SENCO noticeboard

SEND Update - December 2024

Welcome to the December 2024 SEND Noticeboard which contains important information about The Early Years OAG, Transport for pupils attending a Resource Base, and a Parent Carer SEND Groups – Survey for SENCos, Training Events Coming Up and much more!

This update includes:

Invitation to work alongside CAT and PSS as part of the DBV programme

There is an exciting opportunity for SENCos and SEND leaders to participate in shaping the SEND service through the implementation of the Delivering Better Value programme (DBV)

As part of the Delivering Better Value programme (DBV), Workstream One is focusing on developing a shared understanding across the local area including schools and settings about what needs can, and should, be met in mainstream, RB and special schools, in line with the expectations of the national SEND and AP Improvement Plan 2023. As part of this, we are looking to second SENCos, Assistant SENCOs and leads of SEND across the sector to work alongside the PSS and CAT teams on specific activities within this workstream, as well as support the work of the CAT and PSS teams within an Associate role.

In the first instance, this would be for one or two days a week for the Spring term, with cover costs provided to your school on a daily rate; there is also the potential for extending this to the summer term 2025.

We are looking for teachers with a specific interest/skill set around:

  • autism,
  • early years, and
  • SEND strategic working.

If you feel passionate about contributing to and supporting these changes then please express your interest in either a CAT or PSS Associate to:

PSS Associate – Terri Cawser terri.cawser@birmingham,gov.uk

CAT Associate – Sarah Scarr sarah.j.scarr@birmingham.gov.uk

For general information about this piece of work, please contact Heather Wood who is leading DBV Workstream one heather.wood@birmingham.gov.uk.

SENCo Briefings -  slides and FAQs

The briefings this term were attended by 260 SENCos from across the sector and focused on:

  1. New EHCP paperwork
  2. Evidencing the Graduated Approach as part of the EHCNA process.

The slide decks and FAQs from the sessions are attached for your information and we hope these will be of benefit to you in your role.

Slide Deck

Mediation slides

FAQ's

Have you completed the City-wide Pupil Voice survey yet? 

This exciting project will better understand children and young people’s experiences of inclusion, what makes Birmingham a great place to grow up in and how it can be made even better. 

It’s a long-term plan for change and views will be taken to the highest level to influence policy and make a real difference to the lived experience of children and young people in Birmingham.  

The project has been co-created and tested by Headteachers, children/young people and the University of Birmingham. 

Senior leaders who took part in the pilot said that ‘it was a privilege to hear our children's views, and that real pupil voice can be used to co-produce exciting solutions; the children of Birmingham feel that they can influence and improve all aspects of their lives!’ 

The project is for children and young people in Early Years, mainstream primary/secondary, special schools, AP, including those with EHCP’s/SSPP’s and on SEN Support. 

To access the questions and complete the feedback, before the end of this term wherever possible, please use the links below: 

Primary and Secondary link  

Early Years link

For further information or any queries, please email: PupilVoice@birmingham.gov.uk.

Ordinarily Available Guidance: Working with Parents Action Research Project Update

Ordinarily Available Guidance: Working with Parents Action Research Project Update 

We are excited to share updates on the Ordinarily Available Guidance: Working with Parents Action Research Project, launched in partnership with the Birmingham Parent Carer Forum (BPCF) in July. This initiative involves eight schools - five primary, two secondary, and one all-through school - working to empower parents of children with SEND and enhance co-production in schools. 

The project’s main goal is to strengthen parents’ understanding and confidence in SEND support available in mainstream schools, aligned with the Ordinarily Available Guidance (OAG). Two key questions guide the work: Do parents understand what SEND support is available in schools? And are they confident this support meets their child’s needs? 

Progress Since July 

The project began with baseline sessions, co-led by representatives from schools, the Pupil and School Support team, and the Birmingham Parent Carer Forum. These sessions provided an open forum for parents to share their experiences and insights about SEND support. Discussions focused on communication, co-design of support, reviewing progress, inclusive practices, and parent engagement. Parents’ feedback helped identify current strengths and areas for improvement. 

