AUTISM OUTREACH

SUPPORT SERVICE

(ASCOSS)

SERVICE SPECIFICATION

Autism Outreach Support Service (ASCOSS)

Contents Page

  • Introduction to Autism/Service DescriptionPage 3
  • Support for Schools Working with Parents/FamiliesPage 5
  • Teams/LocalitiesPage 6
  • Professional Standards Page 7
  • Quality AssurancePage 8
  • Location and SpacePage 9
  • Frequently Asked Questions (FAQs)Page 11
  • Levels of Involvement (Appendix 1)Page 14
  • Operational Framework (Appendix 2)Page 15
  • Notification Process for Children of School Age

(Appendix 3a)Page 18

  • Notification EY (Appendix 3b)Page 19
  • Specialist Skills & Expertise Available (Appendix 4)Page 20
  • Menu of Activities (Appendix 5) Page 21
  • Request for Involvement Form (Appendix 6)Page 23
  • Record of Support and Intervention (Appendix 7)Page 25
  • Training Evaluation Form (Appendix 8b)Page 31
  • School Self Evaluation Checklist (Appendix 9)Page 32
  • Quality Standards for SEN Support & OutreachPage 35

Services (Appendix 10)

  • Glossary (Appendix 11)Page 36

Autism Outreach Support Service (ASCOSS)
Service Specification

Autism

Autism is a lifelong condition that has a great impact on children, young people and their families or carers. It can affect how they make sense of the world around them. Usually, difficulties are present in early childhood although sometimes they are not evident or significant until a time of change or transition. Autism is considered to be a neuro-developmental condition and, as such, health services have a key role in recognising and diagnosing autism.

All children and young people with autism share a triad of impairments in their ability to:

  • understand and use non-verbal and verbal communication;
  • understand social behaviour which affects their ability to interact with children and adults;
  • think and behave flexibly – which may be shown in restricted, obsessional or repetitive activities.

People with autism may also experience sensory difficulties i.e. they might be hypersensitive to sounds and/or smells.

In line with the NICE clinical guideline 2011, we have decided to use the term‘autism’ throughout this strategy document to signify children and young people with a diagnosis of autism including, high functioning autism, Asperger syndrome and other autistic conditions as described in ICD 10 (World Health Organization, 1992) - to date the most commonly used diagnostic criteria. In this context the term ‘autism’ is used as an umbrella term synonymous with all diagnosed autism spectrum disorders.

Childrenand young people with autism may show behaviours and characteristics including, but not limited to:

  • rigidity and flexibility of thought, resistance to change, high levels of anxiety;
  • ritualistic/repetitive behaviours, stereotypical mannerisms and obsessive interest in specific items or information;
  • speech, language and communication needs;
  • developmental coordination difficulties and/or delay in motor skills;
  • sensory sensitivities which affect their response and ability to understand and make sense of their world;
  • lack of skill in interacting with others;
  • little understanding of the abstract uses of language, e.g. humour;
  • lack of ability to infer what others arethinking and experiencing;
  • difference in emotional reactions to environmental cues;
  • difficulty with thinking and play which is creative, imaginative and social;
  • disrupted or unusual sleep patterns.

Description of the Service

The AutismOutreach Support Service (ASCOSS) is managed by the Access and Inclusion Service, which is part of the Children and Young People’s Directorate in the Local Authority. ASCOSS is part of the wider SEND Support and Outreach Service, which is strategically led by the Head of SEND Support and Outreach. ASCOSS is directly overseen by the Lead for Autism.

ASCOSS is a Specialist Support Service which works in partnership with schools in the Local Authority (LA) to promote the presence, participation and achievement and secure better outcomes for children and young people with autismin mainstream schools and in their families.

ASCOSS, which includes a commissioned outreach support role from special schools, has a clear role in providing outreach support along with the five Enhanced Secondary Schools for Autism and the five EnhancedPrimary Schools for Communication and Interaction.

