a guide tofindingthe

Autism Learning Disabilities Complex Needs 2018 CALENDAR

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2 Contents Introduction 4. About Hesley Group 5. Our values

Autism, learning disabilities, complex needs – what happens next? 7. What kind of education is right for my child? 8. What if my child isn’t a child anymore? 9. Who can help me? 9. What happens if we can’t get the education placement we want? 10. Who pays? 11. What if I need a break? 11. Things moving a little slowly?

Time for change? Let’s talk transition 13. What is transition? 13. The transition process – who is involved? 16. What key transitions should you plan for? 18. The Mental Capacity Act 2005 19. Who can I turn to if I’m not happy? 20. How are a young person’s rights protected?

Useful checklists 24. What to look for in a residential school/college checklist 26. Young person’s checklist 28. Transition planning for parents checklist 30. Review meeting checklist 34. What to look for in a specialist care provider of residential or supported living services checklist

Useful information 37. Autismlinks 38. Abbreviations and jargon busters 42. Advice and information 44. Events 2018 48. Autism support groups 54. Keep in contact 56. Your notes pages

3 INTRODUCTION

About Hesley Group Based in South Yorkshire, Hesley Group has been a leading independent provider of specialist support and education since 1975. We support young people and adults with a learning disability, autism and other complex needs, including behaviour that may challenge. As a national provider, we currently work with more than 60 public authorities across the UK. A diagnosis of an autistic spectrum disorder or learning disability does not in itself predict the complex needs and associated behaviours of any individual young person. Our high-quality therapeutic environments facilitate staff support and provide an opportunity for young people and adults to gradually gain a better understanding of themselves and their needs, wishes, behaviours, strengths and challenges. Providing the right support at the right time for each person is something we all believe in at Hesley Group. We share a passion for making a positive difference for people with complex needs. Day after day, time after time, our highly committed staff do all that they can to help, support, comfort, inspire and encourage. Therapeutic clinical assessment, consultancy and direct support are readily available as necessary. We realise that we are not on everyone’s doorstep and that keeping in contact with loved ones is essential. Each person living in our services has a plan that includes how they will stay in contact with family and friends, whether by phone, text, letter, email or Skype. Key workers also keep families up to date so that they can share every milestone. We actively encourage and always welcome visits to our services, which are easily accessible by road, rail and air. We even offer log cabins, free of charge, to visiting families – and can also assist with alternative arrangements.

www.hesleygroup.co.uk Call us on 0800 055 6789

4 Our Values As an outcome-focused provider we aim to help each person who uses our We treat every person who uses our services to achieve their aspirations, services as an individual – delivering goals and priorities. Individual culturally sensitive, constantly evolving person-centred support plans allow services that respect everybody’s unique our staff and the people who live worth. Person-centred planning and in our services to use our wide therapeutic support ensure we keep range of resources most effectively. the people we support at the heart of We also provide mechanisms everything we do. for benchmarking, verifying and reviewing our practice.

We believe that the people who live with us, their families and those who commission our services deserve the very highest standards at all times. We hold ourselves accountable for the quality of our provision and can provide clear evidence of this quality. Our Quality Team drives policy initiatives and consults with people using our services, their families and other representatives to ensure we are doing what we should be. We seek to comply fully with Essential Standards of Quality and Safety (CQC 2010) and associated regulations.

Safety is our highest priority. That means valuing and respecting each other and those we support, providing a proactive and ethical model of care, maintaining robust policies and procedures, and working closely with all concerned.

5 AUTISM, LEARNING DISABILITIES, Complex needs What happens next?

6 Your next steps will be all about finding the right support and services for your child, to best meet their individual and specific needs. The most appropriate provision will depend on lots of factors, including: • primary diagnosis – whether autism, learning disabilities or complex needs • level of learning disability – is it mild, moderate or severe? • age – are nursery, school, college or adult services required? • environmental and sensory needs • communication needs • behavioural needs

WHAT KIND OF EDUCATION IS RIGHT FOR MY CHILD?

Getting the right ‘fit’ between you, your child and the school, college or adult service is vital for the child’s development and your peace of mind. The local authority that helped you through the diagnosis and identified your child’s needs can give you great advice on what kind of place may be best for your child. A good starting point can be to look at your local authority’s Local Offer (Disability & Special Educational Needs) that lists what may be available for your child. You can usually access this information via your local authority’s website. Alternatively, visit www.autismlinks.co.uk which is a website that has a dedicated area covering the Local Offer.

7 But don’t expect to be able to pick the right service without seeing it first. You need to go out and experience as many schools or colleges as you can, and they will always be happy to show you around. Education options usually include: • mainstream school or college with no assistance • mainstream school or college with support from a special educational needs (SEN) team and an autistic spectrum disorder (ASD) unit • local authority special school or college on a day, term- time only or 52-week residential basis • independent schools or colleges (like Hesley Group) on a day or residential basis • home education with additional support – while you have the right to educate your child at home, you will need to speak to your local authority about it WHAT IF MY CHILD ISN’T A CHILD ANYMORE? Once your child has turned 18, he or she will be considered an adult, regardless of the severity or complexity of their needs. The transition from adolescence to adulthood is a challenge to any parent. Add autism, learning disabilities, complex needs and the likely changes to funding and case management, and the challenge becomes even greater, with lots of questions to be answered. See ‘Time for change? Let’s talk transition’ later in this book for more useful information. There are lots of good adult services that can provide all the support, care, training and education your son or daughter needs from the age of 18 onwards. Again, the local authority’s Local Offer may help you identify suitable options for adult education. Organisations such as the Association of Specialist Colleges (NATSPEC) – see our ‘Advice and information’ section – can also provide a useful resource when looking for that next educational step. Whatever sort of service you are looking for, your allocated social worker (child, transitions or adults) and/or SEN case officer should be able to support your search and help you find what’s right for your child.

8 WHO CAN HELP ME? As well as the people and resources mentioned above, there are other sources of help and support. You can, for example, request an independent advocate to act on your child’s behalf and help your child choose the right services. Talk to your social worker or care manager about the benefits of appointing an advocate. Service providers can also provide useful advice. With our wealth of experience, providing a range of specialist services to meet the complex needs of people aged from eight to 65 years old, Hesley Group is always happy to share its expertise and knowledge to support your service search. Find out more at www.hesleygroup. co.uk or contact us at [email protected].