Communication emerged as a priority. While many parents felt informed about their child’s support, some noted that updates often arrived too late to allow for meaningful input. Many expressed a desire to be more actively involved in planning their child’s support, particularly shaping strategies. Co-design stood out as a key opportunity, with parents emphasising that greater involvement would empower them and enhance the effectiveness of the support offered. 

Inclusive practices were also a focus, with parents generally describing schools as welcoming but identifying opportunities to broaden engagement with the wider school community. Many felt that fostering more inclusive environments would benefit all children, not just those with SEND. Parents also praised schools that provided regular opportunities for engagement, such as advisory groups or SEND-focused events, which allowed them to share their experiences and ideas. 

Notable feedback from parents included, “We’d like updates earlier to contribute to decisions,” and, “More formal roles for parents in co-designing support would be empowering.” One parent highlighted the wider benefits of inclusivity, saying, “Inclusive environments benefit all children, not just those with SEND.” 

Action Plans in Schools 

In response to the feedback, schools have begun creating targeted action plans to address the issues raised. Improving communication is a key focus, with schools introducing measures like regular review meetings and parent councils. Some schools are also planning informal but focused meetings, co-designed with parents, to encourage open dialogue on things that are important to them. 

Schools are also increasing parental involvement in their child’s learning. This includes inviting parents to help set learning targets and co-produce learning plans. For instance, one school is trailing fortnightly appointments with SENCOs and deputies to provide parents with regular opportunities to discuss their child’s progress. Another school is piloting a new template for one-page profiles that will be developed collaboratively with parents, children, and staff. 

What’s Next 

The project will soon compile parent feedback into case studies, highlighting successful practices and providing practical guidance for schools. These case studies will showcase real-world examples of co-production and strategies for strengthening parental confidence in SEND provision. 

In addition, a strategic support package is being developed to feature tools and approaches identified through the project, making it easier for schools to strengthen their partnerships with parents. Speak to your PSS teacher next term if this is something you are interested in. 

Stay Involved 

The project emphasises co-production, encouraging schools and parents to work together to create inclusive environments. Updates, case studies, and resources will be shared in the coming months to support schools in improving their SEND provision. By fostering stronger partnerships, this work ensures that parents feel confident in the support available for their children and lays the foundation for more inclusive practices across Birmingham. 

Calling all Reception teachers and Early Years leads – working to co-produce the EYS OAG 

We have been working with the Council for Disabled Children in developing the framework for the EYS version of the Ordinarily Available Guidance. We are now ready to start drafting the content for this and are inviting colleagues from across the EYS sector, including Primary school EYFS colleagues to join the different working groups who are focusing on a specific section i.e.

  • Group One: Section 1 – introduction, expectations, principles of good practice, linkage to school OAG, transitions, funding summary etc
  • Group Two: Section 2a - Communication and Interaction
  • Group Three: Section 2b - Cognition and Learning
  • Group Four: Section 2c - Social, emotional and mental health
  • Group Five: Section 2d - Physical and/or Sensory Needs

These groups will meet online for 90 minutes over a period of 2-3 sessions, to be held during the first half of the spring term (dates for each group to be confirmed).

If you’re interested in taking part, then please follow the link to register your interest stating which group you would like to be part of.

Medical Policy

In the summer term, via Fora and school’s noticeboard,  we shared a draft of our new section 19 policy ‘Supporting Children and Young people who are unable to attend their educational Setting’ for comment and feedback. Based on this feedback and best practice from other local authorities this policy has been finalised and  is now published onto the Birmingham Schools and Learning website pages.

The policy covers actions and responsibilities related to the educational provision for children permanently excluded or those who have medical absences of 15 days or more. The website does contain a referral route process for schools where they wish the LA to consider putting in place provision different to that of the child or young person’s current school or setting The referrals will be triaged through a multi-professional  Education Access for Medical Needs panel.

Please note referrals from Birmingham Children’s hospital to James Brindley will continue as per current process.

Have you signed up yet to the Birmingham SEND Co-production Award Scheme?

The Birmingham SEND Co-production Award Scheme is a pioneering initiative designed to celebrate and embed effective co-production across education, health, and social care settings. It provides schools and organisations with a clear framework to capture the positive impact of co-production, ensuring that the voices of children, young people, and their families are at the heart of decision-making. 

