Autism Spectrum Team

Autism Spectrum Team

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BSO Autism Training 2017/18 Click here! 

The Autism Spectrum team now have a facebook page! The team will be posting details of support and training as well as other information which would be interesting for professionals working alongside children and young people with a diagnosis of autism. 

Like the page to stay informed!

How the Autism Team becomes involved with children and settings

 

Who do we work with?

We work with pupils and staff in local mainstream settings and schools.

In order to access the service children must have a formal diagnosis of an autism.  If you need clarification on this then please contact a member of the team on:

01274 439500.

Please note:-

We offer advice and support for other children who have communication and interaction difficulties via our Early Years and Primary drop-in sessions which are in our Hub schools (see below).  Secondary school pupils can be referred to the member of staff from the team who works with your school following consultation with your link teacher.

How do we work with settings?

Primary School

A copy of the child’s diagnosis will be copied into the AS Team (subject to parental consent to share the information) and placed onto our system.  If the school require involvement from our team they will need to complete a referral form (PRF) and the supporting documents. Range Guidance made easy; Sensory Profile for an individual pupil and the Wellbeing Referral Form. Click here 

Primary pupils known to the service

In the first instance, please attend a Hub to discuss concerns about individual pupils at one of our many drop-in sessions. Solutions to problems are often found as a result of these discussions.  

Click here to find our Hub dates.

If a referral for an individual pupil is required, this should be completed on the Primary referral form (PRF).

 

Secondary School

A copy of the child’s diagnosis will be copied into the AS Team (subject to parental consent to share the information) and placed onto our system.  If they require involvement from our team, an individual referral form (SRF)  will need to be completed. For other areas of support required (e.g. training and SENCo support) there is a separate bid form (SBF).

Supporting Documentation

Wellbeing profile

The Wellbeing profile has been designed to look carefully at the skills that a young person needs to promote good mental health and wellbeing.

Please return these documents to the member of staff that visits your setting

Debbie Harris, Autism Spectrum Team,
Floor 7, Margaret  McMillan Towers,
Princes Way.  BD1 1NN.

 

It is advisable to ask for additional input from the team to supplement a request for an EHCP for a child. Please do this before the request is submitted to SEN.

 

Sometimes schools may need support from the team urgently. Please contact LSS Admin on 01274 439500 to speak to a teacher in the AS Team. The teacher will offer telephone advice and will activate a referral should this still be felt to be necessary.

 

Hubs

Thanks to the continuing support of our wonderful Hub schools, we will continue to run our Hub sessions on a regular basis throughout the city. We are always happy to meet friends, old and new, at these sessions.

The Hubs run on an appointment basis. To make an appointment please phone 01274 439500 or email: autism@bradford.gov.uk

Following your visit to a Hub you may be asked to make a re-referral to the team.  To do this please complete this spotlight referral and return to the address above.

We look forward to seeing you. 

The Hub dates for 2017/18 are as follows:

Hubs – 1.30pm – 4pm (by appointment)

 

Hub Schools

Click on the school to get more information.

Aut 1

Aut 2

Spring 1

Haworth Primary

26.09.17

07.11.17

06.02.18

Knowleswood Primary     

17.10.17

12.12.17

06.03.18

Lapage Primary

28.09.17

30.11.17

01.02.18

Crossflatts Primary

21.09.17

16.11.17

18.01.18

Saltaire Primary

05.10.17

30.11.17

01.02.18

All Saints Primary (Ilkley)

26.9.17

7.11.17

26.1.18

Peel Park Primary

(Early Year’s Hubs)*

 

11.09.17 1.30 – 6

Transition focus

06.11.17  1.30 - 4

15.01.18  3.30 - 6

 

*Peel Park Early Year hubs check times specifically.

 

Contact AS Team on 01274 439500

email – autism@bradford.gov.uk to book an appointment

 

 

 

   

Supporting children on the Autism Spectrum to achieve

  

 

            

Ten top tips for Quality First Teaching

 
 

 Early Years/Primary checklist

Secondary checklist


 

Early Years and Primary

Physical Structure

 

Physical Structure
* Makes the area clear, manageable and constant.
* Once familiar with layout, independence increases.
* Amount of physical structure can vary depending on the child’s needs

Physical structure includes:
* Marking boundaries.
* Highlighting specific areas of classroom
* Having specific areas to sit at table, on carpet etc
* Tables defined for activities.
* Label areas, resources, functions.
* Use of ‘office’ desk or screens.
* Finished work trays.

Schedules

   

The Use of Schedules
* Increase understanding.
* Provide concrete information about what is going to happen.
* Increase independence and helps manage transitions.
* Helps develop choice making.

Schedules include:
* First… Then…
* Object of reference timetables
* Visual  timetables
* Steps within a skill
* 'What am I doing?' list
* Written timetable

* Using Schedules

Work Systems

   

Work Systems
* Help the pupil carry out their work in an organised and sequential way.
* Communicate to the pupil
1. What work do I have to do?
2. How much work is there?
3. How do I know I have finished?
4. What do I do next?
* All follow a TOP to BOTTOM and/or a LEFT to RIGHT systematic approach and include the concept of ‘finished’.

