WHITE PAPER

FIT FOR THE FUTURE : DELIVERING SKILLS FOR LIFE

A white paper exploring effective education pathways for young people with a diagnosis on the autism spectrum

Contents
Foreword by Sarah Sherwood, Director of Special Educational Needs Executive Summary Key issues of SEN & autism spectrum Comparative study: the Hassocks and Oxford experience Double win: student experience and cost benefit Teachers views Parents feedback Student life Making a difference Contact details

FOREWORD BY SARAH SHERWOOD, DIRECTOR OF SPECIAL EDUCATIONAL NEEDS

Young people with a diagnosis on the autism spectrum need learning opportunities in environments that recognise the challenges they face on a daily basis and provide them with strategies to manage their anxieties. With so many students having a co-morbid diagnosis, there is a need to constantly evaluate the learning experiences they receive. The additional expertise which occupational therapists and speech and language therapists can provide is essential in ensuring an approach to learning that fully meets the diverse needs of individuals with an autism spectrum diagnosis. Employability and the skills for independent living are a priority for individuals on the spectrum. Current research shows that only 15% of young people with an autism spectrum diagnosis are in sustained, full-time employment1. This statistic needs to change. Joint working with parents is paramount in achieving the best outcomes for young people on the autism spectrum. Without open communication and discussion with parents it is not possible to gain their support, respect and trust all, of which are vital in supporting their child to move forward in their learning. Furthermore, Career Professional Development (CPD) is essential in ensuring staff are empowered and given comprehensive training and support that leads to better outcomes for the students they work with. The only way to ensure these needs are all met is through considering alternative options to integrating young people on the autism spectrum in mainstream schools. This paper asserts that creative solutions must be found that not only address specific autism requirements but also look at providing a measurable return on investment (ROI). It recommends LEAs consider funding independent provision which has the capacity and capability to educate young people with ASD and help them develop life-long skills to improve their employability. Though independent specialist schools have been overlooked by LEAs in the past due to the need for extra funding, the success that these schools achieve in educating and preparing students for the future offers a greater return. Their success rates mean fewer young people with autism become unemployed adults, reducing stress on parents and a reduction of support needed from the state. In the short term they may not appear to be financially viable, however in the long term the use of independent centres such as LVS Hassocks and the soon-to-be opened LVS Oxford are a financially viable option for LEAs in the way that they provide SEN children with the life skills they need to become independent.
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http://www.autismwestmidlands.org.uk/content/617513/understanding_autism/an_introduction_to_autism/faqs/

Biography
Sarah Sherwood has experience of working with individuals with a diagnosis on the autism spectrum which spans more than 20 years. Her initial exposure to autism was when she ran a nursery and had two children whose needs were very different. One had no language, was socially withdrawn and had challenging behaviour, whilst the other had language but was unable to answer questions put to him, was very passive, and also socially withdrawn. One had classic autism and the other was later diagnosed with Aspergers syndrome. She found it fascinating that two children with such diverse needs came under the same diagnostic umbrella. Many experts in the field of autism say that when youve met one person with autism, youve met one person with autism, as a way of describing the very individual and unique presentation of each person on the spectrum. Over the years, Sarah has found this to be a reminder of the individuality of the young people she has worked with. Her passion of working with these young people led her to complete an MEd in autism, where she explored joint working with parents. Sarah opened LVS Hassocks in West Sussex in 2009 as head and successfully developed a model that helps build life skills and educational achievement that gives young people a greater chance of living more independently when they leave at 19 years old. It is now at full capacity. Sarah is now directing the opening of a second school, LVS Oxford on the same model. LVS Oxford opens September 2014.

EXECUTIVE SUMMARY
There is a call for more effective education pathways for young people on the autism spectrum. The current system, which primarily integrates children with autistic spectrum disorder, needs to be rethought due to its lack of success and subsequent negative effect on society. Unsuccessful systems, such as the current use of LEAs to integrate children into mainstream schools, have extremely low success rates in transitioning children from school to employment2. We are answering this call. Independent provision has come a long way since the years of institutionalisation. LVS Hassocks has developed a tried and tested approach to helping students diagnosed with autism and Aspergers related conditions. Through a structured environment and approach that develops their independence and confidence, we help equip students with the skills needed for employment and dealing with the complexities of day to day life. Independent schools, through building independence, help students transition into employment, enabling them to be contributing members of society and therefore taking pressure off of many parents, and indeed the state.

2 68% of adults with autism are not in full time employment http://www.ambitiousaboutautism.org.uk/lib/liDownload/341/AAA_Finished_at_School_Report. pdf?CFID=9897385&CFTOKEN=65544685 - With over half of adults with autism not in full time employment, the current system of integrating children on the autism spectrum in mainstream schools needs to be reconsidered.