WHAT HAPPENS IF WE CAN’T GET THE EDUCATION PLACEMENT WE WANT? First, talk to your local authority, social worker or SEN case officer. But if it seems unlikely that there will be rapid agreement, you can appeal to the Special Educational Needs and Disability Tribunal. At this stage, it is advisable to seek independent/legal advice (see below). You can only appeal within two months of the final Education Health & Care Plan (EHCP) being issued. For appeals against EHCPs and assessments, parents must now obtain a mandatory mediation certificate, which shows that they have been provided with information on mediation. Applying for this certificate towards the end of the appeal window can extend the deadline to appeal.

9 Then, the deadline will be either within two months of the decision letter from the local authority, or within 30 days of the mediation certificate, whichever is later. You are welcome to try your local mediation and dispute resolution services, but make sure you don’t miss any important time limits or allow the meeting to delay the completion of the final EHCP. If you still can’t secure your preferred placement, try contacting Independent Parental Special Education Advice (IPSEA) at www.ipsea. org.uk or the National Autistic Society (NAS) at www.autism.org.uk. They can advise on what to do next and provide independent advice to parents and carers. Seeking formal legal advice from a specialist legal firm may also be advisable – see our Advice‘ and information’ section later in this book. WHO PAYS? Schooling, transport, clinical services, respite care and so on aren’t cheap. But it’s the role of the local authority and other agencies including Clinical Commissioning Groups (CCGs) to identify the services your child needs. Many residential education placements are ‘tri-partite funded’. In other words, education, health and social care budgets will all contribute to your child’s placement. You will not normally have to pay towards meeting your child’s identified needs. But you may be required to contribute to other services that are above the statutory requirements set out within your child’s assessment.

There is a range of benefits and additional provision available, including support at home. Please refer to our ‘Advice and information’ section.

10 WHAT IF I NEED A BREAK? It’s all right to say ‘I’ve had enough’, ‘I’m struggling to cope’ and ‘I need a break’. The trick is to spot your breaking point before it breaks you. Here’s how to take a little time off. As a parent of a child with autism, learning disabilities and/or complex needs, you are entitled to a Carer’s Assessment under the Carers and Disabled Children’s Act 2000. In some areas, your local authority will provide respite care, having considered what help you need and which community services it can provide to help you. Remember, it may not be just you who needs a break, but your child might also benefit from social care support. Your child is also entitled to have a core assessment and care plan, which is often more detailed and useful than a Carer’s Assessment. That said, it is a good idea to have both.

THINGS MOVING A LITTLE SLOWLY? By now you may know better than anyone that things can move quite slowly. But if you’re having trouble accessing any services in a reasonable amount of time, don’t give up. Try an alternative route or look into legal advice. Find out more in the ‘Useful checklists’ and ‘Advice and information’ sections.

11 Time for change? LET’S TALK TRANSITION

12 WHAT IS TRANSITION? In simple terms, it means moving from one setting to another. That could be from nursery to primary school, from primary to secondary school, from a local authority special school to an independent special school like one of ours, from school to college or from school or college to adult services. These and any other fundamental changes of provision are all transitions that will at some point be required in your child’s life. As a young person grows, develops and their needs change, transitions are inevitable. A change in anyone’s life can be stressful. When that person also has complex needs and receives support from social care, education and health services, it becomes a time of complex planning, exploration and agreeing future directions and pathways. Experienced providers like Hesley Group recognise the importance of proper transition planning. Here are some key aspects of the process.

THE TRANSITION PROCESS – WHO IS INVOLVED? Good inter-agency practice and support for young people with special needs is fundamental to a good transition. We know that parents have to exert pressure on local authorities to achieve what they would like for their sons and daughters in life. The law encourages a focus on involving the young people in their own decision making. It also emphasises that their family’s views should be taken into account and suggests that the local authority should do everything it can to achieve the best possible outcomes for young people.

The young person should very much be the focus of any discussions surrounding transition.

13 The young person In the centre of the transition should be the child or young person. Supporting him or her to take part in decision making can be difficult, depending on their capacity, but the young person has to be informed and consulted. At Hesley Group, our clinicians will support the young person in decision making. Support from an advocacy service, for example, may be a very good way of helping with this. The Children and Families Act, which applies in England, states that if a young person is deemed not to have capacity to make a decision about their transitions to post 16/19 education, the parents can take certain decisions on their behalf (see section on Mental Capacity Act 2005 later in this book). Decisions about wider aspects of his or her life must be taken in the young person’s best interests.

Families and carers Families and carers need to decide how they may wish to be involved with the future care of their young person. Be prepared and have access to the right information in readiness. Some actions that may be appropriate to take are: • Consider your local authority’s Local Offer. This should be accessible from the local authority’s website and will set out specific information about the support and provision available in your local area (not applicable to Wales or Scotland). • Ask who the named school contact is. • Get to know the names, job titles and responsibilities of all professionals involved, including the named careers advisor. • Find out about target dates and deadlines. • Think about what is available and what choices you would prefer; then you will be in the best position to influence the outcome and achieve the most appropriate results.

14 Professionals Educational professionals – support staff, teachers and clinicians, where appropriate, should be able to provide information that builds a picture of the young person’s strengths and needs. They should also be actively involved in any development and adaptations during the child’s school years, which are recognised in the early transition reviews. Education professionals can provide information about a young person’s interests, likes and dislikes, and current and future needs. Head teachers are responsible for starting the transition review process through the annual review process. They should invite relevant parties to the review meeting and update the local authority accordingly. Educational psychologists and therapists can also provide evaluation of current needs and an assessment of future requirements. Local education authority (LEA) – local authorities are responsible for carrying out statutory assessments for young people with special educational needs and for ensuring that any provision specified in their EHCP is in place. EHCPs can run up to the age of 25, as long as the young person is in education. A key professional here is likely to be your allocated SEN case officer, whose presence at transition planning meetings/reviews will be important. Local authority social services departments (SSDs) – your allocated children’s, transitions and/or adult social worker as appropriate will be another key person within the transition process and again, their attendance at key transition planning meetings/reviews would be expected. SSDs are responsible for community care assessments and services to which a young person may be entitled. These can include social and leisure opportunities, respite care, supported living, social services day services, direct payments and residential care. SSDs make the LEA aware of what services are available to families of children with special needs. They carry out a multi-agency community care assessment which should happen no later than three months before the young person leaves school. Some areas have specialist transition workers who provide support and advice for parents. They help maintain good, clear communication between the young person and all of those involved in the transition planning process. The SSD must be contacted if a young person is not already getting support. Only then can he or she receive the appropriate assessments and services, particularly if they will have continuing care needs after leaving school.