Work systems include:
* Left to Right task completion
* Colour coding
* Collecting equipment.

* Task list and motivators
* Using Motivators

 

The following are suggestions for using visual information to support verbal requests.

Visual timetables and schedules will form the core support for many children but they may need additional visual support to explain abstract ideas such as time, emotions, recalling events and preparing for what is about to happen.

Visual prompts can also help pupils express when they are experiencing sensory overload or assist them to modify their behaviour

 

 

* How to help me learn
* Time
* Noise
* Emotions and feelings
* People 
* Food
* Journeys and visits
* Recalling Information 

*Mind maps
  

Social Narrative.

Social Narrative helps to describe what people do and why they do it. Theydescribe what common responses are expected in a given certain situation

* Social Narrative

* Comic Strip Narrative

De-escalation, relaxation and Mindful excercises.

 

* De- escalation

* De-escalation

* Relaxation and Mindful

* Fidget toys

 Extra Material

The Symbols Inclusion Project (SIP) is a collaboration between Widgit Software and Warwickshire IDS (Integrated Disability Service) on the use of symbols to support inclusion and curriculum access.

Click on the document, right, to view a free to download booklet produced by the project.

For more information about the project, click on the link below:

http://www.symbolsinclusionproject.org/

 

 

 

 

Secondary

Physical Structure

 

Physical Structure
* Makes the area clear, manageable and constant.
* Once familiar with layout, independence increases.
* Amount of physical structure can vary depending on the student’s needs

Physical structure includes:
* Classroom Seating - social
* Classroom Seating - environmental
* Transitions around the school
* Chill out zones
* Lunchtime routine
* Break time
* Transport and Travel

Schedules

   

The Use of Schedules
* Increase understanding.
* Provide concrete information about what is going to happen.
* Increase independence and helps manage transitions.
* Helps develop choice making.

Schedules include:
* Timetables and planners
* 'What am I doing?' list
Preparing students to work with different people
* Ways to help students manage journeys and visits
* Home school communication systems

Work Systems

   

Work Systems
* Help the pupil carry out their work in an organised and sequential way.
* Communicate four pieces of information:
     - What work do I have to do?
     - How much work do I have to do?
     - How do I know I am making progress/have                        finished?
     - What do I do next?

Work systems help students to engage with tasks. They may include:
* Using colour coding to promote independent working.
* Using Microsoft Word to record and express ideas.
* Breaking tasks down using lists and charts.
* Adapting lessons - 8 ways to change what you do. For subject specific advice see: Strategies for accessing the curriculum KS3 & 4
* Supporting students to recall information
* Explaining time limits for tasks
* Coping with noise
* Managing emotions and feelings in lessons
* Motivating appropriate behaviour



 

 

 

  

Transition  

 

Transition is the process of changing from one place or activity, to another.

 

 

 

Transition can produce feelings of anxiety within any pupil, but for the pupil on the autism spectrum they are particularly significant and often result in feelings of uncertainty, confusion and even fear. The following primary and secondary resources are intended to reduce anxiety and make transitions between settings smooth. For more information about transition between activities and learning areas within the school environment, see the sections on Creating a Positive Learning Environment and Communication. These sections are under construction at present.

 

Read more about transition

 

For additional information or guidance on how to use the following resources, please contact a member of the Autism Spectrum Team at Bradford Children's Services.

 

 

 

Resources and Guidance

Early Years and Primary

This Is Me 

A booklet using pictures or photographs to help staff learn about a child on the autism spectrum who is coming in to an Early Years or Key Stage 1 setting.

 

My New Class

A booklet using pictures or photographs taken during transition visits, to help the child learn about the new Early Years or Key Stage 1 setting they are going to.

 

Powerpoint Passport

An example of a powerpoint presentation which shows how staff can work with a child on the autism spectrum to prepare for transition to, or within, a primary setting.

Click here for the powerpoint template

Matthew’s Passport

A powerpoint example of a pupil passport useful for Key Stage 2 pupils moving to a new class.

Download from Autism Inclusion Development Programme

Pupil Passport

A web link to free, downloadable, gender specific ‘communication passports’ from ISPEEK.

.

 

 

 

 

1 Page Profile

An at a glance A4 information template to use for transferring information about a pupil within primary school

 

Instructions

Flowers

Hearts

Rockets

Football

 

Arfur Moe

A transition booklet to help support the move from primary to secondary school. Reproduced with kind permission from OSSME autism initiative UK. For further details contact OSSME: 01519245656

Transition Checklist

A checklist to enable staff who work with Year 6 students to plan a schedule for successful transition to secondary school. To be completed in collaboration with the receiving school.

Planning for Transition

Information pages from the National Autistic Society website giving guidance for parents on the process of transition from primary to secondary school

 

Transition Toolkit

A link to a free to download 30 page guide from the Autism Education Trust summarising common issues relating to transition, as well as offering guidance, practical strategies and checklists across all ages.