ASCOSS aims to help people to understand and develop the learning, behaviour and emotional well being of children and young people with autism

The Service works with communities, schools and settings or individual children and families in liaison with other agencies such as doctors, social care workers, psychologists, and speech and language therapists.

As a result of the involvement of the ASCOSS team:

  • Staff in schools/ settings are more able to meet the needs of children with autism
  • Parents/carers better understand the condition and have confidence that their children’s needs are being met in the school/setting and home environment
  • Children and young people with autism will make more progress and better achieve the five outcomes from the Children and Young People’s Plan 2011-2014;
  • Succeed in good schools and other settings
  • Lead healthy lifestyles and have good health care
  • Be kept safe and protected from harm
  • Make positive choices for personal responsibility
  • Be economically secure

Autism Outreach Support Service
Support for schools in working with Parents/Carers of children and young people with Autism

ASCOSS is part of the Children and Young People’s Service and, as such, provides a service for children, young people and their families. This includes empowering schools to provide more effective support for parents/carers.

The Government’s White Paper, ‘The 21st Century School: A Transformation in Education’ (2008) acknowledges the need to improve parental engagement in the individual child’s learning so that:

“the expert in the child, the parent, is working more closely with the

expert in learning, the teacher”.

The primary focus of ASCOSSis in making schools ‘a powerful partner’ for parents. Autism expertise is of paramount importance to parents and there is a clearly identified need for the Service to identify issues as they arise and to respond quickly and effectively.

The Code of Practice (2001) places a strong emphasis on the need to work in partnership with parents/carers and sets out 7 Key Principles for practitioners. In relation to ASCOSS, the Quality Standards for SEND Support and Outreach Services (standard 3), emphasises the importance of the following:

  1. Interventions and intended outcomes are agreed with parents/ carers
  2. It is the responsibility of schools to involve parents/ carers in supporting the learning and development of their child as part of any intervention. However, schools may where appropriate draw on support from ASCOSS
  3. Information is collected from parents/ key workers / lead professionals concerning their views about the effectiveness of the service, and where appropriate it is acted upon.
  4. Parents/ carers are provided with information in a readily accessible and easy to understand format.

Note: Although the above are primarily the schools’ responsibility, schools may benefit from support from ASCOSS.

Where Are We?

ASCOSS is designed to enable local access and flexibility through a network of support provided by three and a half area teams, with additional access to professional support from a Specialist Senior Educational Psychologist and two Senior Practitioner Educational Psychologists;

1Central

(Harrogate & Rural, Ripon and Rural, Boroughbridge, Knaresborough, Easingwold and Rural, Thirsk and Rural)

The Central ASCOSS area team consists of:

  • Autism SpecialistTeacher
  • The Forest Special Schooldesignated Teacher/s / ATAs
  • Advanced Teaching Assistant/s
  • Access to Educational Psychologist, as above

In addition, the Specialist Teacher with a brief for Early Intervention will support the following area:

(Swaledale, Bedale & Rural, Catterick, Northallerton & Rural, Stokesley & Rural)

The North Central ASCOSS area team consists of:

  • Autism SpecialistTeacher (0.5 fte)
  • Mowbray Special Schooldesignated Teacher/s
  • Advanced Teaching Assistant/s
  • Access to Educational Psychologist as above

2East

(North and Central Ryedale, Whitby & Rural, Scarborough, Filey)

The East ASCOSS area team consists of:

  • Autism SpecialistTeacher
  • The Woodlands Special Schooldesignated Teacher
  • Advanced Teaching Assistant/s
  • Access to Educational Psychologist, as above

3West

(South, Central and North Craven, Wensleydale)

The West ASCOSS area team consists of:

  • Autism SpecialistTeacher
  • Advanced Teaching Assistant/s
  • Access to Educational Psychologist, as above

4Selby

(Selby, Sherburn, Tadcaster)

The Selby ASCOSS area team consists of:

  • 0.5 Autism Specialist Teacher
  • Advanced Teaching Assistants/s
  • Access to Educational Psychologist, as above

Professional Standards

Support to schools is provided by a team of highly qualified staff who have significant levels of experience in working with children and young people with autism.