KEY ISSUES OF SEN & AUTISM SPRECTRUM

Fact: Autism affects 700,000 people in the UK thats 2.5million family members who deal with autism in one way or another. This means a remarkable number of students in the UK need extra support during their early years, all the way through until school leaving age. Children on the autism spectrum require a different approach 43% of young people with autism surveyed in 2011 felt that teachers didnt know enough about the condition (The National Autistic Society)

LEAs are in charge of assessing children and deciding where they fit in regards to special educational needs. Once assessed, a child is given a certain amount of funding and is placed either in a mainstream school or in an independent school. The primary choice is for children to be assigned to a mainstream school, where a few also receive a learning support assistant (LSA). The child attends classes with the other students and will receive an hour or two of face to face time with designated SEN teachers. As demonstrated in an article by the Independents Bill Tuckey on personal experiences with a child on the autism spectrum, the results are not always positive. For each new school year, children must start from scratch. This becomes problematic for those on the autism spectrum as they have to readjust all over again, which takes time4. Although a child develops a relationship with their LSA where they feel comfortable and relaxed, a difficult task for many a child on the autism spectrum, it is incredibly difficult if not impossible for the child to begin to feel comfortable with a new teacher each year. In addition, the child will only receive an hour or two of dedicated learning with an SEN teacher.

to learning. This primarily involves a structured routine and one-on-one time with teachers. In a mainstream school, integrated children with SEN support only receive an hour or so a day of SEN schooling. For the rest of the day they spend their time with the other students and teachers who are often unaware of and unable to change their behaviour or teaching style according to the childs individual needs. Just like every human being is different, the way autism manifests itself in individuals is highly unique. These differences range from being unable to interpret body language or facial expression, taking a literal understanding of verbal language, and displaying signs of anxiety, paranoia, and in extreme cases aggression.

68% of parents surveyed in 2011 said it hasnt been easy to get the educational support their child needs (The National Autistic Society)

Over 40% of children with autism have been bullied at school

(The National Autistic Society) Over the years local governments and schools have worked together to enable those on the autistic spectrum to receive the assistance and help that they need. At present, the majority of autistic children go to mainstream schools. Some students do well, however there are some that do not. This creates a burden not only on the schools, but also on parents and society as a whole.

Baird, G et al (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP). The Lancet, 368 (9531), pp210-215 4 Tuckey, B. (2010). The boy in the corner: Why do children with special needs still get such a raw educational deal? The Independent http://www. independent.co.uk/news/education/schools/the-boy-in-the-corner-why-dochildren-with-special-needs-still-get-such-a-raw-educational-deal-1938286. html#
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The rest of the time they are with teachers who are unable to adapt their methods to teaching a child on the autistic spectrum. This causes students to become uncomfortable in class, often leading to loud and angry outbursts, or withdrawal and increasingly exclusions. In the UK one in five autistic children have been excluded from school, many more than once (National Autistic Society). Furthermore, the number of parents seeking support for their child overwhelms LEAs with some turning away children because there are just too many children who need support. As distressing as this is for families, it is also a drain on school and LEA budgets. In the 2009-2010 school year, LEAs spent 313 million on special educational needs whilst schools spent 1.5 billion. In the 2009-2010 school year, LEAs spent 313 million on special educational needs whilst schools spent 1.5 billion. 8 With this much money being invested in finding additional support for those with special educational needs, and clear issues in existing provisions, an alternative solution needs to be created. Funding is delegated to schools and there is an expectation that the school meets the needs of its pupils. The local authority may contribute more where schools appear to have done all they can reasonably do to support children with SEN. However, there is a need for clear understandings of what the schools and local authorities are expected to achieve. Despite the significant sums spent by LEAs and schools on supporting children with autism in mainstream education, success levels in transition from school to employability are extremely low. According to Ambitious About Autism, 68% of adults with autism do not have a full time job and the National Autistic Society found that 28% of adults with autism surveyed in 2012 still live at home with their parents. The truth is, these adults have a huge amount to contribute if they are given the opportunity. As schools are unable to provide children with autism the necessary skills to transition into the world of work, they grow up needing constant support from their parents with many needing to claim benefits.

