
The students attending the ASC are unlikely to need direct speech therapy
however the advice from a speech and language therapist may be sought in
- 19 -
order that the programmes developed implemented and monitored by the
teachers and specialist TAs are appropriate and relevant to the young persons
needs. The issue is how this is commissioned by Essex.
4.7.3
Support available from CAMHS specialists
Support needs to be provided for adolescents who have mental health needs in
addition to autism spectrum.
4.8
The Physical Location of the ASC
Students on the autism spectrum would require clear layout and buildings owing
to the nature of their difficulties. The ASC would require ideally one large room
and one smaller room. There is a need for a dedicated ‘chill out’ room, with soft
furnishings, access to kettle and toaster. The bigger room would need to be
made available for meeting with parents. There would need to be an area for
work bays. There needs to be somewhere for a low table for group work and
social skills training
Ideally these two rooms would be located in the heart of the school, but not a
thoroughfare to other staff and students. The centre would need to be manned
at all times that students are in the school.
There is also a need for some office space for staff
The ASC would be located near to any learning support part of the school. It
could overlap with support already provided in the school
The school would ideally have a training and or conference room.
Also need access to toilet/changing room for life skills
An appropriate colour of the room needs consideration and the base would
need to be away from the kitchen owing to possible sensory issues.
4.9
Transport
Students placed at the school would be given transport assistance, where
eligible, in accordance with our Home to School Transport Policy. This defines
entitlement including the provision of escorts.
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4.10
Building up the ASC
The ASC will not admit the full complement of students in the first year. It is
recommended that initially two students in year seven are admitted. As these
students transfer to year eight, more students can be admitted to year seven
and the number of staff can be increased, admitting more students year on year
and getting additional staff in relation to numbers
The ASC will not admit the full complement of students in the first year. It is
recommended that initially two students in year seven are admitted. As these
students transfer to year eight, more students can be admitted to year seven
and the number of staff can be increased, admitting more students year on year
and getting additional staff in relation to numbers
4.11
Monitoring the success of the ASC
It will be important to monitor the success of the ASC and to develop the model.
In the light of data collected. Qualitative and quantitative data will need to be
collected to enable an evaluation of the provision
4.11.1
Outcome Measures
Attendance at school
The attendance figures of the students placed at the ASC will be collected. The
target will be for 95% attendance
Parental confidence
The views of the parents will be collected using focus group methodology to
determine the level of parental confidence in the provision and to understand
the strengths and areas for development from a parental perspective
Pupil’s views
It will be important to collect the views of the young people attending the
resource
Staff views
The views of the Teacher in Charge, the specialist TAs, the SENCO from the
host school will be gathered
Academic success
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Attainment levels on national curriculum levels will one important. Pupil
progress needs to be at an agreed level. The suggested ‘two levels of
progress’ should be a good measure of how well a student is succeeding;
Amount of homework completed
Inclusion
The amount of time that the pupil has spent in mainstream lessons
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A day in the Life of a young person at the ASC
1. Arrive at school and attend catch up meeting with key person. May include
breakfast, chat with key worker about the days events, parents can also have a
catch up
2. Attend tutor group for registration
3. Attend lessons as agreed. Ideally would attend most of the lessons on the
mainstream curriculum, but these would be adapted to take into account
specific needs. Some subjects such as sex education may need to be covered
in the base. Students may need more free periods than other students and
some subjects particular PSE would be covered on the base. PE and other
subject may be more difficult and present particular challenges. Reduced
number of GCSEs]
4. Likely to spend break and lunch times in the centre. Specific activities would
be needed during the lunch break e.g. anxiety management, social skills
training
5. End of day student returns to the base for a de brief, chat about home work
and possibly some support to complete the home work. Possibly meet with
parents for a meeting.
What the day would look like.
The enhanced provision will open before school. This will be for a variety of
reasons; the students may need to have breakfast, to settle before going to
class, to discuss timetable arrangements or simply to ‘touch base’ with one of
the members of staff.
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The students will be part of a tutor group in the mainstream part of the school
and will attend registration on agreed days of the week.
Students will attend, with planned support, many of the mainstream lessons
they can access. This is with the intention of them building up to attending
more subjects throughout their time in the enhanced provision.
Students should integrate with the rest of the students as much as possible but
some parts of the day may be harder than others, for instance lunchtimes. The
students may have to eat their lunch in a designated ‘safe’ and calm place, i.e.
the support centre, but working towards being able to eat and play around
young people in the main part of the school.
The centre should allow time for support with homework. This could be after
the school day.
The individual needs of the young people in the enhanced provision need to be
prioritised. Although they should access mainstream lessons they may also
need to work on other non curriculum aspects of their development, for
instance, social skills. This should be timetabled in to the young person’s week.
If the student is unable to get changed for PE with the rest of his peers then
allowances should be made for him/her to get changed at in the centre. This
may be in the lavatory area.
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