Take part in SEN research to inform Government reforms

The All-Party Parliamentary Group for Autism (APPGA), a cross-party group of MPs and Peers focusing on autism issues, has launched a commission to advise the Government on access to the right education for children with autism. The group wants to hear the views of students, parents, teachers and other professionals which they will use to form recommendations for Government Ministers and civil servants.

The Government is proposing major changes to the special educational needs (SEN) system in England, making this a timely opportunity for parents, teachers and young people with autism to tell ministers about the challenges involved in getting the right support at school and what they think most needs to improve. 

The NAS's recent Great Expectations campaign found that 48% of children with autism have had to wait over a year to get appropriate educational support, and more than half of teachers have previously said that they do not feel they have had enough training in the disability.

Sarah Teather MP, Minister for Children and Families, said: “We want to improve services for all children with special educational needs (SEN), including those with autism. We have proposed a number of reforms in our SEN Green Paper and we’re listening to children, parents and professionals. I look forward to hearing further views in the commission's report which will help us as we develop the reforms and create a system which works for children and their families.”

Let’s make sure the Government gets SEN reform right.

Respond to the survey now.

This consultation closes on Friday 10 February.

New report from AET adds weight to NAS Great Expectations campaign

The National Autistic Society has welcomed a new report from the Autism Education Trust (AET) which calls for more ‘flexibility’ in the education of young people with autism.

The study consulted adults and children with autism, parents and education professionals via focus groups and interviews, and concluded that schools need to “aim higher for their students with autism”.

The report highlighted the central importance of involving and consulting with young people with autism about their progress and aspirations.

The study also talked about the need for teachers to combine the National Curriculum with training in social and independent living skills, and calls for written guidance from the Department for Education to help make sure this happens.

Many young people in the study felt that more time spent discussing their diagnosis would help them feel more comfortable in social settings, which could help reduce bullying.

The report also calls for better communication amongst members of staff, and for an “autism expert” to be available in schools. This expert would be able to provide better support for children with autism, and also be consulted on issues such as exclusion.

The findings add weight  to the key demands from our Great Expectations campaign, including a need to improve teachers’ understanding of autism, and to support young people socially as well as academically.

Speaking at our event at the recent Conservative Party Conference, Debbie Waters a parent of two children with autism told us she’d felt forced to choose between an educated child and a happy child – which was “no choice to make”.

In order to provide the best possible outcomes for young people with autism, both academically and emotionally, it’s clear that schools need to be ensure that they are looking at all of a child’s needs

You can read the full report from the AET at http://www.autismeducationtrust.org.uk/resources/outcomes.aspx

NAS education roadshow rocks into Liverpool!

The National Autistic Society, in association with Axcis Education Recruitment, has developed a series of five regional roadshows on education to help teachers and other autism professionals to learn the tools and strategies they need to support children with autism effectively.

Featuring a range of expert speakers, the first NAS roadshow is in Liverpool on 11 October.

Dr Steve Huggett, Director, Autism Education Trust will be presenting on “Outcomes, standards and good practice with children and young people with autism in the context of the SEN Green Paper”.

  

Kay Ribbons, an adult with autism from Chester, will also be speaking at the event, providing a personal perspective of her experience of school whilst undiagnosed. 

Kay said: “For me, growing up as a child with autism without a diagnosis was extremely challenging and emotional.  Since receiving my diagnosis as an adult it has helped to provide clarity on my younger years and I am now able to come to terms with some of difficulties I faced.  I now want raise awareness of growing up with a hidden disability and help other children with autism have a better experience at school and at home.”

With expert speakers, workshops, a stimulating panel debate and plenty of networking opportunities, this event is a great opportunity to gain crucial knowledge about how teachers can best support children with autism.

Find out more:  http://www.autism.org.uk/news-and-events/nas-conferences/our-forthcoming-conferences/education-roadshow/programmes/liverpool.aspx

If you can't make it, don't worry!  Axcis Education Recruitment are giving you the chance to watch the event live online completely free of charge - all you need is a computer and internet access. Go to http://www.axcis.co.uk/axcistv and register some basic contact details to get access.