Continuing Professional Learning

  • The Service is committed to professional learning and will ensure that all staff maintain and update their professional knowledge and skills through a programme of Service training.

Specialisms

The Service is able to offer specialist support, advice and training to enhance learning, development, achievement and the social inclusion of children and young people with autismin mainstream schools, including:

  • Advice on curriculum content, design and differentiation
  • Advice on developing the optimum environment to maximise the learning potential for pupils with autism(an autism friendly environment)
  • A tailored approach to supporting transition and transfer
  • Advice on appropriate resources and how to use them
  • Help in provision mapping and identifying and reviewing ‘additional and different’ targets
  • Modelling and coaching of appropriate teaching, learning and behaviour management within the mainstream
  • Presentations/training on a range of areas that may impact on autismfor leadership teams, teachers, support staff, parents and governors to support schools in meeting the needs of pupils with autismin an inclusive way

Raising awareness and understanding of autismis one of the key elements in ensuring the needs of every individual are fully assessed to enable interventions to be successfully identified, matched and delivered.

Quality Assurance – Your (Schools’) Expectations of Us

The AutismOutreach Support Service has a rigorous quality assurance cycle which includes the views of pupils, parents/carers, feedback from schools and data analysis.

The Service will be quality assured through service self-evaluation (SEF), Action Plans and an evaluation of the impact of provision. The ASCOSS Team will submit an annual report to CYPS. Feedback from schools will be collated through the Support Service questionnaire to schools.

Individual Service staff will be governed by the performance management/ appraisal procedures carried out by respective line managers in the special school bases or the Access and Inclusion Service.

Any concerns or complaints about the quality of services provided to a school should, in the first instance, be discussed with the member of staff concerned. If this does not resolve the matter satisfactorily, it should be addressed with the local ASCOSS Team Coordinator who is able to refer the matter to the Access and Inclusion Service, Lead for Autism.

A nominated Strategic Leadership group meets at least on a termly basis to support service planning.

Quality Assurance – Our Expectations of You (Schools)

We ask that schools liaise with any other services or agencies to ensure that all those involved in supporting the school are fully informed of each others activities and relevant information is shared in line with the LA’s Information Sharing Protocols.

Partnership with parents/carers

Families have unique and special knowledge and understanding of their child/young person and can therefore contribute significantly to their education.

We ask that you ensure that parents/carers give their informed consent to any discussions with, or involvement of, the Service. Parents/carers should also be asked to give their permission for the AutismOutreach Support Service from special schools to read and/or have a copy of reports prepared by other Children and Young People’s Services and relevant reports from the PCT staff (to include statements, appendices and annual review reports, SLT reports etc). We expect that, in most instances, the responsibility for informing parents/carers, and seeking their consent, will rest with the school.

We will, periodically, seek feedback on services delivered. We value your views and will take account of comments.

Location and Space

During our work in school it is important to be able to meet and work with a range of people. These may include the SENCO/Inclusion Manager, class teacher, therapists, parents/carers and the child/young person themselves. We expect the school to enable these individuals to meet with, or work alongside ASCOSS staff at a mutually convenient time. It is important that an appropriate room or work space is available for such meetings. We also ask that if a classroom observation is to be carried out, relevant members of staff are informed/in agreement and that we are able to plan this with them so as to minimise any disruption to the delivery of the activity or lesson.

Cancellations and Staff Absence

If a member of ASCOSS has to cancel an appointment with the school, he or she will endeavour to rearrange the cancelled visit. If a school cancels a visit, the professional involved will try to make up the lost appointment.

If a pupil is absent or it is necessary to cancel a pre-arranged visit, please notify the member of staff who was due to visit, prior to the appointment as early as possible.