Through this award scheme, settings are supported in showcasing the tangible benefits of working collaboratively with families, such as improved outcomes, stronger partnerships, and enhanced community engagement. By signing up, organisations receive guidance on how to demonstrate co-production in action and gather evidence of its ripple effects across their communities. 

To date, 26 organisations across education, health and the voluntary sector have received their Bronze Award. Eighteen of these organisations include nursery, primary, secondary and special schools.  

Many of these schools are benefiting from this structured approach to embedding co-production. Early applicants are already seeing increased confidence among staff and families, greater alignment between services, and a stronger sense of shared responsibility for achieving meaningful change. 

We encourage more schools and organisations to seize this opportunity to: 

  • Gain recognition for their commitment to co-production. 
  • Build sustainable partnerships that improve experiences and outcomes for children and young people. 
  • Inspire a culture of collaboration and innovation within their setting.

Together, we can make co-production the cornerstone of service delivery across Birmingham.  

Join the SEND Co-production Award Scheme today and be part of a movement driving real change for families and communities.  

If you would like to discuss this Award Scheme further, please contact Lakhvir Sahota: lakhvir.sahota@birmingham.gov.uk.

Autism In Schools - Evaluation Report coming soon and further programme funding!

Autism in Schools is a national project which aims to ensure mainstream schools offer environments in which autistic students can thrive, supporting good mental health and promoting a sense of belonging for this group of young people. The cross-system project funded by NHS England, set out to improve outcomes for autistic pupils in 2021 and has now completed its third year 2023/2024.  The Autism In School Evaluation report Year 3 will be published very shortly and highlights the expansion in the third year and the programme’s growing influence and success in fostering an inclusive educational environment.  

The programme involved the Communication and Autism Team delivering ‘Autism & Me’ to Birmingham school settings.  Each school was offered Parent Carer Workshops to find out about the programme and share in their child’s journey. In addition, all schools were offered an opportunity to participate in an environment audit with a report (C-SENSE: Checklist for Special Education Needs - School Environment) developed by Birmingham SEND NHS Occupational Therapy Team.  The Communication and Autism Team further piloted a female focused Autism & Me. 

Recognition of the programme has resulted in two further years funding being approved.  This will offer some longevity to the Autism in Schools Programme across Birmingham and is looking to support the following outcomes -  

  • To further embed the ‘Autism and Me’ programme within our Birmingham secondary schools 
  • To review the ‘girls' Autism and Me’ pilot alongside our young people and extend to additional settings. 
  • Developing an Autism Champion role within each school across the Local Authority to include the delivery of ‘Autism and Me’

Details on the expanded programme will be shared with schools next term.

Transport for pupils attending a Resource Base

We would like to clarify the updated transport policy regarding eligibility for Children and Young People's Travel Service (CYPTS) assistance. A child will only be eligible for transport assistance if they meet specific criteria. It is essential that a child is enrolled in the nearest school or Resource Base (RB) that can meet their educational needs. 

We have received feedback indicating that some schools are advising parents to apply for RB placements that meet the distance criteria, even if there is a closer RB able to meet their child’s needs. However, if parents choose a school or RB further from home solely based on preference, this may impact their eligibility for transport, as CYPTS is not obligated to provide transport in these cases. 

Thank you for helping to ensure that families understand this policy, making informed choices that align with the eligibility criteria for transport support.

Parent Carer SEND Groups – Survey for SENCos

The Birmingham Parent Carer Forum (BPCF) and SEND Advisory Teams need your input to further strengthen parent and carer engagement in schools across the city. We invite you to complete our Parent Carer SEND Groups survey, designed to help us map current SEND parent carer groups and identify how best to support you in developing these partnerships. 

Why participate in the survey?  

It will help us understand the great work that is already happening across the city and help us to understand any further guidance needed on setting up or enhancing parent carer groups. We will use your feedback to co-design practical support and advice to increase the participation and engagement of parent carers. 

By sharing your experiences we will gain valuable insights into best practices for co-production and parent engagement. This will help us develop our strategic support for schools and work together to build more effective and sustainable partnerships with parent carers across Birmingham. 

If you are able to please complete the survey by the end of term, Friday 20th December 2024, then we can ensure that your good practice contributions are included. 

Thank you for your time and support in strengthening parent and carer engagement in Birmingham. 