The dates for the other 4 roadshows are:

8 November 2011 - Life Centre, Newcastle
30 November 2011 - Novotel Hotel, Birmingham
1 February 2012 - Rougemount Hotel, Exeter
28 March 2012 - Wellcome Collection Conference Centre, London

NAS schools highlighted in Parliamentary debate

On Tuesday 6^th September, Annette Brooke MP secured a debate in Parliament on the importance of non-maintained and independent special schools (NMISS). She called for greater recognition of their role as reforms to special educational needs are taken forward.

She commended the “excellent specialist provision” provided by the sector, and pointed out that the National Autistic Society runs six independent special schools - all of which are recognised as excellent.

The NAS, along with the National Association of Independent and Non-Maintained Schools (NASS), believes that the Government’s Green Paper on SEN provision overlooks the role of NMISS; Annette Brooke raises several of these concerns.

She noted that the Green Paper offers parents the right to express a preference for any state-funded school, but does not extend this right to NMISS. She proposed that this may be based on a misconception that NMISS placements are always the most expensive option, and called for more research into the cost-effectiveness of the sector.

Sarah Teather (Minister of State for Children and Families) stressed that the Government was still gathering views on the Green Paper proposal, and encouraged members of the NMISS sector to submit any evidence they have relating to cost-effectiveness.

She said “Independent and non-maintained special schools play a valuable role in supporting some of our most vulnerable children and young people, many of whom have very complex needs, and they also have considerable expertise to offer other schools”.

The NAS believes that the wide spectrum of needs among children with autism requires a wide spectrum of educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision. The key thing in any of these settings in access to autism expertise. 

Read our position statement on inclusion on our website.

Autism Education Trust highlights importance of staff training

The NAS welcomes a new piece of research published by the Autism Education Trust (AET). The AET looked in detail at sixteen schools which are considered to demonstrate good practice in educating young people with autism. The sample included special and mainstream schools, and provision from early years up to 19-year-olds.

The research found that staff at these good practice schools were highly motivated and very well-trained. The heads and senior leadership of the schools had a thorough understanding of autism, and appreciated the role of staff in allowing their pupils to achieve well. Regular training was a feature for all staff, from senior leaders through to administrators and school bus drivers. Many schools also shared their experience with other schools in the area.

The good practice schools also focused on developing strong relationships with pupils and their families, listening to pupils’ own opinions on their learning and activities. They also understood that the education requirements for children with autism are much broader than for those without autism.

The NAS’ Great Expectations survey also demonstrated the importance of training for education professionals. We found that only 53% of children feel happy at school generally, but this rises to 86% when they feel their teacher has a good understanding of autism.

The AET’s findings reinforce the point that with the right training, teachers can  feel confident about supporting children with autism and provide them with outstanding education.

The AET’s full report can be found at http://www.autismeducationtrust.org.uk/engb/resources/good%20practice%20report.aspx

You can read more about Great Expectations at http://www.autism.org.uk/greatexpectations

SEN Green Paper Published

The National Autistic Society has welcomed the ambitions set out in Government’s Green Paper Support and aspiration: a new approach to special educational needs and disability. 

The Green Paper sets out the Government’s proposals for reforming the education system for children with special educational needs (SEN). The Government wants to hear your views on the plans. See below on how you can have your say.

The National Autistic Society will be looking carefully at the proposals and consulting with its members and others to respond. We will also be launching a mini report on how the SEN system should work for children with autism in the summer. Watch this space for more details.

Below is a summary of some of the key points from the Green Paper.

Early identification and assessment

The Government proposes replacing statements of SEN with ‘Education, Health and Care Plans’, which would be determined through a single assessment.

The Government has said that these plans will provide the same statutory protection to parents as statements and that these plans will be for children with SEN or a disability from birth until the age of 25.

How the assessment for these plans and how the plans themselves are to work will be piloted from September. The National Autistic Society is keen to see how the proposal will work in practice and how the Government will ensure that the same legal protections are in place. The Government have said that replacing statements with the new plans will not happen until 2014.

