SEN Planning Tool for Young People with Autism March 2015

Funding / DescriptorPhysicalMedical / AssessmentandPlanning / Teaching and LearningStrategies / Curriculum/Interventions / Resources (includingstaffing)
Best Endeavour / Mainstream Element
1 /

The YP experiences needs which are managed well in a mainstream class with appropriate differentiation of task and teaching style.
This YP will not have a diagnosis of autism howeverhe/shemay exhibitsome of the following characteristics:

-finds social situations confusing; can be unclear about appropriate responses and howtoform relationshipswith otherYP
-likes to followown interests rather than acceptdirection
-displays astrong interestina particularsubject
-hasatendencytoseek repetitive actionsor routines
-lowlevel sensory likes and dislikes /

Early support development journalor other
Monitoring ofYPresponseto positivefeedback.
Assessment for Learning.
Observations by Teacher.
Advice andsupport from the parents.
Information fromtheYPre their opinions and preferred strategiesusingpersoncentred approaches.
The Collegeis proactive in identifying individual needs and monitors thataction istaken.
Risk assessment where appropriate.
Health careplan where appropriate.

The teacher isheldto account for the learning and progressof the YPin themainstreamclass
Best Endeavoursmeets theneeds ofall studentsandincludes:

-Flexible grouping arrangements.
-Some differentiation ofactivities andmaterials
-Differentiated questioning
-Use of visual,auditory and kinaestheticapproaches.
-Awarenessthat a YPmay needmore timetocomplete

Tasks andthatequality of access maymeanthat they needto do somethingsdifferently.
Resources and displays that supportindependence.
Routine feedback to students
Environmentalconsiderations are madetomeet theneedsofallYPe.g. seatingposition, personal spaceandclassroomlayouts, displays andsignage.
ConsiderationtoYP’slearning style/characteristics of learning.
An understanding that the disability mayhave a wider impacton a YP’s social and emotionalwellbeingdespitetheapparentlack of obviousimpairment.TheYPmay also be vulnerableto bullyingor have lowself-esteem.
Arange of alternative equipment maybe useful
Use of symbols.
The pace ofwork mayneed tobe slower.
Clear and positively statedrules and expectations for behaviour are apparentthrough visualmeans.
Visual and practicalsupportse.g. visual timetables and lists.
Awarenessthat a YPmay need moretimeto processlanguage and complete tasks.
Use of teachingstrategies that develop the independentlearning oftheYP

The Collegecan demonstrate aninclusive ethos that supports the learning and wellbeing ofallYP
The wider curriculumpromotes positive examples ofdiversity
Abroad and balancedcurriculum is planned for all YP
SEALmaterialsand interventions.
Anti-bullyingisroutinely addressed and studentsareconfidentinreporting incidents
Opportunities forsocialinteraction between peersand the wider community oftheCollegemay needto be engineered to bolsterself-esteemandconfidence.
Provision ofplanned opportunities to learn and practicesocial skills during structured activities.
Collegetripswhich are planned wellin advance and take intoconsideration the needsof the YP.
Other Collegepastoralinterventions could include:

-Meeting and Greeting
-Personal Learning Coaches
-Peermentoring
-Buddy systems
-Lunchclubs. /

Aregularly updatedSENpolicy details the Best Endeavour
A regularly updated SEN policy details the effectiveness of the arrangements for SEN inthe College
A regularly monitored, reviewed and updated inclusion policy underpins practice.
The College employs additional adults to support the needs of all students e.g. LSAs, PLCs
All staff including have up to date job descriptions and are included in whole College appraisal systems.
All staff have received awareness training on SEN and understand how to support with learning difficulties.
Whole College CPD at awareness level of training has included use of medical care plans
College staff access LA training to keep informed on meeting the needs of YPs.
Staff make use of a wide range of resources, including those produced within the Local Authority to inform their inclusive practice.

-Autism friendly Colleges
-usingSymbols toSupport Learning & Communication –
-Other relevant materials.

WholeCollegeinclusionpolicies and practice implementedconsistently.
General advicetoCollegefrom thespecialist teachingteam.
General trainingfor staff.
Use of playground buddies, peermediators, peer mentors.

SEN Planning Tool for Young People with Autism March 2015

YPhas identified needs which are highlightedto all staffwith advice onsupport strategies provided and monitored bythe ALS Co-Ordinator.
This can learnthrough whole class teaching, generally copeswell within the College environment, butcanfindit difficult or stressful at times.

