Project Title: Alver Valley Schools Autism Awareness
Project Summary
In September 2022 following a successful bid for funds the SEN team at Alver Valley Schools embarked on an 18 month project to improve outcomes for children with SEND.
Context
The project was designed to support a number of local schools who had high suspension rates and high numbers of children diagnosed with autism in order to reduce these pupils’ suspension rates. The aim of the project was to develop a network of schools to support their pupils to understand their own autism diagnosis and strategies the schools could implement within the setting. This was delivered in a number of ways; through internal and external training, guest speakers, coaching by expert staff and a programme for individual pupils.
Research
- Research shows that there is a direct correlation between exclusion and children with identified SEND needs in particular children who are neuro-diverse. Within local schools where suspension rates are high,most children suspended are diagnosed with autism.
- Studies show that autistic pupil voice is under represented within primary schools, children often do not understand their diagnosis and it has not been explained. It tells us that many autistic people are motivated to have friends, relationships and close family bonds, despite the clinical characterisation of autism as a condition negatively affecting social interaction. There are also many first-hand accounts of autistic people describing feelings of comfort and ease specifically with other autistic people.
- There is strong evidence that suggests that autistic children need to feel they belong within their school setting, with research highlighting that, for autistic people, inclusion can be characterised by a sense of belonging, feeling valued and given the necessary support to thrive.
- Further research and experience tells us that teachers and school staff need to receive quality training around neuro-diversity in this project autism.
- The EEF (2020) further states that running a programme where all school staff can develop a consistent approach and there is understanding of the needs of individuals means that pupils are more successful in adult life.
- Therefore the focus of this project was to develop the expertise of the adult working with autistic pupils and to create a sense of belonging and identity for autistic pupils within each setting.
The project had several strands that have evolved as the project has developed.
Circle of Adults
SENCO’s and another member of staff attended training from inclusive solutions around the development of a coaching model through graphic facilitation. Participants were trained in facilitating ‘A Circle of Adults’ a problem solving in through graphic facilitation and then how to implement the strategies within their own school for their pupils.
The facilitator provided monthly check ins with individual schools discussing the implementation of the ‘Circle of Adults’ and providing coaching to develop practice.
Autism Awareness Champions
Six children in each school were identified, who had been diagnosed with autism, and had been suspended or were at risk of suspension. A circle of adults was completed around each child, and a range of data was also gathered (individual to each school) paying particular attention to social, emotional and mental health.
The facilitator of the project then designed a programme to develop children’s knowledge of their own autism using a range of books and further materials such as the Landscape of Fear. The programme was delivered over a period of 8 weeks and focused on the following areas:
| Session 1 | Session 2
|
Session 3 | Session 4 | Session 5 | Session 6 | Session 7 | Session 8 |
| What is Autism – how does it affect the brain. | How does Autism affect me?
|
How does it affect my body (sensory needs)?
|
How am I different and the same as my friends?
|
Self-regulation – to include safe spaces | How to communicate with me | Transition – moving on and changes
|
What Autism means to me and what I understand now
|
Autism Training Day for Parents
This was hosted by the facilitator and Inclusive Solutions at three local schools, where parents of children in the group and a number of others (EP service, PBS) were invited to attend the workshop in order to understand autism further focusing on the following areas: sensory sensitivities, movement differences, anxiety, building relationships and presented using graphic representation.
This was hosted by Alver Valley School, parents were invited to attend and problem solve their own parenting difficulties. Inclusive solutions modelled the approach and then provided a reflective commentary at the end in order to develop the project facilitators knowledge so she was able to deliver subsequent sessions in her own school and other schools.
Regulation Group
A Regulation Group was delivered in Year 2 at two of the schools The OT delivered 6 sessions for children to be able to develop their understanding of energy levels and how to develop strategies to help them regulate. Children also had the opportunity to investigate a range of sensory objects and find out which ones they thought were the best. Some of these were ordered and a regulation station was set up in the class along with one outside in the playground. Each day children were asked by the teacher/adult where their energy level was on the battery and then were encouraged to put a strategy in place to help them such as a yoga move, jogging on the spot, using fidget toy.
Development of Alver Valley Neurodiversity Hub
The facilitator was offered training around the use of the Neurodiversity Toolkit through Portsmouth City council. The idea of this approach is the toolkit is completed with parents and teaching staff (and SENCO) everyone meets together to implement strategies that are identified through the toolkit. The strategies are reviewed in 3 months with a commissioned OT and in-house SALT who may suggest (following an observation) a referral to CAMHS/OWL centre or to continue with supportive strategies.
Aim and Skill Development
The aims and skills we wanted to target were identified and the project action plan was written by the project lead Kate Russell and shared with the group.
