On pupil learning
What has been the overall impact on pupil learning?
The confidence and understanding gained by staff following the IDP training has resulted in the significant development of support strategies for pupils with Autism across the school and hence pupils are less anxious and are receiving consistent support of their individual needs.
This has led to pupils engaging in academic and social development tasks more consistently, thus leading to an overall increase in pupil progress.
Thoughts you think are relevant to overall impact on learning
The overall positive impact on learning has resulted from the high quality of the materials used in the IDP and the way the programme encourages participants to engage and reflect upon the different perspectives of its content. This has allowed a greater understanding of Autism and increase in confidence when supporting a very complex and needs led group of pupils.
The second major benefit has been the whole school working together, generating ideas, identifying areas for development, initiating strategies and interventions and collaborative working, witnessed by the SMT as 'enthusiastic and focused'.
Quotes you think are relevant to overall impact on learning
A quote given by a pupil with Autism in response to questions during the IDP award assessment sums up the benefits of the whole school approach as he described Ratcliffe as 'pretty much a perfect school'.
Quantitative evidence of impact on pupil learning
- Periodic teacher assessment
Qualitative evidence of impact on pupil learning
- Logs or interviews
- Observation outcomes
- Pupil consultation data
- Pupils' work
Describe the evidence of impact on pupil learning
Although it is difficult to evaluate at this relatively early stage, evidence exists that:
- Within six months of the IDP training and the implementation of the Action Plan many of the pupils with Autism appear more settled and responsive to tasks and activities within the 'main school'.
- The ability of staff to support pupil's needs is increasing.
- Many log entries have portrayed that potential challenges were de-escalated and positive outcomes were achieved by utilising strategies and interventions from the Action Plan.
- An audit of pupil's perceptions (National Strategies Pupil Questionnaire from the IDP) highlighted an increase in pupils stating that they are happy in school and that adults understand and support them better.
- Pupil progress data has identified more of the pupils with Autism are making better progress following the IDP (pupil profile with NC levels attached)
What has been the impact on teaching?
Teachers and LSAs have a clearer understanding of, and are more confident in, supporting pupils with Autism.
The implementation of new strategies, interventions and working practice have had a positive effect upon Teaching Staff, who are now more frequently reflecting, evaluating and modifying their teaching methods for pupils with Autism.
Thoughts you think are relevant to impact on teaching
The understanding and confidence shown by all staff has been complemented by a significant enthusiasm for implementing the Action Plan and there are many examples of collaboration as teams work together to initiate, monitor and adjust parts of the Plan.
Quotes you think are relevant to the impact on teaching
There have been many positive comments from staff regarding the IDP and Action Plan, such as:
I really learnt a lot from the training(DVD)
Putting up a visual timetable in the classroom has helped 7B to know what is happening next
writing the task on a piece of paper for ......., has been a great idea
Evidence of impact on teaching
- Evidence from observation and monitoring
- Teacher perceptions
Describe the evidence of impact on teaching
Staff have demonstrated a really enthusiastic approach towards the Action Plan and many have requested additional training for very specific areas of supporting pupils with Autism.
Staff have utilised strategies and are more aware of challenges and possible solutions within their teaching areas.
Both of these impacts have been very evident during staff discussions in daily staff meetings.
The analysis of the point scoring of the pre and post training self-evaluation questionnaires from the IDP found that there was an average 34% point increase in 'understanding Autism and how to support pupils with Autism' across the whole staff group following completion of the IDP training. (shown as an attachment below)
On school organisation and leadership
What has been the impact on school organisation and leadership?
- The school has achieved the highest level of award (enhanced) on the Devon Inclusion Award (Autism)
- Whole school commitment to developing inclusive practice for ASD pupils was felt by the County Autism Team and SEN advisers to be 'outstanding'.
Thoughts you think are relevant to overall impact on school organisation and leadership
It is vital to get the commitment of the Headteacher and leadership team for this sort of whole-school work.
Quotes you think are relevant to overall impact on school organisation and leadership
From a leadership and organisational perspective, one quote regarding communication of the needs of an Autistic pupil through a 'pupil passport' strategy suggested on the IDP states:
Thank you for all of your hard work on the pupil passports, staff are spending time reading .............'s (a new pupil) passport and talking to him, which I know, is helping him to settle in.
Evidence of impact on school organisation and leadership
The significant improvement in communication channels and exchange of information regarding pupils with Autism is very evident throughout the whole school.
We were very pleased to be awarded the highest 'Enhanced' level of the Devon Inclusion award following our assessment day from CAT and SEN advisors.