15 Health service – a representative from the health service may attend a transition review if their advice is needed on health issues. These may range from speech therapy, occupational therapy or significant health needs, such as paediatrics, clinical psychology (behavioural) and psychiatry. The health service often jointly or solely funds future placements where health needs have been identified. Connexions Service (only in England) – young people with complex needs and learning difficulties can have the support of a Connexions personal advisor up to the age of 24. The Connexions personal advisor can be contacted through the school. Careers Wales/Careers Scotland – one of these organizations will be involved if the young person lives in Wales or Scotland respectively. They are only responsible for further learning and employment. WHAT KEY TRANSITIONS SHOULD YOU PLAN FOR? As we have said, any change of provision at any time is considered as a transition, but here are some of the key review/transition points for young people as they move through school, adolescence and on to adulthood: • Year 9 annual review – this should be your first transition review, starting the process when your child is about 14. From this annual review, and at each review thereafter, the focus must be on preparing for adulthood, and transition planning must be incorporated in the EHCP for the young person. Clear outcomes should be agreed and incorporated into the plan. Parents should think about what outcomes they want for their children in advance of any review and make sure these are discussed at the relevant meeting (see our ‘Useful checklists’). A representative from adults’ social services should attend the Year 9 review, and should have been alerted by the young person’s education authority. Ideally, all relevant bodies should be represented at the review meeting in some way. This could involve any of the professionals listed above, including those from health and social care as well as education. • Year 9 (age 14) to Year 10 (age 15) – the person’s needs are assessed and reviewed as part of the annual review process. Amendments should be made to the EHCP and updated each year.

16 • Year 11 (age 16) – further assessments should be carried out to verify and refine the objectives and provision that will be in place for the young person when he or she leaves compulsory education. For example, local authorities have to carry out a transition assessment for adult social care if there is likely to be a benefit in doing so or a need for such services. As a result of the Children and Families Act which came into force on 1 September 2014, an EHCP can continue until your child is 25 years old (see below). However, this will only be where the desired outcomes of education and training have not been achieved. You may have to point out that your child needs more time to do this than others without difficulties and complex needs. There should be no gaps in provision. By the February of year 11, you should have been informed of the local authority’s intentions for the young person. This will give you the opportunity to challenge the local authority should you need to. • Year 12 (aged 17), Year 13 (aged 18), Year 14 (aged 19) – often young people with autism, learning disabilities and complex needs benefit from continuing their school education after the age of 16 and may continue up to the academic year of their 19th birthday. This can be a particularly challenging period in a young person’s life. Not only are there important decisions to be made about what the next step is (whether college, adult services, training, employment), but there are likely to be significant changes in case management (such as the professionals involved in your child’s life e.g. social worker) and the funding of current and/or future provision. It is at this critical point of a young person’s transition into adulthood that it is even more important to ensure that all key professionals attend transition review/planning meetings. Key actions that require the input of the ‘right’ people include: proper ‘handovers’ from children to transitions/adult social workers; clear indications of intent from SEN case officers regarding the cessation or continuation of EHCPs after the age of 19; and the arranging of continuing health care assessments by health professionals. • Aged 18/19-25 – as stated above, a young person’s EHCP may continue up to 25, which means they can still be accessing formal education/ training up to this time. However, at some point the EHCP will cease as the outcomes within it are achieved – and planning for transition to appropriate adult services will need to take place in good time. The Care Act 2014 states that the local authority must carry out a transition assessment for adult social care where the young person is likely to have such needs after turning 18. There will be many more questions for a young adult about to leave formal education, transitioning to adult services, including:

17 • Where will they live? There are many choices available and it is important to get the right accommodation which offers the right level of support. Living arrangements can vary considerably dependent on the level of need of the individual. Some may wish to remain in the family home or choose to live independently. Others may require different levels of supported living, ranging from a home-helper to full-time residential placements. The type of housing provision and support should be established through the community care assessment and detailed in their care plan. Local housing departments should work alongside social services and help to identify available housing options for the young person. This could be in supported living accommodation, an independent living environment or in residential care. • How will they fill their days? For employment or placement support, talk to your local authority’s Supported Employment Team, or the Disability Employment Adviser at the Job Centre. Alternatively, a range of leisure and vocational activities is available from different providers to offer structure and purpose to the day. • Who pays now? It’s still down to the local authority to fund services for meeting assessed needs. Health authorities may provide some funding for services too through continuing healthcare.

THE MENTAL CAPACITY ACT 2005 Best Interests – any decisions or acts undertaken on behalf of a person who lacks capacity must be taken in their best interests. This usually requires formal meetings to be set up and discussed. However, the Children and Families Act that applies in England differs in that it allows parents of 16 and 17 year-olds to make decisions for their children in relation to their education only. Court of Protection – established by the Mental Capacity Act 2005 to deal with decision making for adults and, in certain cases, persons under the age of 16 who lack mental capacity. The Court will be the final arbiter for capacity matters. It will have its own procedures and nominated judges.

18 Independent Mental Capacity Advocate (IMCA) – if a young person receives care or health services but does not have relatives or friends to help with decision making, then he or she will be entitled to an Independent Mental Capacity Advocate (IMCA). IMCAs are appointed by the Court of Protection to help support the young person in making decisions about serious medical treatment or a change in where they live, but they are not involved in day-to-day decision making – this responsibility remains with carers or advocates. The IMCA does not make decisions for the young person but provides support and represents their views and wishes to the Court Appointed Deputy who acts as the decision maker. The Public Guardian Office – this is the administrator of the Court of Protection and provides financial protection services for people who are not able to manage their financial affairs because of mental incapacity. The Public Guardian and his or her staff are the registering authority for deputies. A deputy is a person appointed by the Court to manage someone’s affairs. He or she will also work together with agencies such as the police and social services to respond to any concerns about the way in which an attorney or deputy is operating.

WHO CAN I TURN TO IF I’M NOT HAPPY? SEN Tribunal – parents and carers can challenge a local authority’s decision about a young person’s placement through the SEN tribunal process. It is advisable to seek legal advice. For young people in England between 16-25 with capacity, it is possible to make appeals themselves. But it is also fully accepted that they may require the support of their parents in doing so. If they do not have capacity then parents can make appeals to the SEN Tribunal on their behalf. Limited public funding is available for SEN appeals and an extremely limited number of legal firms can access such funding for these purposes. Advice can be sought from the Law Society – see our ‘Advice and information’ section. Judicial Review Process – some decisions may not be challengeable through the tribunal. If the local authority makes an unlawful decision or fails to do something they are required to do by law, you may be able to challenge this through the judicial review process. Again, legal advice would be recommended as such proceedings are taken in the High Court and can be a complicated process. Judicial review, when appropriate, must be taken quickly. Out of area placement - sometimes it is very difficult to identify how a person’s needs can be met locally, especially when the person has particularly complex support needs. If parents and carers feel that the best interests of the young person can only be met by an ‘out of area placement’, they have a right to request one. An ‘out of area placement’ means the young person can be placed further than the current requirement of within a 30 mile radius of home.