18% of parents surveyed in 2011 had to go to a tribunal to get the right support for their children (The National Autistic Society)

Schools and local authorities share the responsibility of finding funds to support children on the autism spectrum. Often this leads to confusion on the part of parents, who are not clear on where the funds are coming from. Furthermore, when a particular case has been denied funding, parents often seek legal aid to help win the battle over financial and practical support for their children. This adds to the pressures of both LEAs and schools. An inclusive policy, therefore, is not always best for autism spectrum pupils. A solution is needed that reduces the burden on both schools and LEAs in addition to improving the educational experience of children on the autistic spectrum.
Ibid., Local authorities experiences of improving parental confidence in the special educational needs process 2010 7 Ambitious about Autism http://www.ambitiousaboutautism.org.uk/lib/ liDownload/341/AAA_Finished_at_School_Report.pdf?CFID=9897385&CF TOKEN=65544685 and National Autistic Society http://www.autism.org.uk/ about-autism/myths-facts-and-statistics/myths-and-facts.aspx 8 Bolton, P. 2010. Local Education Authority Spending Library House of Commons, p.6.
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22% of young people with autism responding to a 2012 survey said they had no friends at all (The National Autistic Society)

COMPARATIVE STUDY: THE HASSOCKS AND OXFORD EXPERIENCE

Independent specialist schools have risen to the challenge, developing teaching methods and programmes and creating opportunities for autistic children to flourish in a safe and encouraging environment. At LVS Hassocks and LVS Oxford, there is one teacher and one Learning Support Assistant (LSA) to a maximum of eight students. Through this personal and tailored approach, students are able to develop lifelong skills. Furthermore, our students engage in group activities such as outings to shops and to the cinema to help build their confidence and life skills. Our students enjoy the safe and familiar surroundings of the school. They are provided with a tool-box for life a variety of skills and coping mechanisms that they can take with them into the next stage of their life, whether it be further education or employment. Our methods give learners the essential skills needed to be confident in the workplace, plus the knowledge and practical experiences needed to lead fulfilling adult lives. We recognise that students with communication, socialisation and imagination difficulties all have different skills and attributes. Students therefore learn a range of relevant vocational skills in a vibrant and stimulating environment. Supported by their teachers, the on-going assessment can lead to nationally recognised qualifications. Students work towards a range of qualifications in addition to undertaking work placements to help them decide on what to do next.

Our approach is unique in preparing them for employment. We deliver a curriculum that really supports young people with this diagnosis, focusing on whole health learning, connected learning and real world learning. Through a structured environment and approach that focuses on developing their independence and confidence, LVS Hassocks and LVS Oxford equip students with the skills needed for employment and dealing with the complexities of day to day life. Our focus is on building life skills and educational achievement to give young people a greater chance of living more independently when they leave at 19.

Results
there was little understanding of Liams diagnosis. As a result Liam would often become very anxious about not understanding the lesson, and would leave the school site. When Liam joined us he initially found it difficult to settle and some of the other students difficult to tolerate. Gradually Liam began to settle and showed an interest in catering which stemmed from the tentative relationships he was building with the catering staff. During food technology sessions Liam demonstrated a talent for cooking and after discussions with staff it was agreed to give Liam some trial sessions in the catering department of the school. It was here that Liam found his niche, producing food to a high standard and he started an NVQ qualification in catering. Due to his on-site success, a work experience placement was found for Liam through the Yummy Pub Company. The company was very supportive and worked closely with the school to ensure that during the first few weeks there was a gradual increase in expectation of the amount and type of work he would undertake. Liam will soon be starting an apprenticeship in the kitchen of a mainstream school, having completed his NVQ Level 1.

Liam

Liam joined us having been out of school for a number of months. He found a large secondary school challenging, as the constant changing of staff and classrooms meant that

Gabby
Gabby joined the school in September 2012. She had previously attended a mainstream secondary school, followed by an ASD unit and then an alternative education provision for students out of school. Previous reports indicated that Gabby would take herself out of lessons, communicate in an abrupt manner with staff and find it difficult to conform to the expectations of a mainstream school. Gabby gradually began to withdraw from all social interaction with staff and peers and she became extremely isolated. When she did not understand what was being

asked of her she would refuse to do the task rather than ask for help. Gabby settled well at LVS Hassocks although she was initially a very quiet student. Residentially, she would spend time alone in her room, but she is now spending time with her peers and joins in all residential activities. She has benefitted from the visual supports which are provided for her to use across the school and residential environments. These supports have helped in reducing the high levels of anxiety Gabby has previously experienced when trying to interpret body language and facial expressions

at the same time as decoding what had been said to her. She has an interest in animals which has been fostered by her attending a work experience placement at a pet food supply warehouse. She also undertakes some administrative duties in the school office twice a week.

DOUBLE WIN : STUDENT EXPERIENCE AND COST BENEFIT

With us, students receive an education that is tailored to their specific needs. Every child takes time to adjust our approach welcomes this, finding ways to help students feel comfortable and ready to learn. Students at an independent school receive a personalised experience. Teachers understand the nuances of teaching young people with autism, Aspergers and related conditions. This enables them to change their teaching approach to the benefit of the student.