This document includes a comprehensive checklist for parents on page 24.

Breaking Down Barriers to Learning

A link to a free to download booklet which gives practical strategies for achieving successful transition from primary to secondary school for students with Autism and Asperger Syndrome

Foundation Stage / Key Stage 1 Video Clip

How staff in one primary school managed transition for a child from Nursery into Reception

 

 

Secondary and Post 16

 

1 Sheet Passport

A template to help staff and students share information and agree and record successful strategies for learning. It can be used both on entry to secondary school and within school between year groups.

Transition Checklist

A checklist to enable staff to who will be working with Year 7 students to plan a schedule for successful transition in to secondary school. To be completed in collaboration with primary staff

Post 16 Transition

A document produced by the Autism Spectrum Team providing guidance to support the process of transition for students post 16

University and College links

A list of links to the student support and guidance pages from the websites of local universities and colleges. Useful for students, staff and parents.

Listen to Me

A document produced by Pauline Dempsey from the Autism Spectrum Team, which records pupils’ views about changes and transition in Bradford secondary schools

Transition Toolkit

A 30 page guide from the Autism Education Trust summarising common issues as well as offering guidance, practical strategies and checklists across all ages

We Can Dream

 A free to download document from the Foundation for People with Learning Disabilities outlining ways of planning for the future for young people on the autism spectrum post 16

My Kind of a Future

A free to download workbook from the Foundation for People with Learning Disabilities to help young people with learning disabilities prepare for the future

 

 

 

 


 

Who we are and how to access our service. 

 

Head, CCIL Service (Autism Spectrum Team):

 

 Carol Shiret

 

Early Years Lead:

 

Sarah Gates

Specialist Teachers:  

 

 

Jacqui Ballard

 

Mo Collins

 

Debbie Harris

 

Joanne Evans

 

Lucy Stead

 

 

Specialist Practitioners:

Lauren Dempsey

 

Pauline Dempsey

 

Shelley Donnison

 

Nigel Hunter

 

Sarah Jamieson

 

Mollie Shutt

 

 

 

 

 

Department of Children's Services
Autism Spectrum Team 
Margaret McMilan Tower
PrincesWay
Bradford
BD1 1NN

Tel: 01274 439500

 

 

Client Group

The AS Team provides support, advice and training to staff in mainstream schools and Pre-5 settings, to meet the needs of pupils who are on the autism spectrum. They provide support via a key worker system within secondary schools. This aims to upskill key staff in the school to meet the needs of children with social communication difficulties/autism. The AS Team also provides primary professional 'drop ins' at hub schools across Bradford and Airedale where staff working with young people with social communication difficulties/autism are able to get advice and support. 

 

Range of Services

Staff working with children referred to the AS Team will receive advice, support and training. Information showing how support is provided in  Pre-5, primary and secondary settings is available. .

 

The AS Team can accept referrals if the child has a medical diagnosis of an Autistic Spectrum Condition and:

Is resident in the Bradford District

Attends a mainsteam school/early years setting in the Bradford District. Children of statutory school age attending an independant school will need to have a statement of Special Educational Needs/EHCP.

 

The AS Team provides a service to children, schools and settings and provides information and support to parents and carers via telephone advice, website and the co-delivery of parent training programmes

        Services include:

Guidance relating to an individual child following observation and assessment of the child and how they are functioning within their setting

Liaison with other agencies involved with the child

Advice on strategies which promote the inclusion of children with an ASC

Support and training for individuals and for groups of staff

Specialist skills teaching appropriate to the needs of the individual child

Involvement in meetings, assessment, planning and review, in line with the SEN Code of Practice

Assessment and advice regarding access technology as appropriate

Advice regarding specialist resources

Opportunities for the individual child to meet and talk with a Specialist Teacher or Practitioner.

 

Access to Services

Following a medical diagnosis, individuals are referred to the AS Team in one of the following ways:

 

  • From a Joint Assessment Team who provide information showing a medical diagnosis after agreement is given by the parents/carers.
  • Schools via the Teaching Support Service Referral Form (TSSR).
  • Parents via a letter to the team which includes a copy of the medical diagnosis.
  • For Pre-5 children referrals may come from anyone involved with the child e.g. parent/carer, setting, clinician, health visitor etc. and must be accompanied by a copy of the medical diagnosis.
  • Children without a diagnosis can be discussed with the AS Team. This happens when staff from the setting attend a professional drop in at a hub school or via the key worker system in secondary school.

 

On acceptance of a referral the AS Team Leader will write to the parents/carers and the school. Parents/carers and schools will be told the name of the link specialist teacher who they can contact for information and advice. There will also be an opportunity for parents to meet and discuss results of any assessment. Every locality or group of schools have one or two named AS Specialist Teachers who will be available for support and training. The school will have the contact details for the teacher or parents can contact SEN Teaching Support Services directly on (01274) 439500

 

 

 

 

 

Page owned by Carol Shiret, last updated on 20/09/2017. This page has been viewed 47,605 times.