staff & inset TRAINING

We provide inspirational training sessions for staff meetings , Inset day training and support individual teachers and support staff to work effectively with young people with Autism, social communication difficulties and challenging behaviours. We provide an understanding of individual challenges for young Autistic people or young with associated traits, focusing on developing strategies that can be applied to enable learning for the whole class or cohort of students. Our training provides an insight in to the challenges faced by the Autistic individual or young people with ‘autistic’ traits. We draw attendees into the world of the child, helping them get a better understanding of the individual and their processing. From here we build upon knowledge gained and apply it to school situations, identifying desired outcomes and exploring strategies and approaches to achieve these.
  • Why training is important

    In an ideal world we would be in a position where we understood and are aware of the individual needs of all our students and staff. For those young people with an Education Health and Care plan (EHCp) schools are more able to define provision and establish strategies in supporting academic development. Provision is supported by the Special Educational Needs Coordinator (SENCo) with a statutory obligation from the School and the Local Authority to meet needs as identified within the EHCp. Yet it is the undiagnosed cohort of students whom can be the most challenging.
  • the primary years

    Primary schools will often be the first professionals to identify a level of need. For many High Functioning Autistic young people, the primary school environment presents a ‘managed’ number of challenges. During the early years of primary school, the undiagnosed ASC young person will have had the opportunity to grow within a consistent environment often with a small peer group. Many of the challenges associated with Secondary school are not present, and as such the primary phase of education can be manageable for some ASC individuals. For others, their Autistic traits often become more apparent as the social element and ridged structure of school life becomes more important.
  • transition to secondary

    The impact of the transition to the secondary phase of education on young people cannot be underestimated. The level and depth of change is simply staggering for any eleven year old child, especially for an Autistic 11 year old. How the child manages the anxieties that arise from the change in educational setting will be varied, behaviour will be exhibited in different ways, impacting upon engagement.
  • outcomes

    Upskilling staff to recognise and understand the challenges faced by Autistic young people will enable better outcomes for all involved. The student and their peer group will benefit from better learning behaviour, resulting in academic and personal development. Empowering staff and providing them with the skills to meet the needs of this cohort creates positive engagement with the child, improving working relationships; not only for the child and broader community, yet for teachers and support staff to feel more effective in their role, raising teaching standards and increasing staff morale. Effective training provides staff with a deeper understanding of need of the individual and allows them to adopt approaches that are more meaningful and remove barriers to engagement and learning.