Ensure a personalised approach that puts wellbeing first and ensures effective plans are in place to support children to feel safe in the school environment. Please see: Trauma | Autism Barriers to Education

Provide a highly personalised curriculum allowing increased flexibility in the organisation of the learning environment and the school day, (e.g. offering access to additional adult support to enable the child to participate in the less structured parts of the school day such as break time, and provide access to a quiet, distraction-free place in school if a child feels anxious). Additional support for transition into school may also be required, e.g. the child coming into school slightly earlier when it is quieter.

If a child has a personalised Visual Timetable they will need to be told as early as possible about any changes to their routine.

Support may include augmented communication systems such as Signalong, Makaton  or PECS (Picture Exchange Communication System) (language programmes that use symbols and signs alongside speech to enable people to communicate – see Expressive Language above).

Regular staff briefings should be centred around the child’s strengths and support needs to ensure consistency (e.g. A One Page Profile may help communicate this), as well as the editable young person overviews).

Provide Social Stories to help explain upcoming changes in timetable/expected behaviours in certain situations and ‘social greys’. 

They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. Wherever possible and appropriate, you should include the child in the creation of the social story (comic strip conversations maybe helpful for older children)

To develop play skills, Identiplay  helps children on the autistic spectrum, and those with specific communication disorders, learn new play scripts. The approach promotes the development of social skills, understanding, imagination and exploration.

ELKLAN resources can also be useful, such as Language Builders for ASD , alongside practical resources such as ASD in the Early Years which includes an Observation Profile for early interaction, communication and play skills.

Transporters is a fun video series to help autistic children understand the causes of emotions, and the facial expressions that go with them.

Ensure ssensory needs are well understood and managed within the school environment (see the Sensory and/or Physical Needs section.).

An individualised skills development programme should be informed by a holistic understanding of the child’s development (e.g. using AET Progression Framework) and be informed by multi-agency advice, e.g. Inclusion Service, Speech and Language Therapy, Educational Psychology).

Support can be sought from PACT (Paediatric Autism Communication Therapy) via  First Point, (Refer through school nurse).

Ensure the use of transition books and enhanced support to allow a smooth transition into a new class. Additional opportunities to visit new classrooms/schools and meet new teachers in advance to allow sharing of information.