Welcome to the second edition of IMPACT, the newsletter that aims to keep you up-to-date with what is happening to support children and young people with autism and communication needs, in schools and settings across the county.

We are delighted that three more schools have recently achieved the Gloucestershire Autism Inclusion Quality Mark – huge congratulations to Glenfall Primary School, Ruardean C of E Primary School and Stroud and Cotswolds Alternative Provision School. All have worked extremely hard to make positive changes in their settings and Tahana Moyo, our Psychology Undergraduate student from Aston University has been � nding out about their journey. Read more inside!

Nicki Grey makes an impact! Nicki Grey, Augmentative and Alternative Communication (AAC) specialist in the IMPACT team, was recently invited to Westminster to attend a research project dissemination called I-ASC: A Child’s Right to Talk – Symbol Communication Aids.

The meeting was a partnership between the All-Parliamentary Group for Assistive Technology and Manchester Metropolitan University to hear the � ndings of their research into symbol based communication aids. Nicki comments that “the study has produced � ndings with important implications for people who use AAC and will enhance clinical decision making in the future”.

Nicki’s job involves managing and coordinating the local AAC service delivery as well as being involved with national AAC service delivery and initiatives. She explains:

“Children with Autism are often more comfortable with visual than with verbal information. We can process pictures faster than words, especially when we are anxious”

Visual resources can also be used to support: social interaction, behaviour management, transitions from one activity to another, as well as developing independence and making sense of the world in which we live.

Nicki Grey, AAC Specialist Teacher

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Including and Motivating Pupils with Autism and Communication Needs

Issue 2 • July 2019

For more information about how visual resources can support children with autism your setting, please contact the IMPACT team

Stroud and Cotswolds Alternative Provision School (SCAPS)Nick Stanton, Head teacher, mentioned that there were two main reasons why he and the staff at SCAPS decided to go for the GAIQM:

1. Staff were aware that some of the students in the school were on the Autism Spectrum and they were keen to ensure that their speci� c needs were being met.

2. A number of the students had not previously been identi� ed as being autistic when in their mainstream settings.

As a result of embarking on the Quality Mark process, SCAPS were prompted to put things in place such as:

consistent use of visual materials and timetables.

putting visual labels on doors.

undertaking a Sensory Audit in every classroom; some serious decluttering took place!

Nick Stanton mentioned three particular bene� ts from achieving the Quality Mark:

1. The students now have a personalised package that they can take with them when they move to more mainstream schools. This pupil-centred approach has helped pupils and staff.

2. Parents have given the school positive feedback.

3. Staff have given positive feedback, particularly around the training they received.

L to r. Dr Lythgoe, Specialist Senior Educational Psychologist; Catrina Lyle, Advisory Teacher; Richard Pollard, SENCO; Emily Beltran, KS2 Primary Teacher and Charlotte Jones, Head of Service for Children with Additional Needs

Nick’s advice:

“I would recommend other schools to get it as the level of training is high and I would also recommend that all staff in the school should get the training”

Glenfall Primary School Glenfall Primary School was also awarded the GAIQM and I managed to speak to Nicola Grisman who is the SENCO at the school. Nicola mentioned that they had gone for the Quality Mark because they had some children with autism in the school and the staff had already done the Autism level 2 training. Nicola also mentioned that she personally has a son who is on the Autistic Spectrum, so she knew that it would be helpful to do the level 3 training and to go for the Quality Mark.

As a result of going through the process, Nicola mentioned that it had clari� ed some issues and helped them to think about whole school access, including the playground.

Glenfall Primary School also did a sensory audit and thought about what changes they could make to minimise noise in certain areas. Some of the changes they made included the use of visual materials such as having labels on doors. They alsorevised their anti-bullying policies and gave thought to how they could be more inclusive and avoid any potential exclusions.

Nicola’s advice:

“I would advise other schools to go for the Quality Mark as there are now a lot more children presenting with Autism; therefore a lot more training would be better. Also, it’s really important that every teacher in the school has Autism training”.

The school received positive feedback from parents. Nicola also mentioned that there had been an increase in the number of children coming into the school since gaining the award.

Gloucestershire Autism Inclusion Quality Mark school successesBy Tahana Moyo, Psychology Undergraduate, Aston University.

I had the opportunity to reach out to schools which had been awarded with the GAIQM, to � nd out more about their journey and how the process had been for them. It was interesting to see what they had put in place as a result of going through this process, to help and support children with Autism in their settings.

Nicola Grisman, SENCO at Glenfall Primary School receiving the GAIQM from Dr Deborah Shepherd, Principal Educational Psychologist.

Ruardean C of E School, Forest of DeanMark Wadsworth, SENCO at Ruardean C of E Primary School, explained that as a school with an attached Communication and Interaction Centre, “it seemed like the ideal opportunity to validate and improve upon our already embedded practice as a school”.

Mark explained that aside from the obvious recognition at the end of the process, working towards the GAIQM enabled them to re� ect on the practices and provision they had in place already, and also helped them to consider and introduce new and different strategies. Furthermore, the experience helped to remind them that the AET standards are a very

useful tool in helping all learners in the school, not just those with a diagnosis of Autism.

The process prompted a consistency of practice and attitude amongst the whole school and Mark mentioned that the process itself wasn’t especially dif� cult and that the initial audits were straight forward and clear to follow. However, Mark pointed out that one of the most challenging aspects was recognising existing strengths and mentions that “as teachers we are always good at looking at what we are not doing well enough, but struggle to recognise and celebrate our achievements!”