19 HOW ARE A YOUNG PERSON’S RIGHTS PROTECTED? Policies and procedures – Service providers have different ways of supporting people with severe learning disabilities and complex needs. It is essential that the reason for the young person’s behaviour and communication needs are fully understood and the management of their support is dealt with in a person-centred way. For example, at the centre of supporting people positively in Hesley Group services is our modern, ethical approach to positive behavioural support: the Hesley Enhancing Lives Programme (HELP). HELP could not be effective without the framework provided by the excellent staff of all disciplines and departments, the positive values of Hesley, the focus on progressive workforce development, the high-quality facilities providing class-leading therapeutic settings and a range of other key components. Together with HELP, this framework of interlinking key elements becomes HELPWorks. And HELPWorks, in turn, represents the essence of what we do at Hesley – giving as much support as we can to children, young people and adults with autism, learning disabilities and complex needs, to help them achieve and progress. HELPWorks

Valuealuess

Individual Meaningful Pathways Activities HELP

Positive Family Staff Communication Behavioural Training Support

Partnership Multi-Multi- HiHighgh Quality DisciplinarDisciplinaryy Theraapeuticpeutic Team WoWorkingrking Environments

Learning Disabilities, Autism and Complex Needs Training

20 Also, parents and carers should always have the opportunity to obtain a copy of the provider’s policies and procedures which should include information on child/adult protection, behaviour support, physical intervention, risk assessments and complaints. How are the young person’s rights monitored? All service providers are monitored and inspected to make sure that they are providing a secure environment for the individuals in their care, and that the facilities and the opportunities that they offer meet the standards set by the inspection agencies. The main inspection agencies are: • Care Quality Commission (CQC) – the CQC inspects all adults health and social care services and grants them a licence to operate. • The Office for Standards in Education (Ofsted) – Ofsted inspects all children’s residential services and schools. It inspects residential services twice a year and schools every three years. How are the people who work with children and adults at risk monitored? People applying for jobs in social care and education are checked by the Police and the Independent Safeguarding Authority by the Disclosure and Barring Service (DBS) before they can start work. However, the best way of ensuring day to day good standards is to have effective quality assurance and governance systems internally, good quality training and supervision of staff and effective multi- disciplinary working. The Mental Capacity Act 2005 – see above, the best interests process, the Court of Protection, IMCAs and the Public Guardian Office all work to protect and safeguard the rights of vulnerable young people and adults.

21 Useful CHECKLISTS

We hope the following checklists will provide a useful framework and guide to the sort of questions that should be considered when looking for the right services for your child or during any transition process. If the young person lacks capacity then the parents/carers/ IMCA (see the Mental Capacity Act 2005 section earlier in this book) should ensure that decisions being made on the young person’s behalf are in his/her best interests.

22 23 WHAT TO LOOK FOR IN A RESIDENTIAL SCHOOL/ COLLEGE CHECKLIST

Always try to identify a residential school/college that can meet the young person’s particular learning and support needs. Things to consider are:

How will the school/college meet the person’s specific needs?

Where is the school/college and is it accessible to family and friends?

What facilities does it have?

How many people live there?

24 How is it staffed?

What teaching and learning is provided?

What specialist support and equipment is available?

What is there to do outside school/college time?

How are family and friends supported to spend time with the person?

How do they manage the quality of their service?

25 YOUNG PERSON’S CHECKLIST

Young people with special needs may need support to ask questions. Some questions may be:

What are my options when I reach 16 or 19 – stay at school/college/specialist residential college/work or training?

What targets do I want to work towards during the remainder of my time at school?

What support do I feel I will need if I go to college or go to work?

Who do I want to support me when I leave school?

Where do I want to live?

26 How long can I stay at school? Can I work?

Where would I like to go when I leave school?

Who can I talk to if I’m worried?

What would I like to do?

What interests or hobbies can I follow?

When will I see family and friends?

27 TRANSITION PLANNING FOR PARENTS CHECKLIST

The following can help to gather important information to support transition planning:

Consider the local offer and the support and provision available for my child.

Know the timescales and deadlines involved.

Name and contact details of school contact and who leads the transition team.

Ensure everyone involved understands/has knowledge of the child’s special needs.

28 Names, contact details, roles and responsibilities of all involved in the review.

Find out what other families have done.

Name and contact details of the person responsible for a person-centred plan.

Contact relevant networks/groups/voluntary organisations.

Find out the point in the transition process at which adult services become involved.

29 REVIEW MEETING CHECKLIST

Some key questions to ask in a review meeting might be:

Aspirations What are the young person’s hopes, dreams, fears and worries?

Is there a particular goal they would like to achieve, place they would like to visit, lifestyle they would like to achieve, etc?

Further Education Does the young person want to continue with further education?

30 If YES what are the practical and realistic options available?

If NO what would they like to do instead that is a practical and realistic option?

What types of colleges are available and what courses and activities are available?

Health Needs How are the person’s health care needs going to be met?

31 Accommodation, Housing and Support Needs Where would the young person like to live and if sharing, with whom?

Is supported living an option?

Does the person need to be supported in a residential setting?

Would the young person like to work? If so, what’s realistic?

32 Hobbies What opportunities are there for the young person to continue their hobbies and interests?

Are there opportunities to develop new ones?

Benefits What changes will there be to existing benefits that the young person currently receives?

What benefits and funding will they be entitled to in the future?

33 WHAT TO LOOK FOR IN A SPECIALIST CARE PROVIDER OF Always try to identify a specialist care provider that can meet the young RESIDENTIAL OR SUPPORTED person’s particular daily life and support needs. LIVING SERVICES CHECKLIST Things to consider are:

How will the specialist care provider meet the young person’s specific needs?

Where is the specialist care provider and is it accessible to family and friends?

What facilities does it have?

Is it accessible to people with a physical disability?

How many people live there?

34 How is it staffed?

What specialist support is available?

What is the housing or residential accommodation like?

What activities can the person take part in? For example, can the person access work, leisure and vocational activities as well as accessing the local community?

How are family and friends supported to spend time with the person?

How do they manage the quality of their service?

35 Useful information

Key information, along with the help and support required to make sense of it, is vital when looking for the right services for your child. Whether it’s information, help or support you’re looking for, this section of the book can provide some useful guidance on where to find it.