Use of language associated with autism - Updated Terminology Guide

We know how important it is to listen to and value the voice of the autistic child or young person. 

The Autistic Young Expert Panel at the Autism Education Trust have developed a Terminology Guide to support educational professionals with their use of language associated with autism. This is available to view on the Communication and Autism Team pages on the Local Offer website at the following link (please scroll down to the bottom of the page on the Local Offer)

This guide will also be available soon with associated videos on the Autism Education Trust Young Expert Panel You Tube channel. You can find more information about this via the following link.

Good news re CAT support from January 2025

CAT have undertaken recruitment this term and are pleased to share that all vacancies have successfully been filled.  We will have seven new members of staff joining the team from January 2025.  This will ensure the delivery of the additional hours allocated to settings this academic year are fulfilled across all of our settings.  In addition to increased core hours schools, we have also allocated protected hours for strategic work; we would like to take this opportunity to acknowledge the commitment and enthusiasm from settings that have engaged with this element.   

From January 2025 we will be increasing our offer to parent carers through our highly skilled Autism Advisory Practitioners who will also be operating within our localities where additional support and advice is required. 

These additions will require some re-organisation of allocated CAT teachers to schools; these changes are only made where necessary and to secure longer-term permanency.  If your setting is affected, you will receive email confirmation directly and the team will ensure a smooth handover. 

For further information, please contact a member of the CAT leadership team at CATLeadershipTeam@birmingham.gov.uk.

Have you seen the alert for Hearing aids Button Battery Safety? 

Are you working with children under the age of 5 or those with a vulnerability?  

Are you aware of the serious health risk posed by button batteries? 

Please read the document for more information and guidance on safeguarding children who use or have access to hearing aids with button batteries. 

Early Years SEND - Support for PVI SENCos 

The Area SENCo Team will be offering support to PVI setting based SENCOs through individual consultations and/or workshops on: 

  • Inputting and recording information for Early Year’s children with SEND using the DfE Assessment Tool 
  • Using the new paperwork to make an EHC assessment request

For further information, please contact Catherine.A.Payne@birmingham.gov.uk.

Birmingham Autism & ADHD Newsletter

Welcome to the 35th edition of the Birmingham Autism & ADHD Newsletter; this includes some exciting update around information about a Wellbeing Walk as well as introducing Rachel Sadler, the Learning Disabilities and Autism Quality Champions Facilitator.  Follow the link to find out more and please share with your parents and families.

Have you seen the latest SEND Locality OT newsletter?

Welcome to Spring Edition of the Occupational Therapy Newsletters. This includes some exciting updates around Early Years and Fun with Food Training, how to book a SENCo Advice Meeting for primary colleagues with an OT member of staff, and opportunities for inviting OT to your school for a Coffee Morning with parents of CYP at secondary school.

Early Years SEND OT Newsletter Spring 2024-25

Primary SEND OT Newsletter Spring 2024-25

Secondary SEND OT Newsletter Spring 2024-25

Speech and Language Therapy Updates

The BCHC Speech and Language Therapy (SaLT) team have been very busy this term working with schools to contribute to the universal, targeted and specialist provision for children with speech, language and communication needs (SLCN). Link SaLTs have been working directly with children in school, as well as working with families of children with SLCN, training school staff, supporting identification of need and supporting communication friendly environments.

Working Together Agreement

The SaLT team have written a ‘Working Together Agreement’ to support successful collaboration between SaLT and school, working within a Balanced System® framework. The draft version has been shared with SENCo Consortia lead reps for feedback and amendments are being made. The Link SaLT for your school will share the ‘Working Together Agreement’ with you as soon as it is ready.

Joint Working Between NHS and Independent SaLT Services

The NHS SaLT team are meeting termly with representatives from Independent SaLT services. Topics for the January meeting include:

  • supporting schools to implement the Ordinarily Available Guidance
  • bilingualism and the use of interpreters in school
  • celebrating joint working
  • feedback from the complex needs working group around use of Augmentative and Alternative Communication (AAC).

SaLT Support for SENCO Consortia Networks

The SaLT School Age Coordinators (SACOs) have been attending SENCO Consortia meetings and have enjoyed building relationships with SENCOs through doing this. Please let the SENCO leading your consortia meeting know if you would like the SACO for your consortia to attend.