The AutismOutreach Support Service promotes a positive teaching environment, which is characterised by:

  • Working in partnership with schools and settings, parents/carers
  • Promoting children and young people’s learning through appropriately planned learning experiences and activities that are challenging but achievable
  • Practitioners who model a range of positive behaviour and language
  • Direct teaching of skills and knowledge in relation to autism
  • Attention to the physical and sensory environment
  • Self awareness for children and young people with autism and awareness raising for their peers

ASCOSS works within North Yorkshire as part of a continuum of provision which includes:

  • Special schools
  • Enhanced Mainstream Primary Schools for Communication and Interaction
  • Enhanced Mainstream Secondary Schools for High Functioning Autism
  • Early Years Services

The team operates on a fully interdisciplinary basis, working with clearly defined roles.

Equal Opportunities

ASCOSS works in accordance with North Yorkshire’s equal opportunities policy. In particular, we ensure that our services are available equitably, irrespective of where children and young people live in the county, or which school they attend.

Frequently Asked Questions (FAQ’s) (for schools)

Q. How will the ASCOSS Model work for schools?

A. The AutismOutreach Support Service is a high need service for children and young people with autism. The Autism Outreach Support Service (ASCOSS) has set out what all schools can expect as a minimum and what will be provided additionally according to the school’s level of need (see Appendix 1, page 14).

Q. What should I do if I consider that a pupil in my school presents with communication and interaction difficulties consistent with autism?

A. If you have concerns about the progress or well being of a young person experiencing communication and interaction difficulties*, you should in the first instance discuss these concerns with the School’s designated Educational Psychologist.

** If following this discussion it is agreed to seek further help and support, the school should complete an ASCOSS request for involvementform and send it to the person specified on the bottom of the form.

Early Years settings should in the first instance discuss their concerns with their Early Years Teacher / Educational Psychologist and then, following consultation, refer to the ASCOSS team by completing the request for involvementform and sending it to the person specified at the bottom of the form.

This concern may initially be generated by parents or other professionals working with the child/young person or their family. It is important to note, however, that school staff cannot make a diagnosis of autism.

** At this stage, the EP may discuss:

  • School’s SEN & Behaviour policies and how they may apply to this young person’s needs
  • How the school is using resources and their Wave 1 provisions
  • Consideration of the school’s provision mapping and their use of national materials for groups (Wave 2) and individuals (Wave 3)

Q. Who can/cannot make a referral to the ASCOSS Service?

A. ASCOSS is a school-based service. Referrals should therefore be initiated by schools or settings. Professionals, from other agencies, who feel a referral may be appropriate, should discuss the case with the school.

Q. How will I be able to access provision?

A. The AutismOutreach Support Service will operate in response to the needs of the individual child/young person as identified in Appendix 1 (page 14). The Service has a clear referral procedure, see Appendices 3a (page 18) and 3b (page 19). A Request for Involvementform is provided, see Appendix 6(page 23). If you have an identified need contact your Local ASCOSS Specialist Teacher in the first instance.

Q. How will I know if I have a pupil with autismin my school?

A. Pupils with autismpresent with the triad of impairments, which are associated with social interaction, social communication and social imagination (lack of flexibility of thought). This affects the way a person communicates and relates to the world around them. The autism spectrum may encompass children with profound learning disabilities and little or no verbal communication through to those with average or high IQ, including those with Asperger syndrome. Some young people with autismare vulnerable to mental health problems, particularly depression and anxiety. These can also be an indicator of undiagnosed autism. Children and young people with autismmay present with difficulties that seriously impede the development of social relationships and cause barriers to learning.

Q. Do all children and young people who have a diagnosis of Autism have a statement of special educational need?

A. They will have a medical diagnosis of autism and are likely to have provision made for them at School Action Plus or through a Statement of Special Educational Need and will also require a greater degree of inter-agency co-operation, planning and support than is usually required to meet the needs of their peers.