36 LIVING WITH AUTISM ISN’T EASY BUT FINDING OUT ABOUT IT SHOULD BE

www.autismlinks.co.uk is a FREE website dedicated to making those helpful and sometimes vital links. It covers who to talk to, where to go and contains lots of helpful information all in one place.

An ever-increasing list of Care OUR WEBSITE INCLUDES: Services and Education providers A comprehensive Event Calendar including Respite Care and listing major national and also Transition planning. many local events, including Links to advice regarding Training Workshops. Diagnosis, Therapies and An extensive section on local different Approaches. Support Groups. There are many support groups around the country, An Activities and Recreation made up of passionate, committed section with many great ideas parents, carers and others alike, for family holidays and day many who have been on or are trips,suggestions for half-term and walking the same path as you and weekend activities and even things can offer support, guidance or just to do on a rainy day. a friendly chat and a cuppa just Details of websites available to when you need it. help with Money and Law, who Links to your Local Authority’s Local to turn to and where to go when Offer page, which lists services you need advice regarding your for parents and carers of children entitlements and your rights as an with Special Educational Needs and individual with special needs and disabilities within your area. disabilities.

Plus a whole lot more. www.autismlinks.co.uk [email protected]

www.autismlinks.co.uk

37 ABBREVIATIONS & JARGON BUSTERS

ABA – applied behaviour analysis: CCG – Clinical Commissioning analysis of functions and developing Group: an NHS organisation which strategies for changing negative brings together local GPs and behaviour health professionals to take on commissioning responsibilities for AD – attachment disorder local health services. A CCG plans and ADD – attention deficit disorder arranges the delivery of the health care provision for people in its area ADHD – attention-deficit hyperactivity disorder CBT – cognitive behavioural therapy Advocate – a person who intercedes CD – conduct disorder or speaks on behalf of another CDT – Children’s Disability Team ASC – autistic spectrum condition Child Tax Credits – anyone with ASD – autistic spectrum disorder a dependent child can apply for Child Tax Credits, whether that child AST – advisory support teachers has a disability or not – the only Attendance allowance – a weekly requirements are that the child is payment to help with personal care under 16 and normally lives with you because you’re physically or mentally CLDT – Community Learning disabled and you’re aged 65 or over Disability Team AtW – Access to Work Clinical assessment – an assessment BILD – British Institute of Learning by one or more of a range of Disabilities professionals including: speech and language therapy, occupational CA – carer’s allowance: a weekly therapy, applied behaviour analysis, payment for those looking after psychology or psychiatry someone sick or disabled, including parents of children with autism CN – community nurse Care plan/support plan – A plan Code or CoP – the Special developed for an individual’s care and Educational Needs and Disability support Code of Practice 2015, which contains statutory guidance on the Children CAB – Citizens Advice Bureau and Families Act 2014 CAMHS – Child and Adolescent Mental Health Services

38 Cognitive theory – an approach EHCP – Education, Health and Care in psychology that tries to interpret Plan – the result of an assessment behaviour, emotions etc. in terms of of a child/young person with special the knowledege or image of reality educational needs, setting out the education, health and care services CPN – community psychiatric nurse that they should receive CQC – Care Quality Commission: an EM – elective mutism independent regulator of health and adult social care in England EP – educational psychologist CW – case worker ESA – Employment & Support Allowance: a benefit paid if your DBS – Disclosure and Barring Service ability to work is limited by ill health DDA – Disability Discrimination Act or disability DfE – Department for Education (UK) FAS – foetal alcohol syndrome DH – Department of Health FASD – foetal alcohol spectrum disorders Disabled Facilities Grants – a grant which may be available from your FE – further education. The FE sector council if you are disabled and need in England includes further education to make changes to your home colleges, sixth form colleges, specialist colleges and adult education Direct Payments – ordinarily, care institutes, but not universities and services are organised by the local council, but in some circumstances GDD – global development delay you may be able to claim direct GP – general practitioner (family payments so you can organise them doctor) for yourself HELP – Hesley Enhancing Lives DLA – Disability Living Allowance – a Programme tax-free allowance for people with disabilities, under 16 and residing in IAP – individual action plan the UK IBP – individual behaviour plan Domiciliary Care Organisation – ICP – individual communication plan an organisation which provides care workers to work within the home of a IEP – individual education plan person to give support and care Dyspraxia – poor co-ordination of fine motor skills (movement) EBD – emotional and behavioural disorder ED Psych – educational psychologist the knowledge or image of reality

39 ILF – Independent Living Fund Ofsted – Office for Standards in Education, Children’s Services and ISA – Independent Safeguarding Skills. This is the body that inspects Authority and regulates services which care for LA – local authority children and young people and those providing education and skills for LAC – looked after child learners of all ages LD – learning disability OT – occupational therapy: the use LEA – Local Education Authority of treatments to develop or maintain the daily living and work skills of LSA – learning support assistant, also people with a physical, mental or known as teaching assistant (TA) developmental condition MCA – Mental Capacity Act PBS – positive behaviour support MDT – multi-disciplinary team PCP – person-centred planning: a Mental Health Act Assessment plan based on individual needs and – assessment under the 1983 Act to preferences determine whether psychiatric in- PDA – Pathological demand patient care is required avoidance is now widely recognised MLD – moderate learning difficulties as a distinct profile of autism which is present in some people on the MSI – multi-sensory Impairment spectrum NAS – National Autistic Society PECS – picture exchange NATSPEC – Association of Specialist communication system Colleges Personal budget – is the notional NEET – Not in Education, amount of money which an LA has Employment or Training identified as necessary to secure the special educational provision in an NHS – National Health Service (UK) EHC plan OCD – obsessive compulsive disorder PIP – Personal Independence ODD – oppositional defiance disorder Payment: a tax-free weekly allowance to help with extra costs for anyone between 16 and 64 who’s living with long-term ill-health or disability

40 PMLD – profound and multiple SIB – self injurious behaviour learning difficulties SLD – severe learning difficulty/ POA – power of attorney disability PRU – pupil referral unit for children SPLD – specific learning disability who need to be educated out of SSD – social services department school, often because they have been excluded TA – teaching assistant PSD – personal and social TCI – therapeutic crisis intervention: development crisis management protocol developed by Cornell University for Psychology – the science of residential child care facilities behaviour and mind, embracing all aspects of conscious and unconscious Tribunal – court of justice or any experience as well as thought place where justice is administered PT – physiotherapy Transfer review – the process required to transfer a statement to an PTSD – post traumatic stress disorder EHC plan SALT or SLT – speech and language TS – Tourette’s Syndrome therapy Young person – For the purposes SCB – severe challenging behaviour of SEN law, a young person is any SEBD – social, emotional behavioural person over compulsory school age difficulties (16) but below the age of 25 SEN – special educational needs SENCO – special educational needs co-ordinator, a teacher with responsibility for co-ordinating special help for children with SEN at their school SEND – special education needs and disability SENDA – Special Educational Needs and Disability Act SI – sensory integration