Outcomes for Children with Speech, Language and Communication Needs 

The SaLT team are collecting data around the impact of universal and targeted support provided through the Balanced System® approach for children with SLCN. The Link SaLT working with your school will be asking for your help to complete outcome forms. Your support with this is appreciated.

Speech and Language Therapy Updates for Special Schools

BCHC Speech and Language Therapy CPD Offer for Special Schools

The SaLT team organised a new network for the Communication Teams in special schools this term. This was primarily for teachers and teaching assistants who have responsibility for speech, language and communication in special schools.  The first workshop took place in person on 21.11.24 and was well attended by staff from a range of special schools. The response was very positive and feedback included that the following was helpful:

  • “Networking, knowing what is available to us as a school, discussing challenges, sharing ideas and good practice”
  • “Hearing about different strategies used by colleagues”

The SaLT team and special school staff identified CPD priorities together. At the next meeting the focus is on sharing resources for supporting children’s language, Alternative and Augmentative Communication (AAC) and training on key word screening.

Working together in this collaborative way to build skills within the workforce for the benefit of all the pupils in special schools in Birmingham is such an important strand of the Balanced System® and it is hoped this network will provide a longstanding positive space to support that. For more information, please contact the SaLT team bchnt.childrens.slt@nhs.net.

All Age Autism Support Service Directory

A helpful resource at www.aaadirectory.co.uk  designed for autistic individuals, their families, and caregivers, as well as all school staff in particular all SENCO’s in Birmingham & Solihull.  

What can you explore in the All Age Autism Support Service Directory? 

A variety of support services tailored for autistic individuals, their families, and caregivers, including, Information on local events, Support group details, Newsletters, Articles, Podcasts 

Get in Touch aaa@landau.co.uk  - The Service Directory is always being updated, so please reach out if you cannot find what you need or have suggestions to share.   

Coaching Support for CYP with autism aged 16-25yrs

We are looking to support individuals who are: 

  • Aged 16 – 25 
  • Have a learning disability or Autism (individuals do not have to have a formal diagnosis) 
  • Are NEET or at risk of becoming NEET 
  • Who are motivated to find work 
  • Live in Birmingham 
  • Can travel independently to attend group sessions/employer visits 

Please see the  follow the link to the flier; if you know of any young people you work with that could benefit this, then please use the following link to make a referral. 

Important update re SSOS

We are pleased to share that the feedback we have received from schools regarding SSOS support has been very positive.  97.3% of schools have reported the effectiveness of the service in as good or better.

In our efforts to assess the longer-term impact of our support on student attendance, we will be requesting further information.

You will be required to provide attendance data for each student referred before and after receiving SSOS support. Specifically, we will require:

  • Attendance figures for each student referred before receiving SSOS support.
  • Attendance figures for each student after receiving SSOS package of support.

This information gathering will become part of our usual referral and evaluation process moving forwards.

Additionally, based on the feedback from schools, we will be implementing a consultation review meeting six months following the completion of each package of support. As part of this review, we will request updated attendance figures for your student/s to help assess the sustained impact of SSOS support.

SSOS is available to support schools in further developing their strategies to support students with low attendance, supporting approaches to enable them engage and participate more effectively in their education. If you identify students who may benefit from this support, please make an SSOS referral by the usual means of communication via your termly MAP meeting.

Should you have any questions or need clarification, please do not hesitate to contact Toni Salisbury at t.salisbury@ssosbham.org.uk.

Training Events Coming Up

Sensory Support and Physical Difficulties (SSPD)

Training Including Pupils with Physical Difficulties in Early Years - 27th February 2025

This online course will enable you to anticipate and prepare for the inclusion of pupils with physical difficulties and will cover the Early Years Curriculum, the environment and equipment to support access for children with physical needs.

This essential course will help you gain knowledge and confidence in supporting a pupil with physical difficulties to access all aspects of Early Years and the great thing is there is no charge for this course if you are working with a named pupil in a Birmingham school/setting.  

For further details please see the attached flier. To book a place please click on this link.

The Benefits of Learning to Touch Type for all Students with SEND

Learning to touch type (typing without looking) is an important skill for any student to learn, to prepare them for the word of work.  