Mark’s advice:

“Go for it! As a school with an attached C and I centre there was already a body of knowledge and experience relating to AS. However, the AET audits and standards were extremely accessible and easy to use.”

“If there is anything that is unclear or a speci� c provision that a school is unsure about, then the ATS and EPS are available for support.”

“There is also a growing network of schools that are completing the GAIQM who I’m sure would be happy to share their insights and experience!

IMPACT Advisory Teachers: Specialist Senior Educational Psychologists for Autism:

Gill Wade: Lead AT Nicki Grey: AAC TutorMaria LineCatrina LyleSally O’HareJo Plisson

Julie SimpsonSarah StephensJackie TappinClare TongueJayne WhittingtonSherri Williams

Dr Gill CarringtonDr Tina LythgoeTanya Walters

Online Autism Directory

There is now a comprehensive directory of support for families of children with autism, which is linked into the Local Offer. Google “Gloucestershire Autism Services” or go to www.glosfamiliesdirectory.org.uk/autism. If you know of any clubs, groups or services not listed, please contact Trudi.Tunstall@gloucestershire.gov.uk to add a listing.

For those interested in registering for the GAIQM: Contact Carol Copas: carol.copas@gloucestershire.gov.uk or ask for advice or information from any of the IMPACT Team (listed alphabetically):

Autism & Communication

Needs Professional Support ForumsGain support, share ideas and take part in problem

solving discussions led by an IMPACT EP:

22 October 201910 March 2020

Shire Hall, GloucesterFor more information, contact

Ula Woolley 01452 328910ula.woolley@gloucestershire.

gov.uk

Mark Wadsworth, SENCo, Ruardean Primary School; Jayne Whittington, Advisory Teacher,

Dr. Deborah Shepherd, Principal Educational Psychologist; Simon Manning, Head Teacher; Tanya Walters, Specialist Senior Educational Psychologist

Congratulations to all our Gloucestershire settings who have now successfully gained the Quality Mark!We would also like to offer our support and encouragement to all those currently on their GAIQM journey

If you have any feedback on this edition or if you have any ideas or good practice you would like to share in the next edition, please contact Dr Gill Carrington gill.carrington@gloucestershire.gov.uk or Tanya Walters tanya.walters@gloucestershire.gov.uk. Many thanks for help and contributions to Tahana Moyo, Tanya Walters, Nicki Grey, Gill Wade, Nicola Grisman, Mark Wadsworth and Nick Stanton.

IMPACT Team licensed by Autism Education TrustThe IMPACT team’s training has always met Autism Education Trust standards, but we are now licensed by the Autism Education Trust to offer their nationally recognised training courses, which offer supplementary material to enhance our existing training. Attendance at these courses contributes to the Gloucestershire Autism Inclusion Quality Mark Awards.

FREE Level One Autism Awareness Training: we aim to deliver this to all Gloucestershire settings.

AET Level Two Autism Course: this has been delivered to a number of schools this year, with many school inviting colleagues from neighbouring schools to share the cost and network with other professionals. Running courses within settings as an INSET ensures more staff can train without travel or cover and

schools can think “whole-school” when implementing strategies.

AET Level Three Course for Autism Champions: This course will run in various locations across the county to meet demand.The Advisory Teaching Service also run courses on:

Social Narratives and Comic Strip Stories

Recognising and Regulating Emotions – Thermometers, Barometers and Scales

Communicate in Print and Behaviour

To � nd out more, or to act as a host venue (your setting can have 2 free places), please see the ATS website; www.gloucestershire.gov.uk/schoolsnet/ATS-training or call Carol Copas on 01452 427579.

IMPACT Team achieve Good Practice Award from Gloucestershire County CouncilWe are really proud to announce that the IMPACT team were awarded a Highly Commended Certi� cate in the 2018 Gloucestershire County Council Good Practice Awards.

Gill Wade, Lead Advisory Teacher, was delighted: “It is wonderful for our team to be recognised for their hard

work and dedication to helping and supporting children, families and school staff across the county.

We strive to improve not only the quality of lives of the children with ASC, but also their families and school staff who care for them on a day-to-day basis”.

Forthcoming Training courses – Educational Psychology ServiceExploring Demand Avoidance Behaviours

Tuesday 17th March 2020 – Royal Forest Centre, Cinderford

Children with an autistic pro� le, who are highly anxious and demand-avoidant, can present with behaviour that is perplexing and challenging to manage. This course aims to increase understanding and a wealth of strategies and ideas to try.

Construction Clubs for Children with Social Communication and Interaction Dif� cultiesA play-based intervention for children with Social Communication dif� culties or a diagnosis of Autism. This is a very practical course which provides information about how to set up effective Construction Clubs to improve social skills and development.

For more details, see the Educational Psychology website:

www.gloucestershire.gov.uk/schoolsnet/EPS-training or contact Ula Woolley Ula.Woolley@Gloucestershire.gov.uk or 01452 328910

Gloucestershire Autism Strategy Launch

Gill Wade, Lead Advisory Teacher and Tanya Walters, Specialist Senior EP, presented at the launch of the “Think Autism – Gloucestershire Autism Strategy” in February 2019. This is the � rst county-wide strategy to include children and young people. Key priorities include:

improving post-diagnostic support for adults

children and families; early identi� cation and intervention

improving transition for young people into adulthood

understanding need

The work that the IMPACT team is already doing in these areas is acknowledged in the document and ideas for moving forward are shared.

Nicki Grey and Gill Wade accept the award on behalf of the IMPACT team.