41 ADVICE AND INFORMATION

General advice NCB - National Children’s’ Bureau www.ncb.org.uk Autismlinks www.autismlinks.co.uk NYAS - National Youth Advocacy Service BASE - British Association for Tel: 0808 808 1001 Supported Employment www.nyas.net Tel: 01204 880733 www.base-uk.org Scope Tel: 0808 800 3333 Carers UK www.scope.org.uk Tel: 0207 378 4999 www.carersuk.org SENDirect Tel: 0808 808 3555 Challenging Behaviour Foundation www.sendirect.org.uk Tel: 01634 838 739 www.challengingbehaviour. Education org.uk Barry Carpenter Education Citizen’s Advice Bureau, England www.barrycarpentereducation.com www.citizensadvice.org.uk BILD – British Institution of Learning Contact Disability Tel: 0808 808 3555 Tel: 0121 415 6960 www.contact.org.uk www.bild.org.uk CQC - Care Quality Commission Department for Education Tel: 03000 61 61 61 Tel: 0370 000 2288 www.cqc.org.uk www.education.gov.uk Gov.uk - Department of Health Education & Skills Funding Agency Tel: 0207 210 4850 www.skillsfundingagency.bis.gov.uk www.dh.gov.uk NATSPEC Association of Specialist Gov.uk - Disabled People Colleges www.gov.uk/browse/disabilities Tel: 0115 854 1322 Mencap www.natspec.org.uk Tel: 0808 808 1111 Ofsted www.mencap.org.uk Tel: 0300 123 1231 NAS - National Autistic Society www.ofsted.gov.uk Tel: 0808 800 1050 www.autism.org.uk Benefits and Finance NASS - National Association of Tel: 020 8815 5444 Special Needs Schools www.ambitiousaboutautism.org.uk Tel: 01904 624446 www.nasschools.org.uk

42 Contact NHS Choices Tel: 0808 808 3555 www.nhs.uk www.contact.org.uk Special Needs UK Gov.uk - Benefits Enquiry Line: www.specialneedsuk.org Tel: 0800 882200 (freephone) Which Schools for Special Needs www.gov.uk/browse/benefits www.specialneedsguide.co.uk National Autistic Society Tel: 0808 800 1050 Legal www.autism.org.uk/benefits 3PB Barristers Tel: 0330 332 2633 Societies www.3pb.co.uk Contact CASCAIDr Tel: 0808 808 3555 Centre for Adults Social Care-Advice, www.contact.org.uk Information and Dispute Resolution Mencap Tel: 01252 560856 Tel: 0808 808 1111 www.cascaidr.org.uk www.mencap.org.uk Court of Protection NAS - National Autistic Society Tel: 0300 456 4600 Tel: 0808 800 4104 www.gov.uk/court-of-protection www.autism.org.uk Douglas Silas Solicitors Scope Tel: 020 8349 7700 Tel: 0808 800 3333 www.specialeducationalneeds.co.uk www.scope.org.uk HCB Solicitors The Challenging Behaviour Tel: see website Foundation www.hcbgroup.com Tel: 01634 838 739 Irwin Mitchell www.challengingbehaviour.org.uk Tel: 0370 1500 100 www.irwinmitchell.com Directories Carehome IPSEA - Independent Parental Special www.carehome.co.uk Education Advice Tel: 01799 582030 Care Place www.ipsea.org.uk www.careplace.org.uk SEN4YOU isbi Schools Directory Tel: 01908 889 081 www.isbi.com www.sen4you.co.uk Natspec Simpson Millar Solicitors www.natspec.org.uk Tel: 0808 129 3320 NAS Autism Services Directory www.simpsonmillar.co.uk www.autism.org.uk/directory

43 EVENTS 2018

March FREE Autism Event for Parents 13th March 2018 Radisson Blu Hotel, Manchester Airport, M90 3RA Learning to wee and poo in the Provider: Hesley Group right place www.hesleygroup.co.uk 22nd March 2018 The National Autistic Society, FREE Autism Event for Professionals London, EC1V 1NG 14th March 2018 Provider: The National Autistic Society Radisson Blu Hotel, www.autism.org.uk Manchester Airport, M90 3RA Hesley Group World Autism Awareness Week www.hesleygroup.co.uk 26th March to 2nd April 2018 Worldwide Kidz to Adultz in the Middle Provider: The National Autistic Society 15th March 2018 www.autism.org.uk Ericsson Exhibition Hall, Ricoh Arena, Coventry, CV6 6GE April Provider: Disabled Living World Autism Awareness Day www.kidzexhibitions.co.uk 2nd April 2018 Understanding and Supporting Worldwide Individuals On The Offenders Conference With Eating Challenges 11th - 12th April 2018 15th March 2018 Birmingham National Council for Voluntary Provider: The National Autistic Society Organisations, London, N1 9RL www.autism.org.uk Provider: The National Autistic Society www.autism.org.uk ASD and Understanding Challenging Behaviour Education Show 20th April 2018 15th - 17th March 2018 The Edge, Fairweather Hall, NEC Birmingham Glasgow, G77 6BB Provider: Ascential Provider: The Curly Hair Project www.education-show.com www.thegirlwiththecurlyhair.co.uk Night Walks for Autism Community Care Live 17th March 2018 24th - 25th April 2018 Walk in London, Manchester or Bristol Manchester Provider: The National Autistic Society Provider: Community Care www.autism.org.uk www.communitycare.co.uk/live