However, for students with any level or type of SEND it has greater importance; to improve their learning experience and their ability to make good and exceeding levels of progress. 

If a student has poor handwriting or finds handwriting difficult (for whatever reason) when they come to read their own handwriting it is harder and impacts on what information they retain as well as impacting on their motivation to learn. Typing their work can make them more motivated and independent, as well as improve their retention of information. 

We are sharing the following leaflet from the Vision Support Team, who developed the leaflet to give more context around the benefits of learning to touch type as well as appropriate programs that are available to either buy or access online.

Pupil and School Support (PSS)

Writing Person-Centred Outcomes

As mentioned in the October SENCO Noticeboard updates, Pupil and School Support are offering free training sessions focused on working together to write ambitious person-centred outcomes based on the child or young person’s needs and aspirations.

Well-written, person-centred outcomes are an essential part of ensuring that everyone can contribute to plans that reflect the strengths, needs, and aspirations of children and young people with SEND.

By attending this training, you will learn that writing of good outcomes is reliant on the quality of the conversation with children and young people and their parents/carers and that by using this approach within a family context, professionals and local authorities can ensure that children, young people and parents are involved in all aspects of planning and decision-making.

Training dates and delivery:

Spaces on the face-to-face session are limited. If these sessions fill up, or if participants express interest in other formats, we may add more dates in the Summer Term. We may also produce a recorded webinar or an online course, depending on what you tell us works best for you.

For more information, please contact david.w.hill@birmingham.gov.uk.

Educational Psychology Service (EPS)

New dates and reduced prices for: Trauma Informed Attachment Aware Schools Training (TIAAS) New Starters Training 

This training will be delivered in person at Swanshurst School by Educational Psychologists. This course has two parts; part 1 will be delivered on 11/02/25 from 9.30-3.30pm and part 2 on 25/02/2025 from 1-3.30pm. 

We are now offering a price of £270 per delegate, reducing to £210 per person where there are two or more delegates from the same setting. 

Birmingham Educational Psychology Service is offering a training programme of 1.5 days, designed for new staff joiners in settings which have already completed their whole school TIAAS training. The training will support staff to apply trauma and attachment aware strategies in school, which are based upon current and up-to-date theory and research. We also train staff to use Emotion Coaching; an evidence-based universal approach towards responding to emotions and developing self-regulation skills. 

For further information or to book a place, please see the attached flier.

Supporting children with Down Syndrome in Primary settings – Training for schools

The training day will be delivered by an Educational Psychologist in Birmingham who will share a psychological and educational perspective on the key developmental profile for children with Down Syndrome. The training will also have a session from a Primary school SENCo who will share her school’s current support for children with Down Syndrome in a mainstream school setting. Over the training day the course will share knowledge and evidenced based recommendations for the most effective teaching and learning approaches for children with Down Syndrome in your setting and schools. 

Outcomes: 

An improved understanding and confidence in your practice about the specific developmental profile and needs of children with Down Syndrome including - communication needs, early literacy and numeracy skills, behaviour support and medical considerations. 

Date: Tuesday 21st January 2025         Time: 9:30am-3:30pm  

Cost: £ 270 per participant. Reducing to £210 if there are 2 or more who attend from the same school or setting. 

Venue: Swanshurst Girls School, Brook Lane, Billesley, Birmingham, B13 0TW (parking is available). 

Bookings: To book a space on this training session please visit.

Supporting Children with Attention Deficit Hyperactivity Disorder (ADHD) in Primary 

This training is being held at the Thornbury Centre on the 12th February between 13:30-15:30. 

This two-hour, in-person training will be delivered by an Educational Psychologist and will explore what ADHD is and how the traits associated with the diagnosis impact children in primary school. It aims to dispel common myths by exploring how the condition is presented in popular media and developing staff understanding through evidence-based information about the condition. This training will provide staff with practical, evidence-based, inclusive strategies which they can use in their classrooms when supporting children who have ADHD. The training will include discussion time and support so that staff feel able to make practical plans for implementation of the strategies presented within their own practice. 

For further information or to book a place, please see the attached flier.

Supporting Children with Attention Deficit Hyperactivity Disorder (ADHD) in Secondary Schools

This training is being held at the Thornbury Centre on the 14th February between 13:30-15:30. 