Our aim was that by the end of the project:
Staff skill development
- Understand the relationship between suspension and autism
- Understand what autism is and how it affects individual pupils
- SENCO’s will know how to deliver ‘circle of adults’
within their own setting
- Strategies to support individual pupils
- Creating a sense of belonging for autistic pupils in school
- Problem solving with outside agency
Pupil Skill Development
- What is autism and how does it affect the brain
- How does autism affect me
- How does it affect my body
- How am I different and the same as my friends?
- Self-regulation – safe spaces in school
- How to communicate with me
- Celebrating my Autism
Resources
In order to deliver the project effectively it was essential to have completed a deep dive into autism, understanding the complexities of how it affects pupils within a mainstream school, teachers and autism, suspension and autism. It was also necessary to develop a whole school approach in terms of understanding autistic people’s identity, requiring further reading regarding belonging and friendship. Alongside, this it was important to gain pupil voice and understand how pupils can be supported to be happy and remain in school. Further reading was also completed on understanding suspensions. There also needed to be a good level of understanding within the settings around autism and where this was not the case training needed to be provided. It was necessary to provide meetings once per month with all stakeholders that continued to be involved with the project in order to reflect on the various strands and provide coaching if required.
Due to the lack of resources in this field it was also necessary for the facilitator of the project to create and plan a programme to deliver with the autism champions group.
Developing the AVND Hub has also required considerable resources and some funding from outside the project.
Problems or Concerns
The difficulty was the buy in from other schools, while the project had been presented at a number of forums and the LLP had promoted it within the local schools, SENCO’s were very keen to participate however Heads would not commit. In order to ensure more engagement in the future Headteachers need to understand why the project can move practice on in school and why problem solving from within teams develops practice and deepens understanding of individual children.
Difficulties
Literature regarding mainstream pupils, autism and belonging is still limited and therefore it was necessary to develop skills in this area and write a programme that could be delivered
EP service agreed to be part of the project however were unable to facilitate what was required and signposted staff to other projects that are running in the Isle of Wight.
Bringing all the strands together and collaborating with a range of stakeholders was time consuming and at times difficult to co-ordinate.
The Impact
Benefits
Deeper understanding for school staff around autism from intensive training delivered by the project facilitator and various outside stakeholders, this has impacted a range of children both those who are diagnosed, or on the pathway as staff are able to understand their needs further.
Support from Inclusive solutions who have provided a number of training sessions that has moved thinking on. A range of staff in school are able to support parents (parenting solutions) and individuals in schools (circle of adults) which has allowed parents/teachers to think at a deeper level and made them present in the problem-solving process.
Working in partnership with OT and SALT in a multi-agency mini hub has supported the setting up of ND hub in school this has supported SENCO’s to discuss with parents/teacher strategies to support their children both at home and at school with more collaborative thinking.
Evaluation
The project was successful as the amount of suspensions reduced in all schools that participated, particularly for those who attended the autism group. One child who did not attend school is now attending school.
Evaluating the project using the circle of adult’s approach has allowed staff a forum to discuss individual children’s needs honestly and confidentially they have been able to discuss the problem, theorise and then suggest next steps with adults taking responsibility for those next steps to be implemented. Other schools, once they have received the training would be able to facilitate this and apply it in their own context to support their staff and pupils
What the stakeholders said
The Future and Recommendations
The autism group will continue to run within the school. The Circle of Adults and Parenting solutions will continue to embed within our school and be used as a collaborative problem solving technique. I would like to see the neuro-diversity hub implemented in Hampshire in order to resolve some of the waiting list crisis and so parents feel they are being supported through a long journey to diagnosis. Inclusive Solutions to deliver their training across the county to support schools and families in order for more children to be successful in mainstream schools.
Find out more about Alver Valley Schools by reviewing our SEND pages and our Spotlight Articles including Spotlight on Sensory Circuits.
References
Bauminger, N., Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456.
Cridland E, Caputi, Jones, S. Magee, A. (2015) The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective, Journal of Intellectual and Developmental Disability, 40:4, 354-367, DOI: 10.3109/13668250.2015.1070814
Crompton, C. , Hallett, S. Ropar, Flynn, E. Fletcher-Watson, S. (2020) I never realised everybody felt as happy asI do when I am around autistic people’ A thematic analysis of autistic adults’ relationships with autistic and neurotypical friends and family. SAGE.
Goodall, C. (2018). Inclusion is a feeling, not a place: A qualitative study exploring autistic young people’s conceptualisations of inclusion. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1523475
Hanko, G. (2002) Making psychodynamic insights accessible to teachers as an integral part of their professional task. Phy
Turner, J & Gulliford, A 2019, ‘Examining the Circles of Adults process for Children Looked After: the role of self-efficacy and empathy in staff behaviour change’, Educational Psychology in Practice, vol. 36, no. 1, pp. 32. https://doi.org/10.1080/02667363.2019.1667752
Wilson, D Newton, C. 2014 Circles of Adults. Inclusive Solutions UK Ltd