44 April FREE Autism Event for Professionals 17th May 2018 Sensory Integration and Trauma Crowne Plaza Newcastle, in Children Stephenson Quarter, NE1 3SA 30th April 2018 Provider: Hesley Group Lane End Conference Centre, www.hesleygroup.co.uk Buckinghamshire, HP14 3HH Provider: Sensory Integration Education Kidz to Adultz South www.sensoryintegration.org.uk 17th May 2018 Farnborough International, May Farnborough, GU14 6FD ASD and Anxiety Provider: Disabled Living 1st May 2018 www.kidzexhibitions.co.uk Crossroads Carers, Fraserburgh, AB43 9BD The Transition Event Midlands Provider: The Curly Hair Project 17th May 2018 www.thegirlwiththecurlyhair.co.uk Ricoh Arena, Coventry CV6 6GE The BILD PBS International Conference Provider: My Family Our Needs 9th - 11th May 2018 www.myfamilyourneeds.co.uk Leeds BAPS (Bloody Awesome Parents) Provider: BILD - British Institute for Awards Learning Disabilities 17th May 2018 www.bild.org.uk Windmill Village Hotel, Coventry CV5 9AL Social Care Conference Provider: My Family Our Needs 16th May 2018 www.myfamilyourneeds.co.uk One Drummond Gate, London Provider: Laing & Buisson June www.scc18.laingbuissonevents.com Autism Meltdowns and Shutdowns 1st June 2018 Special Educational Needs The Edge, Fairweather Hall, Conference 2018 Glasgow, G77 6BB 16th May 2018 Provider: The Curly Hair Project Birmingham www.thegirlwiththecurlyhair.co.uk Provider: University of Salford www.salford.ac.uk The Welsh Autism Show 8th June 2018 FREE Autism Event for Parents LLandudno, Cymru 16th May 2018 Provider: The Autism Directory Crowne Plaza Newcastle, www.thewelshautismshows.co.uk Stephenson Quarter, NE1 3SA Provider: Hesley Group www.hesleygroup.co.uk

45 June Engage National Conference 5th - 6th July 2018 The Autsim Show - London Coldra Court Hotel in Newport 15th - 16th June 2018 Provider: Engage In Their Future Excel, London www.engageintheirfuture.org Provider: Parkview Events www.autismshow.co.uk nasen Live 6th July 2018 The Autism Show - Birmingham ICC Birmingham 22nd - 23rd June 2018 Provider: nasen NEC Birmingham www.nasen.org.uk Provider: Parkview Events www.autismshow.co.uk Behaviour Support Plans Health + Care 10th July 2018 27th - 28th June 2018 Birmingham Excel, London Provider: BILD - British Institute for Provider: CloserStill Learning Disabilities www.healthpluscare.co.uk www.bild.org.uk The Autism Show - Manchester 29th - 30th June 2018 August Event City, Manchester A Different World Festival – Provider: Parkview Events Rock Festival www.autismshow.co.uk 4th August 2018 Abbey Rugby Football Club, Reading, July RG4 8XA Care Forum Provider: A Different World Festival 2nd - 3rd July 2018 www.adifferentworldfestival.co.uk Heythrop Park, Oxfordshire Provider: Forum Events Autscape 2018 28th - 31st August 2018 www.thecareforum.co.uk King’s Park Conference Centre, Kidz to Adultz Wales Northampton 5th July 2018 Provider: Autscape Cardiff www.autscape.org Provider: Disabled Living www.kidzexhibitions.co.uk

46 September November FREE Autism Event for Parents Kidz to Adultz up North 25th September 2018 8th November 2018 Radisson Blu Portman Hotel, EventCity, Barton Dock Road, London, W1H 7BG Manchester, M17 8AS Provider: Hesley Group Provider: Disabled Living www.hesleygroup.co.uk www.kidzexhibitions.co.uk

FREE Autism Event for Professionals 26th September 2018 December Radisson Blu Portman Hotel, Sensory Integration and Trauma London, W1H 7BG in Children Provider: Hesley Group 3rd December 2018 www.hesleygroup.co.uk Lane End Conference Centre, Buckinghamshire, HP14 3HH Independent Living Scotland Provider: Sensory Integration Education 26th - 27th September 2018 www.sensoryintegration.org.uk SEC, Glasgow Provider: QD Events www.independentlivingscotland.org

The Welsh Autism Show 28th September 2018 Cardiff City Stadium Provider: The Autism Directory www.thewelshautismshows.co.uk

October tes SEN Show 5th - 6th October 2018 Business Design Centre, Islington, London Provider: TES Events www.tessenshow.co.uk

47 AUTISM support groups Here is a selection of local and national support groups that are available to help and advise. You can find a comprehensive list at www.autismlinks.co.uk

Action For ASD ASA+ Autistic Spectrum Adults Plus Autism Resource Centre offering support, A Support and Social Group for Adults leisure and recreational opportunities for (18+) who are on the Autistic Spectrum, children, adults, their parents and carers. and their parents or carers. [email protected] [email protected] www.actionasd.org.uk www.asaplus.co.uk

ASD Family Help An independent and voluntary group Action for Kids that offers free support and advice to Provides mobility equipment for disabled individuals on the autistic spectrum, children, as well as supporting young parents, carers and professionals. adults with learning disabilities to live their 0770 766 0599 lives. [email protected] 0208 347 8111 www.asdfamilyhelp.org [email protected] www.actionforkids.org

Autism Bedfordshire Ambitious About Autism An independent charity providing information, advice, emotional and Ambitious about Autism is the national practical support to individuals their charity for children and young people with parents/carers, families and associated autism. professionals. 0208 815 5444 0123 421 4871 [email protected] [email protected] www.ambitiousaboutautism.org.uk www.autismbedfordshire.net

48 Autism Networks Carers Trust Open to anyone with ASD or Aspergers, We work to improve support, services diagnosed or not, parents, carers or and recognition for anyone living with the anyone with an interest in the ASD. challenges of caring for someone. 0127 058 0444 0300 772 9600 [email protected] [email protected] www.autismnetworks.org.uk www.carers.org

Centre for ADHD & Autism Support Autism Together Provides support groups, ADHD and Provides information and advice to families autism specialist parenting courses, with a child with autism. We offer a range specialist workshops, help with benefits, of activities for all family members. youth programmes, counselling etc. 0151 334 7510 0208 429 1552 [email protected] [email protected] www.autismtogether.co.uk www.adhdandautism.org

Autism West Midlands The groups provide a listening ear Cheshire Autism Practical Support and sounding board for emotions and Supporting families with Autism Spectrum experiences for parents across the West Condition or Aspergers Syndrome, Midlands. whether diagnosed or not. 0121 450 7582 0344 850 8607 [email protected] [email protected] www.autismwestmidlands.org.uk www.cheshireautism.org.uk

49 Formerly Durham Parent Partnership Service

Contact – For families with disabled Durham SEND IASS children We support children and young people For every shape and size of family, with special educational needs and whatever they need and whatever their disabilities (SEND) and also the parents/ child’s disability, we’re here. carers of children with SEND. 0808 808 3555 0191 587 3541 [email protected] www.durhamsendiass.info www.contact.org.uk