The paper also talks about ensuring that children with SEN are picked up earlier. We have been calling for an early identification check to ensure that children with autism can be identified at an early stage and so we are keen to work further with Government on this.

Giving Parents Control

The Green Paper stresses the importance of consulting and involved in decisions concerning their child’s needs. It makes the following proposals:

• Local authorities and other services to set out a local offer of all services available
• The option of a ‘Personal Budget’ by 2014 for all families with children with a statement of SEN or a new ‘Education, Health and Care Plan’ to give parents greater choice over the services their child receives. This is to be piloted first
• Parents to be given a clear choice of school, including mainstream, special, academies and free schools.
• Parents to continue to have access to a short break from caring while their child enjoys activities with their peers.
• If local authorities and parents disagree, mediation is tried first, before going to a tribunal.

Learning and achieving

This section has a welcome focus on the importance of improving the support teachers have to ensure that they can identify and appropriately help children with SEN.

The National Autistic Society has been calling for initial teacher training to include autism as well as for schools to be able to access support from specialist autism teachers across clusters of schools.

In line with this, the Green Paper sets out:

• Funding will be available for scholarships and continuing professional development for teachers developing skills in supporting children with SEN
• The Government will help local networks of schools develop teachers with specialist skills and knowledge who can be deployed across local clusters of schools
• The Training and Development Agency will make sure that online materials for teachers on autism are widely available
• Special Schools will be expected to share their expertise and services to support the education and progress and development of pupils in other special and mainstream schools.
• Outstanding special schools will be able to apply to become Teaching Schools, and more teachers will do initial training in special schools

The paper also says that parents and communities are encouraged to establish new special free schools.

Preparing for adulthood

A significant proposal in the Green Paper is the extension of the Education, Health and Care Plans, which are to replace statements for young people up to the age of 25.

The Green Paper also highlights the importance of ensuring that young people with a disability are supported into work and that work experience is made available for them.

Further detail about the Governments plans for improving transition will be published later this year. The Government says that it wants to ensure that by 2015 disabled young people and young people with SEN will have:

• early and well integrated support for and advice on the birth to 25 single assessment process.
• access to better quality vocational and work related learning opportunities to enable young people to progress in their learning post 16.
• good opportunities and support in order to get and keep a job
• a well co-ordained transition from children’s to adult health services

Services Working Together for Families

Joint working across health, social care and education is a strong focus in the Green Paper.

The Government proposes that local authorities play a pivotal role in ensuring the co-ordination in support for children with SEN, both on an individual level and on a strategic planning level.

There are also proposals to fund training for key workers and to review the training for speech and language therapists and educational psychologists.

The Chapter also states that the Government will look at how best to co-ordinate services once the GP consortia are in place and new Health and Wellbeing Boards are given responsibility for planning local services.

Have your say

The Government wants to hear what you think of the proposals. You can respond online at www.education.gov.uk/consultations or emailed to send.greenpaper@education.gsi.gov.uk, or by downloading a response form which should be completed and sent to:

Consultation Unit

Department for Education

Area 1C, Castle View House

East Lane

Runcorn WA7 2GJ

Please also let us know what you think by commenting in the box below or by emailing policy@nas.org.uk

Education Select Committee publishes report on Behaviour

The National Autistic Society has welcomed the report from the Education Select Committee on behaviour and discipline in schools.

Director of Education at the NAS Jane Vaughan gave evidence to the Committee to feed into the report. We also submitted written evidence to the Committee.

The NAS is particularly pleased that a number of key points that Jane made in her oral evidence were reflected in the report and its recommendations, including:

Ø       The importance of ensuring that all school staff have training in autism. The report recommends that all schools should ensure that their staff can identify special educational needs (SEN) and that teachers should receive SEN training as part of their initial teacher training.

The NAS believes that this is fundamental to improving provision for children with autism. We also believe that all schools should be able to receive support from autism specialist teachers who should be employed to work across clusters of schools.

Ø       The importance of ensuring that behaviour related to autism is not mistaken for bad behaviour. The report recommends that exclusion is used as a trigger for assessing the needs of a child.

