Ensure a personalised approach that puts wellbeing first and ensures effective plans are in place to support young people to feel safe in the school environment. Please see this comprehensive guide, co-produced with neurodivergent young people: 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 children 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 children feel 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.

Visuals in place for the child to use to access break rooms (e.g. “I need a break”).

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

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).

Provide Social Stories to help explain expected behaviours in certain situations and ‘social grey’s. 

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. I Can’t do That includes 80+ social story examples which can be adapted to suit individual needs.

Comic strip conversations can be used to help children understand social interaction by visually showing them (using symbols, stick-figure drawings and colour) the different levels of communication – including thoughts, feelings, words and actions – that take place in a conversation.

The Transporters videos can be useful to use on an individual basis to help teach understanding of emotions/facial expressions.

ELKLAN resources can also be useful, such as Language Builders for ASD

Ensure sensory 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 photo books and additional support to allow a smooth transition into a new class or school. Ensure there are additional opportunities to visit new classrooms/schools and meet new teachers in advance to allow sharing of information. Resources for use 1:1 or in groups include:

• Guidance from Bury’s Additional Needs Team;

• National Autistic Society Guidance;

• Blacksheep Press Readiness for Secondary School;

• Blacksheep Press Developing Situational Understanding.