For example a YPwho:
-needssupport during lunch times
-needsoversight social/emotional/organisational skills
-can become unsettled by changes in routinesand settings
-needssupport todevelop communication andlanguage skills
-Mayfindbusy or noisy environmentsdifficult tocope with.
-Social andcommunication difficultiesmay have awider impacton aYP’semotional wellbeing.The YPmay be socially isolatedand vulnerable to bullying orlowself-esteem. / As above plus

Observations by ALS Co-Ordinator.
Use of astructured observation profile totarget differentiation
Including SEN Support Planwithoutcomes and SMARTTargets that are reviewed and updated regularly.
Studentinvolved insettingand monitoringtheir own targets.
Parents involved regularly and knowhowto supporttargets at home.
Adviceis taken and implementedonsuccessful strategiesegseating arrangements, position in classroom,preferred learning style.
Collegetripsare planned wellin advance and take into consideration theneeds of the YP.

/ As above plus:

Information about the YP’s difficulties is shared with relevant staff, inpartnership with parents.
Individual targetsagreed and monitored, following discussion with YPandparents.
Sharing of advice onsuccessful strategiesandset targetse.g.use ofvisualsupports,developing organisational skills.
In-class support (LSA) is targetedtowardssupport for access forspecific tasks/settings and is notnecessarily neededfor learning.

/ As above plus:

Access tosmall groupsupport. Group workto be planned andtailoredtomeet identifiedneed and includes goodrole models.
Teaching problem solving skills
Learning tasksdifferentiated bytaskand outcometomeet individual needs.
Group work to be planned and tailoredtomeetidentifiedneed and includes good rolemodels.
Preparation forchanges to activities/routines/ staffing
Aspects of structured teachingmaybe helpful.
Peermentoringsupport.
Supporting studentwith daily planning, PLC support
Checkingstudent’sunderstandingof task and recording of work.
Supporting studentto recogniseand communicate theirfeelingsabout the College day (emotionratingscale.
Oversightwhenmoving between classrooms.
Short termsmall group intervention to develop socialskills.

/ As above plus:

Support/advicefrom ALS Co-Ordinator.
Additional adultsroutinely usedtosupport flexible groupings.
Access totargetedsmallgroup workwithclass LSA..
Access tointervention group work with LSA, Learning Mentor .
College staffaccessLAtrainingregarding meetingthe needs of students.
Access to autismspecific termly training and supportgroups for professionals.
Home-Collegecommunicationbook.
Timeforscheduledmeetingswithparentson a regular basis.
Additional adult (e.g.LSA)forfocused supportduring unstructuredtimes e.g.lunchtime supervision/ targetedextra-curriculum activities,
College staffaccessLAtraining at enhanced levelregarding meetingthe needs of studentswithautism approaches.
Access to autism specific termly training and autismsupportgroupfor professionals.
Collegemayconsult theSpecialist Teaching
Team or EPSregarding issuesrelatingtoAutism.

SEN Planning Tool for Young People with Autism March 2015

The YPhas identifiedneeds which require additionalspecific provision orspecialistadvice
E.g. a detailedtimelimited programme,intervention personalisedtimetable and/or resource.
Studenthasadiagnosisof Autism or complex social communication needs , requiring somesupport to access the curriculum. For example,a YPwho needssupport forlearning in core curriculum areas
Isabletotake part insmall groups
Hasdifficulties with thesocial use of language
Haspoor understanding of social interactions and friendships
Can participateinmostaspects oftheday buthasdifficultiesin following instructions, classroom routines and maintaining attentiontotask
Displaysstrong pre-occupations needssupport or preparing for changes in routines.
The YPs autism couldco- existwith other secondary needs.

/ plus:

Environmental auditusingIDP materialsorCollege Access/EqualityStrategy.
Considerationto FamilyPlan ifappropriate.
Risk assessmentsof tricky situations toinform adaptations incl. educational visits.
Specialistassessments e.g. SpecialistTeacher, Educational Psychologist,.
Individual targetsareagreed andmonitoredfollowing discussion withYPand parents.
There is acommitment to developing independence with stepsplanned andagreed
Careful reviewing ofneeds before transition at keystages e.g. post 16, HE,adultlife.
Individual Management Plan including:

-Moving and Handling
-Individual Health Care Plan
-College visitriskassessment
-Emergency evacuation
-LSAs are routinely included in planning and or/are providedwith lesson plans and learning objectivesin advance of thelesson to ensure their input is effective
-Behaviour recordsupdated daily and analysed to consider frequency,duration as wellas triggers/patterns
-Close scrutiny of tracking / plus:

Manage access arrangements for internal and external examinations and assessments.
Awarenessof social and emotional aspects of disability.
Established communication strategies tofacilitate communication andto assess learning.
Use of key-working approaches to ensure the studenthasatrusted adult to offersupportduring vulnerable times.
Personalised reward systems known to all staff inCollegewho have contactwiththe student
Implementedconsistently across the curriculum.
Identified dailysupport to undertake and support the following;

-prepare and make relevant visual supports andstructure
-Write SocialStories,where needed
-Adapt materials forlesson e.g. chunkingworkintomanageable amounts forthe individualstudent

Facilitatealternative recording strategiesIncluding access toICT equipment wherenecessary
Provide access tovisual approaches- e.g.supportemotional development e.g. supporting student torecognise and communicatetheir feelings abouttheCollegeday
Time-limitedintervention programmeswithstaff whohave knowledge and skills toaddress specificneeds, may include withdrawal for Social Interaction/Communication groups.
Access to adifferentiated curriculum.
Use of equipment toaccess the curriculum.

/ plus:

Regular/daily smallgroupteachingof socialskills.
Peer awareness.
In class support istargeted towards the supplyof teaching and learning resources.
Short termsmall group and/orindividual intervention, to developspecificareasof curriculum access asidentifiedbythe subject teacher oreducationalspecialist teacher, following a programmedesigned or recommended bythat professional.
Regular/daily smallgroupteachingof socialskills.
Teachingstyleadaptedtosuit student’s learning stylee.g. level/pace/amountof teachertalk reduced, access topractical activities.
Personalisedtimetable introducedin negotiation with student,parentsandstaff. Thismay includetemporary withdrawal fromsomeactivities
Access tostructuredteaching asrequired.
Individualisedsupport to implement recommendations from support services
Use ofsocialstories.
Personalisedcurriculum.
Individual support forpre and post teaching.

/ plus:

Timefor formalmeetingswith parentsona regular basis.
Timeformentor meetings with theyoung person with Autism
Allocateappropriate accommodation for visiting professionals toworkwith individual students, takingintoaccount safeguarding issues.
Adult interventiontargeted at specific curriculum areasorspecific socialtimes.
Collegewill ensurethat key information ispassed on at timesof transition and, where appropriate, will consultwiththe specialist teaching team
Consultwiththespecialist teacherfor when recruitingstaff toworkwith a named student.
Access tolowstimulus area forfocusedtasks e.g.individualworkstation.
Flexible approachestothetimetable,break timesandlunchtimes.
AdvicefromtheSpecialist Teacher for the individual YP onsensory resources/activities/useof ICT.Loan of sensory materialsontrial basis
Access to aquiet area for‘chill-out’ at times of stress.
Closesupervision during breaks and lunch.
Timeformeetings with theSpecialist Advisory Inclusion Teacher for Autism
Socialstoriespacks
Advice onuseof ICTto access the curriculum fromthe Inclusion and Achievement SEND Team.
Use of multiagency meetingstoco-ordinate involvement ofdifferentagencies.
Staff will be trained at specialist level in AS

SEN Planning Tool for Young People with Autism March 2015

Funding / DescriptorPhysicalMedical / AssessmentandPlanning / Teaching and LearningStrategies / Curriculum/Interventions / Resources (includingstaffing)
Education Health and Care Plan
EHCP / Element 1
Plus High Needs Funding / The YPhassignificant primary needswhich impact on progress requiringlong terminvolvementof educationalandnon-educational professionals as partof statutory assessment/ EHC plan
Possiblysomecomplexity ofother needs
This studenthasadiagnosisof Autismresulting inbehavioural and/or sensoryneeds,making their learning inamainstream College environment challenging.
For examplea studentwho:
Is described in the previous levels plus

hasdifficulties following instructions, classroomroutines and inmaintaining attention on taskwithoutahigh level of
adult supportandstructure
experiences significantdifficulty responding to adultdirection and in socialsituations
mayshowinappropriate interactions with peers/adults
has significantdifficulties with social use of language
isvery rigid andfindsitdifficult tochange routines
experiencesa highlevel of anxiety in someCollege situations
Hasa highlevel of sensory intolerances.