This is something we have been calling for, for some years and we would urge the Government to adopt this policy.

Ø       The importance of focusing on engaging with a child’s learning and the support they need to learn rather than the behaviour itself. The report recommends that schools ensure that they are providing appropriate support to a child so that they can get the most out of their education.

We also welcome the following conclusions and recommendations from the report:

• Guidance on restraint needs to include advice on SEN and the current requirement to inform parents when their child has been restrained at school is important. 

• Independent Appeals Panels for exclusions should be retained

• The Government’s plans to introduce a phonics reading test at age 6 to identify learning problems should be expanded to look also at language comprehension

• The Inclusion Development Programme (IDP), which was a Government funded project which included the development of resources on autism for teachers, should be refreshed and disseminated

• Local authorities should retain responsibility for some local specialist services that provide support to schools around special educational needs. This may include educational psychology or autism outreach teams.

The National Autistic Society will be putting pressure on the Government to accept this findings and recommendations in the lead up to the publication of the Green Paper on SEN, expected later this month.

Click here to read the report

Latest update on SEN Green Paper

The SEN Green Paper is now expected to be published in the New Year and most likely in February, we have been told.

The Government recently published a summary of the responses it received to it 'Call for Views' consultation, which will inform the Green Paper. Click here to read that summary. 

Almost 2,000 people responded to the 'Call for Views' and a large number of them were parents of children with Special Educational Needs (SEN).

Key themes identified in the responses include:

• The importance of early identification of needs
• Ensuring teachers are better trained in SEN as well as increasing access to specialists
• The importance of more joined up working between agencies
• The involvement of parents and children in choosing educational provision and plannning for transition

These issues chime well with the things that parents tell us about the challenges of the education system and the key things we highlighted in our response to the Call for Views.

We are currently carrying out some research on the SEN system and how it works for children with autism to help inform our response to the Green Paper when it is published. Keep checking back here for more information.

Also to help with this, please state in the comments section below what one thing you think would make the biggest difference for children with autism in the education system.

Gaps in support for Scottish children with autism highlighted by inspectors.

Her Majesty’s Inspectorate of Education (HMIE) has produced a new report reviewing the impact the Additional Support for Learning (ASL) Act is having in Scottish schools.

Called ‘Adding Benefits for Learners’, the report concludes that on the whole, the majority of schools are effectively identifying children’s additional support needs, that good strategies built around multi-agency working are in place and that education and health professionals are working together to effectively identify and assess children’s needs.

This is good news for the ASL system in Scotland. However inspectors have also identified that progress has not been universal across all groups of children. They have especially highlighted significant gaps in meeting the more ‘hidden’ needs, such as autism.

One example used of this problem is awareness around the barriers to learning that can have a direct impact on children’s mental health, for example autism, ADHD, long-term medical conditions and being looked after.

Inspectors highlight significant problems with accessing Child and Adolescent Mental Health Services (CAMHS) provision who can provide direct support to children and young people and advise teachers on appropriate interventions for learning.

The report also highlights issues around the accuracy of the data collected on pupils, the numbers of cases involving a pupil with an ASD who have to use the Tribunal service, gaps in pre-5 training and the consistency of the use of Co-ordinated Support Plans.

NAS Scotland has welcomed the report as it confirms our own concerns that children and young people with autism are often not getting the support the need in school.

The Importance of Teaching – Education White Paper

As reported earlier on this site, the Government has published its plans for reform of the education system in a “White Paper” called The Importance of Teaching.

More details on reform to the system for children with Special Educational Needs (SEN) will be available in the SEN Green Paper expected later this year or early next year.

However, the following proposals in the White Paper also have implications for children with autism:

·        Reforms to teacher training

·        Proposals on discipline, behaviour and bullying

·        Changes to exclusion policies and Independent Appeal Panels

·        Admissions and the role of local authorities

·        Special school academies

Teacher training

As the name of the White Paper suggests, the Government places high importance on getting teacher training right. The White Paper highlights the importance of ensuring teachers know how to support children with SEN and says that more details will be in the forthcoming Green Paper.

