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LANGUAGE, AUTISM AND SOCIAL
COMMUNICATION SERVICE
TRAINING BOOKLET
2018 - 2019
http://s4s.sthelens.gov.uk/
Page | 2
INTRODUCTION
The SEND Code of Practice 2015 states that the quality of teaching for pupils with
SEN, and the progress made by pupils, should be a core part of the school’s
performance management arrangements and its approach to professional
development for all teaching and support staff. Staff CPD should be recorded in the
annual SEN Information Report, published on the school website.
With the growing numbers of children and young people with autism it is essential that
all staff have regular ASD specific CPD. Those with an EHCP or complex needs are
likely to require very individual provision and intervention. Our training will ensure your
staff have the understanding needed to fulfil the statutory obligations of the
EHCP.
LASCS has established a well-respected reputation for delivering excellent
training to schools over the last 12 years. Staff are highly experienced; some holding
licences to deliver nationally recognised courses. In 2017, 547 staff from schools and
other services within St Helens, Wigan, Warrington and Runcorn attended LASCS in-
house or in-school training - 97.4% of attendees evaluated our training as very
good to excellent.
We provide an extensive menu of SEND, social communication and autism specific
training both for schools, colleges, parent/carers and other professionals working with
children and young people. Additionally, unlike many other training providers, LASCS
can respond specifically to your needs; creating a bespoke and highly tailored training
package.
All bookings for training must be made via the Services 4 Schools Portal; all St Helens’
schools have an account and easy access. All external schools, colleges, academies
and other professionals are able to request access by signing up for an account.
http://s4s.sthelens.gov.uk/
Page | 3 PAGE CONTENTS
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ASD ENHANCED TRAINING
ASD AWARENESS TRAINING
PERSON CENTRED PLANNING FOR CHILDREN
AND YOUNG PEOPLE
HOW TO BE AN AUTISM FRIENDLY SCHOOL
PRIMARY TO SECONDARY SCHOOL –
EFFECTIVE TRANSITION SUPPORT
TEACCH – PRACTIONER’S ADVICE
THE INCREDIBLE 5 POINT SCALE
WRITING SOCIAL STORIES
REDUCING ANXIETY
RESISTANCE TO WORK
ASSESS, PLAN, DO, REVIEW IN PRACTICE
BESPOKE TRAINING
Page | 4 ASD ENHANCED TRAINING
New dates for 2019
LASCS have developed a five session enhanced training course aimed at all those
who are teaching or supporting children and young people in primary and secondary
schools with significant social communication difficulties or Autism Spectrum Disorder. It
is based on the Autism Education Trust’s ‘Autism Competency Framework – 2017’. This
course is a must for all staff directly working with children and young people with
autism who receive additional funding from St Helens Council.
It aims to be a practical learning journey to gain in depth knowledge and skills with
supporting reading materials available online. There are set tasks, opportunities for
reflection, group discussions and first-hand accounts from people with ASD. Sessions
delivered focus on:
Knowing and understanding pupils with ASD
Listening and responding to pupils with ASD
Supporting the curriculum and learning
Making effective adjustments for learning
Understanding their own roles within SEND
Attendees self-evaluate their current skills and knowledge, set their own learning
goals and reflect on the impact of their practice towards the end of the course. 14
teaching assistants from 10 schools completed the course in 2017. The feedback was
overwhelming positive. Almost all attendees agreed they are now confident enough to
become an ‘Autism Champion’ in their school.
100% would recommend the course to their colleagues.
‘I feel more confident in voicing my opinion or concerns’
‘Enjoyed the group discussions, video clips and particularly the disco session to
see things from the child’s perspective’
‘TEACCH has helped me understand why other activities are equally as
important’
‘ [I have]A better attitude, a lot more confidence’
Page | 5 ASD ENHANCED COURSE
Dates and times for Spring 2019
Monday 1.00 – 3.30 @ Newton Children’s Centre
28th January
11th February
25th February
11th March
25th March
Delegates must attend all the 5 sessions above to complete the course
Cost per delegate: £140
Dates for Autumn 2019 tbc
Page | 6 ASD AWARENESS & UNDERSTANDING
‘Very professional and insightful, offering many opportunities for reflective thought on my
own practice’ – Y4 Teacher
‘Presented with inspirational passion. Well done and interesting examples used’ - TA
The Code of Practice 2015 states there is an obligation for teachers to have at least an
awareness and basic understanding of the different Special Educational Needs and
Disabilities. With about 1.1% of children in St Helens with a diagnosis of ASD it is likely that
every teacher will teach a child with significant social communication difficulties or autism.