/ plus:

Specialistassessments e.g. by SpecialistTeacherfor Autism, EducationalPsychologist, SALT,OT, CAMHSetc.as part of statutory assessment / EHC plan.
Risk assessment toidentify dangersand need foradditional support.
Regular multi-agencyassessment and/or reviewof strategiesandprogress.
Reviewthe Plan annually when allagenciesareinvolved in reflectionand joint planning in partnershipwith studentsand their parents/carers.
Individual riskassessments for practicalsubjects.
Specialistassessments e.g. SpecialistTeacherfor AS EducationalPsychologist, SALT,OT.
Involvementof educational and non-educational professionals aspart of Annual Review.
Assessmentandadvicefrom CYC specialistteachingteam thatis updated regularly.
Specialist ICT assessments
Risk assessment toidentify dangersand need foradditional support.
Transitionplanning isprioritised.

/ plus:

The class/subject teacheris accountable forthe progressof the YPwithinthemainstreamclass
Identified individualsupportacross the curriculum in aninclusive mainstreamsettingto provide a personalisedlearning experience, takingintoaccount the advice within the statement,annual review and advice from agencies.
Facilitateproductionof differentiatedmaterialsinaccordancewith the advicefrom the specialist teacher for autism.
The useof specialist or adapted equipment / softwarewhere appropriate toaccess thecurriculumandforcommunication.
Specialisedmodification ofall teaching andlearningstyles and resources.
Opportunities forindividual ‘checkingin’ and’checking out’ at beginning and end of session/day to encourageself-monitoring.
Studentmay require Augmented and Alternative Communication(e.g.PECS (Picture Exchange CommunicationSystem)tosupport functionalcommunication.
Teachingstyleand tasks are adapted tosuitstudent’s learning style e.g.level/pace/amount of teacher talk reduced, access topractical activities.
Manage access arrangements for internal and external examinations and assessments.

/ plus:

Individualisedsupport to implement recommendations from support services e.g. AS Support and development Team OT etc.
Structured individual programmes.
Programmes todevelop socialinteraction and emotionalwellbeing,asidentified by the IEP/managementplan.
Advice andassessmentof the useof specialistor adapted ICT toaccess the curriculum.
Independenttraveltraining todevelop independence skills forthefuture.
Teachingfocusing onbothlearning curriculum andsocial skills throughout the College day.Targets informedby statutory assessment/EHC planor Annual Review.
Regular/daily smallgroupteachingof socialskills.
Personalisedtimetable introducedin negotiation with student,parentsandstaff. Thismay includetemporary withdrawal fromsomeactivities.
Access tostructuredteaching (TEACCH) asrequired.
Personalised literacy andnumeracy programmes may be required toaddress gapsinlearning associated with Autism difficulties.
Individual support during breaksand lunch.

/ plus:

ALS Co-Ordinatorprovidesupporttoteacher and LSAsand takeresponsibility for arranging appropriate specialistCPD and quality assuring the learning experience of the YP
Staff training intheuseof specialist resources and equipment.
High level ofmulti-agency involvement: ‘team around YP, co-ordinatetheinvolvement of a range ofagencies, one ofwhommay fulfilthe key worker role.
Timeto workwith theSpecialist Teacher for joint planning with the student, familyandother professionals.
Opportunities forsupport staff to access specialist trainingregarding specificdisability and their impactonlearning andsocial and emotional wellbeing.
Staff to workwithsmall group and/or individual intervention todevelop specific areasof the curriculum following a programmedesigned or recommended by anexternal agency.
Liaison with students, parents andother professionals when determining priorities for individual YP.
Work together with theYP,parents and staff to identify priorities fortheYP’s individual programmeofworkandto develop and review individualised reward systems andsanctions.
Sign post families andColleges toa range of voluntary and statutoryservices regarding benefits,access to additionalfunding for non- educational activities.
Opportunities forthe student tomeet a peer group with autismand adultrolemodels where appropriate.
Encourage participation inactivitiesorganisedby voluntary organizations.
Access tomentorsystems.
Provision of specialistequipment, provide storage andfacilitatemaintenance
Adult support forsupervisioninthe playground, to facilitatesocialinteraction, to develop/maintain attentionskills, supporttoset up equipment,supportstudent’s managementof it, and establishworking routines.
Facilitateproductionof differentiatedmaterials in accordancewith the advicefromthe specialist teacherfor autism support.