The National Autistic Society is campaigning for every teacher to have training in autism. We also believe that teachers should be able to access expertise and advice from autism specialists when they need it.

Discipline, behaviour and bullying

The Government is intending to produce shorter and clearer guidance on the ability of teachers to use force and discipline children outside of school. Teachers will be given greater discretion in these areas.

The National Autistic Society will be working to make sure that the needs of children with autism are looked at carefully in that guidance.

Addressing bullying, and particularly prejudiced based bullying, is to become a Government priority. To address this, Government guidance will be simplified and Ofsted will be asked to report on successful approaches to tackling bullying.

We are pleased that the Government wants to focus on prejudiced based bullying, as we know that children with autism are often targeted by bullies. We will be working with Government on bullying guidance.

Exclusions

We have previously expressed concerns about the Conservative Party’s proposals to get rid of Independent Appeal Panels for exclusions. We welcome the White Paper’s recognition that it is important that these Panels remain independent.

However, we note that the Government intends to take away the power from these panels to reinstate an excluded pupil from a school. We would welcome wider views on this. Please comment below.

We welcome the Government’s plans to pilot a new approach to exclusions where a school is responsible for arranging and funding alternative provision for an excluded child.

27% of children with autism are excluded from school at least once, compared with 4% of other children. It is essential that alternative and appropriate provision is found for children with autism, following exclusion.

Admissions and the role of local authorities

Local authorities and the School Adjudicator will continue to have a role in ensuring the coordination of admissions arrangements and fairness, including for academies. The Government will also simplify the Admissions Code, but will continue to apply the principle of fair admissions for Looked After Children and pupils with a statement of SEN.

The National Autistic Society will be watching reforms to the Admissions Code with interest. We have particular concerns about admissions for those without a Statement.

Local Authorities  will continue to have responsibility for disabled children and those with SEN. However, as funding is increasingly delegated to academies, they will increasingly move to a strategic commissioning and oversight role. They will of course continue to fund provision for pupils with a statement of SEN.

Where a local authority has significant concerns about an Academy or Free School in relation to these issues, it will be able to ask Ofsted to inspect the school.

Special school academies

The academies programme will be expanded to include special schools, with the application process open in January 2011 and the potential for special school academies to open from September 2011. The Green Paper on SEN and Disability will consider the issues raised specifically around special schools academies in more detail.

If you have any comments about these proposals, do comment below.

White Paper sets out importance of teacher training in SEN

The Government published their White Paper on the future of education in England today.

We are particularly pleased that it proposes that initial teacher training includes how to support children with special educational needs (SEN).

The NAS has long been calling for initial teacher training to include autism and this was a key demand of the Make School, Make Sense campaign.

In the run up to the publication of the Green Paper on SEN, expected next month, and in response to the Green Paper we will be putting pressure on the Government to make sure that autism is included within this training.

We also believe that specialist teachers in autism, working across clusters of schools are vital to build capacity and help teachers to teach and support children with autism.

Check back later this week for more details on the White Paper and its implications for children with autism!

Reform – some radical proposals for improving schools

Reform, an independent right-leaning think tank co-founded by Conservative Policing Minister Nick Herbert, before he was a Minister, has published a report calling on the Government to go further with its education reforms. The report calls for:

• The scrapping of national pay and conditions agreements, allowing head teachers the freedom to ‘set the right balance between pay, staff numbers and quality’.
• A radical programme for improving teacher quality.
• Limiting the use of teaching assistants; the report suggests that extensive use of teaching assistants could even be damaging, particularly in the case of children with Special Educational Needs.

The report does not reflect Government policy, but Reform does have a lot of influence with the Government.

At the NAS, we agree that improving standards in teaching is important. We know that expertise among teaching professionals, including teaching assistants is crucial in making sure that children with autism get the help they need to fulfil their potential.

However, we have concerns about the impact reducing the numbers of teaching assistants may have on the support children with autism receive in the classroom and will make this clear in any discussions we have with Government.

Please leave a comment below to let us know what you think of the findings of the report.