Ensure staff training and development opportunities to support their understanding of neurodivergence and how to enable autistic children to thrive in school, for example using resources such as:

• Immie's Signs to Spot Autism | The AET on Good Morning Britain (autismeducationtrust.org.uk).

• Guidance written by neurodivergent young people: How Can Schools Better Support Neurodivergent Young People.pdf - Google Drive.  and Trauma | Autism Barriers to Education – which helps explain the ‘double empathy problem’.

• Video clips explaining the importance of celebrating diversity, for example and video 1 and video 2.

• The Autism Education Trust’s free materials and resources.

• Resources from the Additional Needs Team’s recommended resource list

Use the environment to support understanding of expectations around work and behaviour. For example

have a whole class Visual Timetable on display that is discussed and actively used with the children. Tell them in advance about any significant changes to the daily school routine and illustrate this with the visual timetable. The visual timetable can also demonstrate timings of lessons, and when multiple staff are leading the sessions, show this clearly through using their photos.

Clearly label learning zones/curriculum areas within the classroom. Provide visual reminders of classroom rules. Twinkl, Boardmaker and Widgit provide a wide range of visuals and symbols which can be used around the classroom environment, for displays, and to create visual timetables. Be consistent in symbol use across school, e.g. avoid using Twinkl picture for one symbol and Boardmaker for another. Consider child’s level of understanding (objects, photos, symbols).

Provide a communication friendly space/environment, with reduced distractions, e.g.  e.g. drawing on

guidance from ELKLAN, ICAN and Elizabeth Jarman.

Ensure expectations around work and behaviour are clearly structured and presented visually (e.g. Good looking, sitting listening prompts,  also see the ELKLAN Language Builders books for examples of task plans/ lists and other strategies).

The TEACCH approach is a way to provide high levels of visual structure and clarity to support children’s understanding of the environment, expectations and activities (e.g. start and finish trays, use of a workstation).  It is not a single method and can be used alongside other approaches. Source activity resources from the internet, e.g. via Pinterest and Twinkl.

Provide clear roles during group work.  Reinforce the understanding of these roles visually (e.g. written information/symbols). For example, Kagan co-operative learning groups are a teaching style within which children support one another in their learning, thereby helping to promote and develop social skills.

Keep seating plans consistent and pre-warn the child of any changes.

Ensure sensory or movement breaks are incorporated into lessons.

Consider how much language you are using (e.g. reduce when appropriate) and try to avoid the use of non-literal language (e.g. idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (e.g. with pictures or objects).

Children may find it difficult to receive praise or criticism, so make comments specific and honest, e.g. ‘that’s good, you’ve used some interesting words to label your diagram’. 

Work with children and their families to understand their preferred communication style and in what environments/ situations they feel most at ease when communicating.

Make sure expectations in the classroom are clearly communicated, so children understand what behaviours are expected at different times, from themselves and others.

Ensure there is some additional guidance or structure at times when you notice children may not be picking up on less explicit rules, or in situations where they may be experiencing difficulties with executive function skills (e.g. waiting, turn taking, roles during group work). Work with children to develop their understanding and confidence in these situations in a way that feels most comfortable to them. For example, some children enjoy small group activities (e.g. see Getting Help section). Other children prefer to work with adults 1:1 to reflect on what works and does not work for them to guide environmental changes and skill development opportunities.