1. Westminster Special Schools Training and Outreach: Who Are We? Sue Latham Advisory Teacher Autism Laura McClelland: Advisory Teacher Autism Ziekelle Noakhes Advisory Teacher Autism

2. Aims of the Service To promote inclusion for pupils with ASD in the mainstream setting. To support mainstream schools to ensure the academic progress of pupils with ASD. To support schools to establish and develop sustainable interventions to support pupils with Autism to develop and achieve in all areas. To increase expertise and understanding within mainstream schools, with strategies embedded as good practice. Through the NAS accreditation, these schools could become ‘ASD friendly accredited’ as a marker of good practice. Reduce the need for 1:1 intensive therapies. Reduce the number of pupils being sent to out of tri-borough or specialist provisions.

3. Does the Student have an ASD diagnosis? Outreach team to contact SENCo and arrange meeting Observation scheduled, if appropriate Report of summary of observation and recommendations emailed to setting within two weeks. An email notification will be sent to inform the SENCo of the training/visit allocation. School/ outreach Team to complete action points agreed in report School to contact outreach team for any support/training needed to fulfil recommendations from initial visit Parental permission obtained (student permission for post-16) Parental permission obtained (student permission for post-16) School training needs identified training date scheduled Pupil banded from information obtained from SENCO Band A Band B Band C Band D 12 visits allocated for the year 6 visits allocated for the year 2 visits allocated for the year Monitoring via email yearly NC levels Observe at whole class level Whole school training and support Parental permission denied Send a referral with NC levels to outreach Yes Outreach to contact SENCO to ensure allocated visits are used

4. School training needs identified Parental permission obtained (student permission for post-16) Observation/ Childhood Autism rating Scale completed Mild to Severe symptoms of ASD Meeting to feed back results with relevant people as appropriate Recommendations of next steps for obtaining a diagnosis Pupil is diagnosed with ASD Minimal to no symptoms of ASD A meeting or report to feed back results Recommendations of next steps No further input from ASD Outreach Service Outreach team to contact to schedule an Initial meeting No

5. We accept referrals from: Woodfield Road and Cheney Social communication clinics SEN Panel SENCos SALT (usually via SENCo)

6. Who is on our caseload? Active Cases Students resident in Westminster or attending a Westminster mainstream School or maintained nursery Diagnosis of Autism Spectrum Disorder/Asperger’s/childhood Autism/ Social communication difficulties.

7. What if a pupil is undiagnosed? What if they don’t have a diagnosis? Schools can still refer to our service if they believe a child is ASD, but there is no diagnosis. We will support the school by holding an initial meeting and complete an observation, in which we gather information from all professionals involved. This may include our team supporting schools by completing the CARS assessment, to indicate if further assessment and diagnosis would be necessary. If not, we will signpost them to other services who may help. We support schools and collaborate with the clinical psychology services to complete a referral for assessment.

8. How do we allocate time to support schools with students on our caseload? Observation scheduled, if appropriate Pupil banded from information obtained from initial meeting and referral form Band A Band B Band C Band D 12 visits allocate d for the year 6 visits allocate d for the year 2 visits allocate d for the year Monitoring via email yearly NC levels

9. What do we offer for schools with students on our active caseload? Once an initial visit has been made interventions may be planned with the class team/SENCo to support the pupil’s needs. The outreach team can work within schools and with SALT in variety of ways such as: Modelling adult led activities within class Support with planning for pupils’ individual need, to access the curriculum Modelling and advising on specific strategies such as TEACCH and PECS activities Planning for IEP targets Enabling capacity within the school to develop Social Communication Training for specific pupil needs Advice and strategies on behaviour as a result of ASD General advice on classroom setting and improving the classroom environment to support a pupil with Autism Support to run structured social groups, self awareness courses etc. Support with parents

10. NAS EarlyBird Plus

11. The NAS EarlyBird Approach Post diagnosis early interventions EarlyBird: 1998 EarlyBird Plus: 2003 Run by ASD specialist teachers at Westminster training and outreach service

12. The NAS EarlyBird Approach 3 interlocking content strands: understand the autism improve communication analyse and understand behaviour understanding autism first helps explain child’s communication and behaviour Sessions relate back to why and how

13. NAS EarlyBird Plus Programme for families with a child between 4 and 8 yrs 11 months 2 parents/carers + a local professional e.g. SENco, LSA, SaLT etc. 8 group sessions + 2 home visits 3 month follow-up session

14. Session 1: Understanding Autism Session 2: Interpreting Communication Session 3: Encouraging Interaction Home Visit A Session 4: Structuring Learning Session 5: Analysing Behaviour Session 6: Preventing Problems Home Visit B Session 7: Supporting Socialising Session 8: Looking Ahead Follow-up: 3 months Programme Framework

15. Where will it be held? The venue will be flexible across the tri- borough, based on uptake. We have begun to form relationships with local children's centres, who would be willing to host the programme. The first programme will be at the Portman centre.

16. Group sessions encourage sharing ideas & experiences using video clips & real-life stories An accompanying Programme Book £15- to be bought by family and professional. Home visits individualise programme content Programme builds confidence in parents / carers and professionals Programme helps consistency between home and school NAS EarlyBird Plus

17. How does it compare to other groups? It is an informal self-help group, which allows parents to form supportive relationships with other families. The NAS guidance suggests a move away from the traditional lecture style presentation of information, and the group is led by the parents contributions, experiences and stories. The programme allows parents and professionals to learn together to create a consistent approach across home and school. The increased understanding allows school to deal with parents with increased empathy and understanding.

18. If you wish to encourage a family to refer for EarlyBird Plus: complete & return an referral form We will contact the family and invite them to an information session. Places are allocated on ‘first come’ basis, but priority may be given if the child will be too old for a later programme What happens next?

19. New Group for Autumn 2015

21. Referrals Expression of interest form to be completed. First come first served. Course to be run in Autumn 2015.