LASCS delivers ASD Awareness & Understanding at Newton Children’s Centre on a
regular basis. It is aimed at all those who are teaching or supporting children and young
people in primary and secondary schools with significant social communication difficulties or
Autism Spectrum Disorder. Although it will be aimed at teachers and learning support staff;
mid-day assistants, volunteers and any other staff from children’s services working with
those with autism are welcome to attend.
ASD AWARENESS & UNDERSTANDING
Dates and times are:
Monday 1.00 – 3.15 @ Newton Children’s Centre
21st January 2019
£30 per person
Alternatively, this training can be delivered in a staff meeting or
during an INSET for the whole school
Cost - £120 ( 1.5 hour)
Page | 7
PERSON CENTRED PLANNING FOR
CHILDREN & YOUNG PEOPLE WITH SEN
& DISABILITIES
New for autumn 2019
St Helens Council is endeavouring to train all professionals working with children and young
people in Person Centred Planning approaches.
Empowering children and young people with disabilities or special educational needs to
have a voice and make informed and considered choices for their future is high on the
agenda and very much intrinsic to the SEND Code of Practice 2015. Person centred
approaches are a range of tools and organisational attitudes that have been developed
over several decades to offer a more personalised and outcomes-focused way of meeting
individual’s needs.
Understanding the difficulties young people with SEN & disabilities have in making choices
and knowing effective ways to engage them is crucial to their short term future plans and
transition in to adulthood.
This course is aimed at all those who work with children and young people. It is designed to
give professionals an overview of the tools available, the thinking and attitudes which
accompany person centred planning and some practical tips to get you started. The
approach is key to Education, Health and Care Needs Assessments.
Dates and times are:
Monday 1.00 – 3.00 @ Newton Children’s Centre
Dates tbc
£30 per person
This course can be tailored to meet the needs of different teams
and professionals and can be extended accordingly. Please
contact LASCS for details.
Page | 8
AET SCHOOL AUTISM STANDARDS AND
COMPETENCY FRAMEWORK
HOW TO BE AN ‘AUTISM FRIENDLY’ SCHOOL
New for Autumn 2018
The Autism Education Trust (AET) has developed a set of schools Autism Standards with
funding from the Department for Education in England, to describe the key factors common
to good practice for pupils with autism. The standards have been designed to support
schools to meet their statutory duties outlined in the SEND code of practice 2015, the
criteria within OFSTED common inspection framework and to evaluate the extent to which
the needs of pupils with autism are addressed, by analysing policies, systems and whole
school development work.
Additionally, the Competency Framework helps teachers and support staff reflect on their
current knowledge and practice and identify skills and approaches which may need to be
developed or improved.
This training will focus on the key themes, introduce the framework and standards as well as
provide you with starting points and goals to move forward towards an autism friendly
school. It is most suitable for SENCOs and SLT staff as it has strategic actions and
outcomes and implications for whole school CPD.
HOW TO BE AN ‘AUTISM FRIENDLY’ SCHOOL
Dates and times are:
Monday or Thursday 1.00 – 3.00 @ Newton Children’s Centre
tbc
£30 per person
This course can be tailored to meet the needs of your school, providing additional support in attaining an autism friendly school.
Please contact LASCS for details.
Page | 9
PRIMARY TO SECONDARY SCHOOL –
EFFECTIVE TRANSITION SUPPORT
Returning for 2019
St Helens is endeavouring to support primary and secondary schools improve or build on
existing good practice of transitioning children with special educational needs or disability to
secondary school. Identifying children with additional needs early, developing their
independence skills and supporting their move to high school are essential to a successful
transition.