Asa

With a diagnosis on the autism spectrum, crippling levels of anxiety, ADHD, sensory issues and dyslexia, Asa struggled at a mainstream school. Due to his high levels of intensity, sensitivity and volatility, Asa needed the time to adapt to classes in a safe and nurturing environment. LVS Hassocks ensured that Asas time in class was as calm as possible; gradually he began to interact

with the staff and peers in his group. He started to eat lunch with another peer, rather than eating alone in the classroom. Asas progress accelerated quickly during the first few months with us, making friends and recognising things which challenge him and looking for opportunities to overcome them.

The benefit of independent specialist provision is the ability to support young people with a diagnosis on the autism spectrum in gaining employment after school. This support helps save money. In the UK, the cost of providing care for each person with autism affected by intellectual disability through his or her lifespan is 1.5 million and 917,000 for those not affected by intellectual disability8. Dr. Mandell of the University of Pennsylvania notes that, We are paying for the costs of inaction and the costs of inappropriate action. Social exclusion of individuals with autism and intellectual disability, and exclusion of higherfunctioning individuals from employment opportunities are increasing the burden not only on these individuals and their families, but on society as a whole. Independent centres such as LVS Hassocks and LVS Oxford can significantly reduce this9.
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http://www.autismspeaks.org/about-us/press-releases/annual-cost-of-autism-triples Ibid.,

TEACHERS VIEWS
We work hard to build up a good rapport with each individual student, it is not a one size fits all curriculum! We work hard to use different approaches that we know will help each learner engage and access the session to the best of their ability. Gail There is emphasis on looking at the students strengths and empowering students to develop their self-esteem and self confidence. Melanie Campbell

I think that the outcomes for students are better because of the possibility of greater multi-disciplinary working, with teachers, residential staff, therapists and educational psychologists all being onsite, allowing easier liaison, joint planning and joint sessions. This is essential for young people with complex communication and behavioural needs. Today, we have just had a multi-disciplinary team focus meeting which has been reviewing the progress of a student who is extremely socially anxious. In this meeting we were able to highlight the outcomes from our joint planning and sessions; in the last few weeks this student has started to initiate conversation for the first time in school since arriving here last year, without being prompted, with at least 2 members of staff. He has also identified that he is now talking more. This is something that he wanted to achieve. I am sure that this would not have happened for him if he was in mainstream. Charlotte Orrell Speech & Language Therapist

PARENTS FEEDBACK
LVS Hassocks has made a huge difference to Charlie, he is happy, so much more self- confident with those around him and is learning key skills leading towards independent living. At last, I have found a school that knows exactly what he needs, and I can stop worrying! Parents of Charlie, aged 18 Since Jared started attending LVS Hassocks last year we have seen acceleration in his confidence, self-esteem and social skills development. We attribute his progress to date to the teaching techniques and strategies provided by staff whose expertise lies specifically within the field of autistic spectrum disorder. Finally, Jared is at a school that he is happy to go to every day which in turn has brought both him and the whole family a better quality of life. Parents of Jared aged 19

Student life
We take a holistic approach, making a difference in the lives of our students. A structured day helps students to focus for many, the residential aspect of school life can be difficult. To help develop a students confidence and take control of their daily life, they each have a visual schedule that helps them focus. Residential staff play a key role in working with students to further develop their independent living skills. In addition to classes, students also benefit from the excellent facilities supported by areas for practical learning and health related activities, including sports fields, a school garden and teaching kitchen. There is also a dedicated suite for speech, language and occupational therapies, as well as a relaxing massage room for sensory sessions to promote well-being and health.

MAKING A DIFFERENCE
As this paper has demonstrated, there is a clear need for effective educational pathways for young people with a diagnosis on the autism spectrum. LVS Hassocks and LVS Oxford have risen to the challenge through developing an approach to working with these young people that supports them by focusing on whole health learning, connected learning and real world learning, embedding skills which will help them in the work place and community. Our success means a great number of young people with this diagnosis will find employment, reducing pressures on their parents and the state. Utilising independent specialist schools is essential in ensuring young people with a diagnosis on the autism spectrum receive the care and education that they need. LEAs will benefit from considering independent schools as an alternative to mainstream schools for their ability to prepare for students for future employment and greater independence.

CONTACT DETAILS
LVS Hassocks
(West Sussex) (Opens September 2014) Address: London Road Spring Hill Road Sayers Common Begbroke West Sussex OX5 1RX BN6 9HT Telephone: 01273 832901 01865 595170 Email: info@lvs-hassocks.org.uk enquiries@lvs-oxford.org.uk Website: lvs-hassocks.org.uk lvs-oxford.org.uk

LVS Oxford

LVS Hassocks and LVS Oxford are part of the Licensed Trade Charity. Registered Charity No. 230011

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