Impact

What has been the overall impact on pupil learning?

• Pupils confident about moving into the reception class.
• Individual pupil and all pupils are calmer and more settled in current setting.
• Pupil knows key person.
• Anticipated improvements in EYFSP for the individual.
• Anticipated improvement in EYFSP for all children.

Thoughts you think are relevant to overall impact on learning

• Pupils are able to know the routines and staff prior to moving class.  
• Staff confidence about provision and taking initiative as they have improved knowledge of autism and the individual child.
• Visual timetables and improved learning environment impacting on all children.

Quotes you think are relevant to overall impact on learning

I have noticed that **** writes my name over and over (from key worker).

Quantitative evidence of impact on pupil learning

• Periodic teacher assessment

Qualitative evidence of impact on pupil learning

• Learning walks / study visits
• Logs or interviews
• Observation outcomes
• Pupil consultation data
• Pupils' work

Describe the evidence of impact on pupil learning

• Minutes from meetings.
• Observation Monitoring.
• Learning Journey Walk.
• Planning shows adjustments for pupils on the Autistic spectrum.
• Discussions with parent.

What has been the impact on teaching?

• Enabling environment developed and positive relationships established.
• Social Stories and Visual Timetables made and used prior to pupil starting in new setting.

Thoughts you think are relevant to impact on teaching

• Staff have a wider understanding of the main areas affected in pupils on the autistic spectrum.
• Staff made appropriate adjustments to enable pupils on the Autistic spectrum to access curriculum.
• Individual needs of pupils on the autistic spectrum met through individualised learning program.
• Teaching assistants taking initiative.
• Teachers using strategies to support all children e.g. visual timetables and earlier transition meetings.

Quotes you think are relevant to the impact on teaching

• It was good that we could look at this together.
• I feel much more confident about provision for pupils on the autism spectrum.
• Now I understand why the visual timetables and photographs are so important.
• I wondered why *** puts his hands over his ears sometimes, now I know.

Evidence of impact on teaching

• Evidence from observation and monitoring
• Teacher perceptions

Describe the evidence of impact on teaching

Staff self evaluation check lists show increased scores. Staff met pupils earlier and more often approaching transition.

Visual support materials available.  Staff have a wider understanding of the main areas affected in pupils on the autistic spectrum.

Staff made appropriate adjustments to enable pupils on the autism spectrum to access curriculum.

Individual needs of pupils on the autistic spectrum met through individualised learning program, minimal visual distractions, structure and routines of the day and personal space identified.

What has been the impact on school organisation and leadership?

• Effective transition seen as a element for enabling well being and improving standards.
• Transition dialogues begin earlier in academic year.
• Key person role developed and identified earlier to parents and pupils to support transition.  
• School leadership acknowledge the the Inclusion Development Programme provides useful CPD.

Thoughts you think are relevant to overall impact on school organisation and leadership

• Transition planning for vulnerable pupils.
• Value of the IDP for Pupils/Children on the Autism Spectrum as a whole school CPD tool.
• Leadership use IDP to empower teachers/practitioners at the Quality First Teaching level.

Quotes you think are relevant to overall impact on school organisation and leadership

• This is a great model for transition between classes.
• It is important that vulnerable pupils work with the TA in the term before transition.

Evidence of impact on school organisation and leadership

• Changes to transition.
• Earlier meetings for transition within Foundation Stage.
• Followed up with visits by staff to work with child in current setting.
• Follow up CPD using IDP materials planned.