The SEND Code of Practice 2015 states that SEN support should include planning and
preparing for transition, before a child moves into another setting or school. To support the
transition, information should be shared by the current school with the receiving school.
Agreement with parents about the information to be shared should be part of the planning
process.
From extensive published research and evidence of 12 years of LASCS Y6 transition
support, a successful move to high school for children with autism or other SEND is most
likely when parents and schools work together, views of the child are prioritized and
where everyone invests in the process, including the child. Secondary schools value
the in-depth information about a child’s needs, especially guidance on what works for that
child in the classroom and around school.
This training aims to cover all aspects of transition, sharing current good practice in St
Helens and giving both primary and secondary staff the opportunity to meet and discuss
pressing issues. It is aimed at SENCOs, Y6 staff, Y7 Head of Year, Pastoral Leads.
Dates and times are:
Summer term 2019
2.00 - 3.30
Free to everyone
Primary and Secondary Y7 staff
Page | 10 TEACCH –PRACTIONER’S ADVICE
Popular and in high demand
‘Very useful resources and ideas for schedules. Loved the ideas for an independent workstation’ TA
‘I will think about the environment and how to adapt it’ 1:1 LSA
‘Looking at the different workstations was particularly useful’ Teacher
TEACCH is a well-respected holistic approach to teaching and supporting children and
adults with autism. The approach is used worldwide and is considered to be excellent
practice. Implementing TEACCH is recommended in many EHCP plans of pupils with ASD.
LASCS have taken the key elements of TEACCH and brought them together in this much
sought after practical session. It provides the advice needed to implement a successful
structured learning approach which focuses on:
an understanding of the culture of autism - the characteristic patterns of thinking and
behaviour seen in children on the autism spectrum.
the development of a person-centered plan for each child
the use of structured teaching (which consists of four elements: physical structure;
visual schedules; work systems; and task organisation).
the use of a wide range of cognitive, developmental, educational and behavioural
strategies – based on strengths rather than deficits
co-operation between school and home
This course is most suitable for primary whole school training as it is a holistic
approach, to be embedded as an intervention and a way of promoting independence
for all children with ASD
This training can be delivered in a staff meeting or during an INSET
for the whole school and/or support staff
£120 (1.5 hours)
Page | 11
EMOTIONAL REGULATION USING THE
INCREDIBLE 5 POINT SCALE
Number scales, in all their varying formats, are both familiar and tangible to children and
young people. For most children the sequence of numbers provides a visual image of low to
high, 0-5, negative to positive etc.
Using number scales as a means of expressing oneself takes away the need for complex
emotional language, often a difficult concept for children and young people with ASD.
Removing the abstract and promoting the visual builds on children’s strengths rather
than focusing on their deficits.
The Incredible 5 Point Scale is a tool to help children and young people, across all ages,
visualise their feelings, understand their emotional responses and illustrate solutions and
strategies. Although designed for children and young people with ASD it is very versatile
and is useful for children with a range of social or emotional differences. It takes a solution
focused approach, it is proactive and person centred. The child or young person’s
voice is very much listened to and acted upon.
The training will show you the process of creating the Incredible 5 Point Scale and how it
can be used across a range of situations with children of different abilities.
This training is most suitable for pastoral leads, heads of year, teaching assistants and
anyone else working directly with a child or young person.
Dates and times are:
Monday 1.00 – 3.00 @ Newton Children’s Centre
4th February 2019
£30 per person
This training can be delivered in a staff meeting or to support staff
or pastoral leads
£120 (1.5 hours)
Page | 12 WRITING SOCIAL STORIES™
Most children naturally acquire the repertoire of social communication skills needed by the
time they are in school. They understand how to adapt their talk and behaviour according to
the audience and setting. For children and young people with autism this can be a lifelong
difficulty.
For children with autism the learning of social adaption and flexibility cannot be left to
chance. It requires explicit teaching, modelling and supporting. Social Stories ™ are
one, very effective, way of delivering those explicit messages.
Social Stories™ were developed by Carol Gray and are used throughout the world to
support children with autism and social communication difficulties understand the world they
live in. The stories focus on facts, specific situations, perspectives and commonly held
views. They are person centred, based on need and are highly visual. They become a
tangible resource and intervention, gently directing a child or young person through the
social nuances of school.