This two-hour, in-person training will be delivered by an Educational Psychologist and will explore what ADHD is and how the traits associated with the diagnosis impact children in secondary school. It aims to dispel common myths by exploring how the condition is presented in popular media and developing staff understanding through evidence-based information about the condition. This training will provide staff with practical, evidence-based, inclusive strategies which they can use in their classrooms when supporting children who have ADHD. The training will include discussion time and support so that staff feel able to make practical plans for implementation of the strategies presented within their own practice.

For further information or to book a place, please see the attached flier.

Communication and Autism Team (CAT)

A range of training events for the Spring Term are available as below - further details and bookings for each of the courses can be found via the following link.

Autism Education Trust Training Spring 2025 

The Communication and Autism Team are a Regional Partner with the Autism Education Trust and are licenced trainers for their full range of training packages. All Autism Education Trust materials are fully co-produced and based on recent research into autism and education.  

In Spring term 2025, the following modules will be available: 

AET Early Years Good Autism Practice - 30th January 2025 

This full day course provides you with a deeper knowledge of autism and practical strategies to support autistic children. Delegates will receive a 60 page practical support pack to support them in their day to day work. 

AET Early Years Toileting - Mon 3rd February 2025 

This half day course will provide you with practical advice and strategies to support autistic children with to become more independent with their toileting skills. Delegates who attend will receive a practical support pack with ideas for within setting and a support pack for parent carers to provide a consistency of approach between setting and home. 

AET Schools Good Autism Practice - 6th February 2025 

This full day course provides you with a deeper knowledge of autism and practical strategies to support autistic children. Delegates will receive a 60 page practical support pack to support them in their day to day work. 

Open Access AET Early Years Making Sense of Autism – 6th February 2025 

This course is delivered via Microsoft Teams and provides a starting point for understanding autism and supporting autistic pupils within the Early Years. 

Early Years AET Developing Play - Mon 10th February 2025 

This half day course supports delegates to understand how the three areas of difference impact upon the development of early play skills and how practitioners can support the development of play skills. Delegates who attend will receive a 53 page support pack. 

Early Years AET Developing Inclusive Leadership - 10th February 2025 

This half day course supports leaders within settings to consider change management to ensure Good Autism Practice is being delivered within their setting. 

AET Schools Developing Inclusive Leadership - 27th February 2025 

This half day course supports leaders within settings to consider change management to ensure Good Autism Practice is being delivered within their setting. 

AET Inclusive Leadership to Support  Neurodiversity - 27th February 2025 

This half day course supports leaders within settings to consider change management to ensure inclusive practice is embedded to support all learners. 

AET Making Sense of Neurodiversity - 3rd March 2025 

This course is delivered via Microsoft Teams and provides a starting point for understanding neurodiversity and how to support neurodivergent pupils within your setting. 

AET Autism and Anxiety - 6th March 2025 

This half day help you to consider the causes and effects of anxiety upon autistic children and young people and provides strategies on how to reduce anxiety for autistic pupils. Delegates attending will receive a 45 page practical support pack following attendance. 

AET Autism and Inclusion - 11th March 2025 

This full day course considers the legal frameworks associated with the exclusions process, reasonable adjustments and how to improve support for autistic pupils to prevent exclusion. Delegates will receive a 45 page practical support pack following attendance. 

AET Using the Progression Framework - 21st March 2025 

This half day course enables delegates to fully implement the updated AET Progression Framework which supports in tracking the progress of social, emotional development as well as life skills for older pupils. Delegates will receive a copy of the updated Progression Framework free when attending ( the updated Progression Framework is available in the AET shop and is no longer free to download). 

Using the AET Frameworks for Leaders and Governors - 28th March 2025 

This half day training session supports leaders and governors to understand how using the AET Frameworks can be used strategically improve Good Autism Practice in settings supporting school improvement. 

Open Access Schools Making Sense of Autism - 3rd April 2025 

This course is delivered via Microsoft Teams and provides a starting point for understanding autism and supporting autistic pupils within schools. Ideal for new members of staff or those who missed their school based Making Sense of Autism session. 

This entry was posted by Achla Kaura on 05/12/2024.