Policy
There are clear policies on supporting communication and interaction needs which are up to date, shared with all young people, staff, parents and governors, openly available on the school website, and meets all current national requirements.
The senior leadership team should ensure that:
- All staff have accessed the free 'Making Sense of Autism’ Training’ via STS (or equivalent)
- All staff in school are aware of the key content in the relevant documents and resources, including:
- The SEND Code of Practice (2014)
- Equality Act (2010)
- NICE guidelines on Autism
- Autism Education Trust website information including competency framework and AET Autism Standards
- Warwickshire and Coventry Autism Strategy
- CWRISE
- Warwickshire County Council's Access Strategy
- Warwickshire County Council Access to Education for Children & Young People with Health Needs
- Warwickshire Guidance on Special Toileting Needs in Schools and Early Years' Settings
- School staff are aware of how communication and interaction needs can impact upon learning and SEMH.
- School staff are aware that communication and interaction needs can be present very differently between individuals (particularly in girls) and in different contexts (such as home and school)
- School staff work with outside agencies such as health services, social care and education services such as EPS, STS, IDS, EMTAS and Flex Learning
- Young people are aware of who to approach in school to seek help. There are regular opportunities for this to take place, e.g. drop-in with members of staff
- Parents know who to approach in school if they have concerns or information regarding their child’s emotional and mental health.
- There is a careful induction for young people joining the school at both the beginning and throughout the academic year as required.
- School systems are flexible enough to support the individual needs of all young people on roll at the school including those educated off-site.
- Risk assessments are completed when required, for example for access to the building, school trips etc.
- There is adequate time available for staff to fulfill their SEND duties as required, for example, attending meetings, planning and any Continued Professional Development.