Sutton ASD Service a. ASD Sutton Team School Support Service

Transcription

1 Sutton ASD Service a ASD Sutton Team School Support Service

2 The Team 2 Advisory Teachers 3 Autism Practitioners

3 The team aims to develop the expertise and awareness of schools and other educational settings so that they can provide an environment in which children and young people with autism can progress and thrive.

4 The Service develops the capacity of schools and educational settings in a number of ways. Offering advice and support to school staff, a range of professionals and parents/carers so that they can understand the needs of children with Autism and develop specific strategies to support their progress

5 Accepting referrals for individual students which may lead to a variety of interventions Observation, consultation and an Intervention Plan which is then evaluated by school and returned. This may trigger further support and advice Specific interventions for pupils when appropriate and according to need Providing training for whole staff or surgeries to small groups of staff as part of Continuing Professional Development ( CPD )

6 Providing expertise and advice at meetings between school and parents/carers Working closely with the autism bases and specialist settings to enhance the range of skills and expertise available and offer strategies to support the students with most complex needs Advising schools on the needs of students who may require Access Arrangements in public examinations Negotiating appropriate accommodation for meetings and /or intervention Working with schools to signpost further referral to more specialist services

7 Supporting targeted students who have a statement and /or autism with in and out of borough placements through attendance and advice at specific annual reviews (usually upon request and in the case of complex needs or placement difficulties) Providing more intensive and targeted support for students requiring specific strategies to avoid exclusion and/or reintegrate into an educational placement as well as those requiring safeguarding intervention

8 We deliver a number of parenting programmes designed to enhance the resilience of families who have children with Autism. EarlyBird is a National Autism Society licensed parent programme for parents/carers of pre-school age children who have recently received a diagnosis of ASD. It consists of 8 group training sessions, 4 individual home visits, use of video feedback to help parents combine theory with practice and a three month follow up visit. The EarlyBird approach has three main interlocking strands: Parents learn to understand autism and how their child experiences the world Parents are helped to improve communication with their child and adapt their own communication Parents learn how to analyse and understand their child s behaviour

9 SoCom SoCom is a six week parent group for families of young children presenting with social and communication difficulties. We have found that families of children experiencing social and communication difficulties were struggling to cope with associated behaviour difficulties. The earlier families receive help the better the outcomes for all concerned. Socom was developed for families with children who do NOT have a formal diagnosis but who need help and advice immediately. The aim is to support parents to develop and adapt the way they communicate with their children in order to help in the areas of behaviour, play and social skills. We aim to empower parents with practical strategies to help understand and manage their children

10 EarlyBird Healthy Minds Healthy Minds is a six week parent group for parents, carers of children with autism to help them understand more about the mental health issues that young people with autism may face During the six weeks sessions the aim is to look at strategies that can help the children with autism to build self-esteem, increase confidence, reduce anxiety and develop resilience

11 Pathways Pathways is a 10 week, family learning programme for young people with high functioning autism and their parent/carer During the 10 weeks the aim is to look at ways of developing skills to overcome difficulties, gain confidence and help young people and their families to communicate more effectively

12 Family Conference Days The service offer a number of training days where there is an opportunity for parents/ carers and the extended families of children with autism to meet up and network The aim of the training day is to gain access to guest speakers, gain greater knowledge of autism and any related issues

13 Spectrum Rocks It is a family learning programme for parents / carers of children / young people with a diagnosis of Autism: Gaining knowledge of ASD Practical strategies Managing behaviour Gaining confidence and resilience

14 Spectrum Rocks The programme comprises of 6 sessions that take place on weekdays. Each session runs for two and half hours including a short break for refreshments. They follow the same format including group work and discussion.

15 The Service seeks to meet the holistic needs of children and young people with autism. The service therefore seeks to work in partnership with a range of other agencies and services, to promote the best outcomes for young people with Autism. These include:

16 Educational Psychology Service CAMHs & Specialist CAMHs ASD Services Health Occupational Therapy Speech & Language Therapy SEN Voluntary Agencies Parent Partnership Sutton Parents Forum Children with Disabilities Team Adults into Autism Early Years/Portage

17 Facebook Sutton ASD Service ( like to get updates) / Twitter Sutton ASD

18 Criteria for a referral are that children Have a diagnosis of Autism Have a statement and/or Autism Anticipate a diagnosis of Autism, or are displaying significant Autism indicators

19 The service coordinates referrals through a team meeting where cases are discussed and allocated. Exceptionally, the service may accept referrals solely from an agency other than school; this is likely to be where the child has been/ is excluded, is receiving Elective Home Education, there has been a breakdown of placement or there are serious safeguarding concerns.

20 Referrals are usually prioritised on a first come, first served basis. However at times there will be a need to prioritise referrals using other criteria. Child is at risk of the school placement is likely to or has broken down Parent is refusing to return a child to school Child is involved in Criminal Justice system Child is at risk of substantial harm/ there are urgent safeguarding issues Fixed term and/or permanent exclusion

21 How to get an EHCP? Parents should speak with the SEN Coordinator (SENCO) at the school or setting about EHC Plans. A decision to issue a Plan will follow a statutory assessment of the child s special educational needs. This will include the views of the parents, and involve reports from the child s current nursery or school, from a paediatrician, an educational psychologist or any other relevant professional already involved with the child.

22 Who can request the assessment? Usually a school or college makes the request, but parents, or the young person themselves if they are aged between 16 and 25 years old, can ask the Local Authority directly. The Local Authority will expect a meeting to have taken place between the parents and the school or setting to discuss the SEN provision already being provided for the child and their current rate of progress.

23 Assessing which children with special educational needs will get an EHC Plan Information about provision available for children and young people with SEND will be published in Sutton s Local Offer.

24 Assessments that lead to an EHC Plan Information gathered during an EHC needs assessment may indicate ways in which the school, college or other provider can meet the child s needs without an EHC Plan. Local Authority will set out the key information obtained from the assessment and how the needs of the child can be met from resources within mainstream provision and other support set out in the Local Offer.

25 Reasonable Adjustments for ADHD Schools have a statutory duty under Equality Act 2010 to take such steps as is reasonable to have to take to avoid substantial disadvantage to a disabled child caused by a provision, criterion or practice applied by or on behalf of a school. Most if not all children with ADHD will be deemed disabled under the Act. The school is required to take positive steps to ensure that disabled pupils can fully participate in the education provided by the school. The requirement applies irrespective of whether a child has a Statement/EHC plan or not. What is reasonable varies according to the circumstances.

26 Assessing whether a child with SEND should be in a special school There are a range of special schools within Sutton and also a number of our primary and secondary schools have Opportunity Bases which offer support for a range of learning, communication and sensory needs within a mainstream setting. However, all of our mainstream schools cater for SEND. Look at the entries in the schools section and you will see the range of support that they can offer. The vast majority of children and young people do have their SEND needs met within a mainstream setting.

27 ASD Service Referral Form

28

29

30

31

32

33

34 ASD Service New Intervention Plan

35

36 ASD Service New Referral Routes

37

38 ASD Service New Referral Routes

39

40 Fernando Teixido-Infante ASD Senior Practitioner Bandon Hill Primary School, Wood Field Beddington Gardens Carshalton SM5 3HL Telephone numbers: Mobile Office