This training will provide you with the basic understanding of Social Stories™ and the means
to write them. You will get an opportunity to have a go with colleagues and to look at real
examples.
Dates and times are:
Monday 1.00 – 3.00 @ Moss Bank Children’s Centre
Kentmere Road, Moss Bank WA11 7PQ
12th November 2018
£30 per person
This training can be delivered in a staff meeting
£120 (1.5 hours)
Page | 13 REDUCING ANXIETY
With 1 in 10 children estimated to have a diagnosable mental health problem - an average of
3 in every classroom - it is a reality that teachers within St Helens’ schools will be teaching
pupils with anxiety, depression and phobias and a number of children who self-harm.
(25/08/ 2017 Andy Cope guardian.com teacher network)
These statistical rates are even higher amongst the Autistic Spectrum Community according
to recent estimates (NAS 2014). By understanding more about anxiety, especially how
autism can entrench and deepen difficult feelings, professionals can support children and
young people more effectively.
Different approaches to working with children with anxiety will be explored. We
consider how mindfulness could become part of a healthy classroom for the child or young
person with an ASD and for others too.
REDUCING ANXIETY
Dates and times are:
Monday 2.00 – 4.00 @ Newton Children’s Centre
14th January 2019
£30 per person
This training can be delivered in a staff meeting or to pastoral or
support staff
£120 (1.5 hours)
Page | 14 RESISTANCE TO WORK
Wonderful - food for thought! Fantastic ideas delivered in a way which prompted reflection.’
Teacher
‘So very interesting! Wow! Really inspiring.’ TA
Do you know what can make a child or young person unavailable for learning?
We easily hear the avoidant "No!" loud and clear; assuming the immediate unwillingness of
the learner to engage. However, you will be encouraged to explore whether this really
means 'I can't' or 'I won't' or ‘Just not now'.
Each response, and the underlying difficulties they represent, requires a range of different
approaches and strategies to address them. Teachers, learning support assistants and
pastoral leads are given time to consider why the strategies work and also why sometimes
they don't.
Using the lens of Maslow's hierarchy of need and by considering the sensory experiences of
children and young people with autism you will be challenged to broaden your
understanding of why sometimes specific strategies can help re-engage your more
reluctant learners.
Dates and times are:
Monday 2.00 – 4.00 @ Newton Children’s Centre
10th December 2018
£30 per person
This training can be delivered in a staff meeting or to TAs
£120 (1.5 hours)
Page | 15
ASSESS, PLAN, DO, REVIEW
IN PRACTICE
The SEND Code of Practice states that, for students who face challenges in their learning,
teachers are required to remove barriers and put effective special educational provision
in place through SEN support. This SEN support takes the form of a four-part cycle
(assess, plan, do, review). Through this cycle, actions are reviewed and refined;
understanding of a student’s needs, and the support required helping them secure good
outcomes, increases. This graduated approach challenges us as professionals to set
objectives and map out the provision necessary to make good progress. This can be done
through an individualised approach and this training aims to help teachers to use this as a
meaningful constructive process.
Topics include
Setting aspirational outcomes within person centred practice
How to set short term SMART targets from those aspirations
How to consider the provision required to support those targets
How to track the progress towards them
How to include the family and wider school community in the progress
This training is aimed at teachers with an opportunity to have a go at
personalised planning
Dates and times are:
tbc
£30 per person
This training can be delivered in a staff meeting for teachers
£120 (1.5 hours)
Page | 16
BESPOKE TRAINING
Although we provide a menu of training the specialist teachers and support staff are highly
skilled in a range of approaches and interventions for children and young people with autism
and social communication difficulties.
If you have any particular training requirements or would like to book a school INSET with a
mixture of themes please do not hesitate to get in touch. I am sure we will be able to tailor
our delivery to meet your needs.
Additionally, we can provide mentoring or coaching for individual staff or departments in
relation to improving SEN & Disability education practice.
Cost - £80 per hour
For further information or a discussion please contact
Elaine Charleston
01744 673135