Every Parent & Child Cornwall SENDIASS We offer parenting support groups, Provides information, advice, support and parenting training, fathers’ groups, family training, health and Social Care for young activities, bike workshops, ‘kids clubs’ an people, parents and carers of children with SENDIASS service plus many more. SEND. 0208 373 6243 0173 675 1921 [email protected] [email protected] www.epandc.org.uk www.cornwallsendiass.org.uk

FairPlay We offer support to children and young Derbyshire Autism Services people, aged 0-25, their parents and siblings We offer information, advice, guidance with disabilities and additional needs. and support to children, adults and 0124 620 3963 families affected by autism, with or [email protected] without a diagnosis. www.fair-play.co.uk 0177 374 1221 [email protected] www.derbyshireautismservices.org

50 Helping Hands Little Miracles A Support Group run by parents to help We support families with children that build a better future for children, with a have autism, additional needs, disabilities diagnosis of Autism and Aspergers. and life limiting conditions as well as their 0754 765 6221 carers and siblings. [email protected] 0135 366 4644 www.hhautismbelfast.co.uk [email protected] www.littlemiraclescharity.org

KIDS Main KIDS are a national charity providing a Provides advice and guidance to parents, wide range of support services to disabled carers and professionals of children on the children, young people and their families. autism spectrum, ensuring their inclusion into mainstream school. 0207 359 3635 [email protected] 0164 260 8012 www.kids.org.uk [email protected] www.iammain.org.uk

Kith & Kids Me Too & co Kith & Kids provides activities, Provide activities and therapies for children opportunities, information and support for with disabilities and additional needs. people with a learning disability or autism, Support and provide therapies, courses their parents and siblings. and information for their families. 0208 885 3035 0794 664 6033 [email protected] [email protected] www.kithandkids.org.uk www.metooandco.org.uk

51 Sheffield Autistic Society Mencap We provide support, information and Everything we do is about valuing and campaign for a better world for children supporting people with a learning and adults with autism and Asperger disability, their families and carers. syndrome. 0808 808 1111 0792 347 3240 [email protected] [email protected] www.mencap.org.uk www.sheffieldautisticsociety.org.uk

Scope is a charity that exists to make this country a place where disabled people SNAP Cymru have the same opportunities as everyone Provides information, advice and else. Until then, we’ll be here. support for parents, children and young 0808 800 3333 people who have, or may have, special [email protected] educational needs or disabilities. www.scope.org.uk 0292 034 8990 [email protected] www.snapcymru.org

Scottish Autism Provide flexible and innovative support services for children and adults across Sparkle Sheffield Scotland, with a focus on improving An extra ordinary parent support group quality of life. for parents with autistic children, run 0125 972 0044 by parents and loved ones with autistic [email protected] children. www.scottishautism.org 0114 386 3313 [email protected] www.sparklesheffield.co.uk

52 Specialist Autism Services The National Autistic Society We offer a range of services to Provides information and support, while support adults with autism including campaigning for a better world for autistic workshops, counselling, employment people. Works with autistic people and support and more. their families. 0127 478 9789 0207 833 2299 [email protected] [email protected] www.specialistautismservices.org www.autism.org.uk

If you attend a local support group, are a social worker or any other involved professional and would like to find out more about Hesley Group. Our website’s a good place to get to know us better. Families, carers and professionals can also call us on freephone 0800 0556789, so please feel free to pass on our details. www.hesleygroup.co.uk

53 KEEP IN CONTACT Use this space to make a note of any key contacts:

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55 YOUR NOTES

56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 2019 CALENDAR

M T W T F S S M T W T F S S 1 2 3 4 5 6 1 2 3 7 8 9 10 11 12 13 4 5 6 7 8 9 10 14 15 16 17 18 19 20 11 12 13 14 15 16 17 January

21 22 23 24 25 26 27 February 18 19 20 21 22 23 24 28 29 30 31 25 26 27 28

M T W T F S S M T W T F S S 1 2 3 1 2 3 4 5 6 7 4 5 6 7 8 9 10 8 9 10 11 12 13 14 11 12 13 14 15 16 17 15 16 17 18 19 20 21 April March 18 19 20 21 22 23 24 22 23 24 25 26 27 28 25 26 27 28 29 30 31 29 30

M T W T F S S M T W T F S S 1 2 3 4 5 1 2 6 7 8 9 10 11 12 3 4 5 6 7 8 9 May 13 14 15 16 17 18 19 June 10 11 12 13 14 15 16 20 21 22 23 24 25 26 17 18 19 20 21 22 23 27 28 29 30 31 24 25 26 27 28 29 30

M T W T F S S M T W T F S S 1 2 3 4 5 6 7 1 2 3 4 8 9 10 11 12 13 14 5 6 7 8 9 10 11

July 15 16 17 18 19 20 21 12 13 14 15 16 17 18 22 23 24 25 26 27 28 August 19 20 21 22 23 24 25 29 30 31 26 27 28 29 30 31

M T W T F S S M T W T F S S 1 1 2 3 4 5 6 2 3 4 5 6 7 8 7 8 9 10 11 12 13 9 10 11 12 13 14 15 14 15 16 17 18 19 20

16 17 18 19 20 21 22 October 21 22 23 24 25 26 27

September 23 24 25 26 27 28 29 28 29 30 31 30 M T W T F S S M T W T F S S 1 1 2 3 2 3 4 5 6 7 8 4 5 6 7 8 9 10 9 10 11 12 13 14 15 11 12 13 14 15 16 17 16 17 18 19 20 21 22

18 19 20 21 22 23 24 December 23 24 25 26 27 28 29 November 25 26 27 28 29 30 30 31

71 What is this

BOOKall about?

We know caring for someone with autism, learning disabilities and complex needs is never plain sailing. There will be amazing highs when they do something you never thought they would – it happens all the time at Hesley Group and it never gets any less special. But we know there will be low points too. And often in those dark days you’ll learn the real value of the support you have around you. For all the highs and lows, we can be with you every step of the way. For families, deciding where is best for the person you care about isn’t easy. It’s a time of lots of emotions and questions. Drawing on our experience, expertise and passion for supporting those with autism, learning disabilities and complex needs, we have put together a guide to finding the right school and beyond. Focusing on the first step of finding the right education provision to guiding you through some of the key transitions your child will go through, we hope this book helps you to start finding those all important answers.

Autism Learning Disabilities Complex Needs

Central Services, Hesley Hall, Tickhill, Doncaster DN11 9HH Freephone: 0800 055 6789 Facsimile: 01302 861661 Email: [email protected]

March 2018 www.hesleygroup.co.uk 01302 802001. Ltd. Telephone Creative Peppertree Design by www.wearepeppertree.co.uk Email: [email protected]