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10/08/2011
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What

What

  • Intentions

    What specific curriculum area, subject or aspect did you intend to have impact on?

    • All aspects
    • All subjects
    • Behaviour and attendance
    • Cross-agency working
    • Inclusion
    • Leadership
    • Self evaluation and review
    • Social and Emotional Aspects of Learning (SEAL)
    • Transfer and transition

    How did you intend to impact on pupil learning?

    • By increasing knowledge and building capacity in the area of Autism Spectrum the school envisaged staff and parental confidence would grow in order that they would have a greater understanding of the everyday challenges faced by pupils with Autism and SEN.
    • By increasing parental confidence the school aimed to reduce parental anxiety and therefore increase pupil engagement with the curriculum and their peers.

    What were your success criteria?

    • Staff will have a better way to understand parents' concerns.
    • Staff will collaborate more openly with parents.
    • Staff will hear parent's views and make changes in relation to them.
    • Parents will have greater confidence in the school's overall SEN provision.
    • Staff will have a greater knowledge and understanding of pupils with AS.
    • School will identify clear strategies to support individual pupils and/or parents.

    What information or data did you use to measure progress towards your success criteria?

    • Learning walks / study visits
    • Logs or interviews
    • Observation outcomes

  • Teaching approaches

    What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?

    • Collaborative group work
    • First-hand learning
    • Independent learning
    • Interventions
    • Self assessment and peer assessment

    Describe the teaching approaches you used

    • Direct use of Autism Spectrum IDP resources: Whole school training using AS IDP materials, including showing clips, e.g. Norwegian Lady clip to highlight the importance of signing/gesture and symbols to support the spoken word. The school has used this clip to show what it would be like to have no or little understanding of the spoken word. It has also been used with the school's parents' Makaton course and with sixty Year 8 pupils from the local secondary school who requested outreach support to aid the transition of Year 6 pupils to secondary school by understanding and then increasing their use of visual strategies. Communication Passports have been adapted for all pupils with AS and pupils identified with SEN and at School Action Plus on the SEN Code of Practice or with a Statement of SEN. The Passports compiled in conjunction with the parents provide information about the children's needs, learning styles and what school can do to support them.

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    Communicaton passport example (DOC-31 KB) Attachments

  • CPD approaches

    What did you do? What approaches to CPD and learning for adults were used?

    • Coaching
    • Demonstration
    • Mentoring
    • Modelling
    • Partnership teaching
    • Training

    Describe the CPD approaches you used

    Initially the whole school carried out an audit (self evaluation checklist taken from the Early Years/Primary and Secondary Inclusion Development Programme - supporting pupils on the autism spectrum), for all staff working at Rushall JMI School. This gave the school a starting point, highlighting further training and development for whole school staff. This took the format of whole school training (INSET) on the importance of being communication friendly with particular reference to children on the Autism Spectrum. In this the school emphasised the importance of visual strategies, including Makaton signing. The staff, along with parents, were asked to consider particular pupils with whom they worked, to begin to compile Communication Passports, targeting individual needs of pupils and strategies to support them in class, on the playground, during periods of transition and times outside school. The school worked with parents to ensure that the communication passport supported the child in all areas of their life including play schemes, respite and extended family. To consolidate training, the school dedicated time to enable all staff to work through the AS IDP at their own pace as individuals and small groups. The school reflected upon the checklist data to identify and address individual training needs. The school worked with a small focus group of parents of pupils with an AS diagnosis and/or SEN to ascertain their views, experiences and wishes for the future. The school then used this information to plan for future parent workshops and training in the area of AS and SEN.

    Upload

    Autism spectrum IDP action plan Jan 2010 (DOC-44 KB) Attachments

    What CPD materials, research or expertise have you drawn on?

    Who provided you with support?

    • Local authority staff
    • Senior management
    • Subject leader

    How were you supported?

    • The school prioritised training in the area of Autism Spectrum and set aside dedicated time to facilitate this. Resources from National Strategies (IDP materials were recommended by Local Education SEN team and implemented within school. The Local Authority provided the school with 3 days release time for key members of staff to prepare training and work alongside parents.
    • Parent Partnership along with the school's Advisory teacher worked with the school to plan and deliver parent workshops and whole school training.

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