1 / 19

Hythehill Primary School

Hythehill Primary School. Journey to Accreditation Madeline McCutcheon ESO ASN Alison Sayers PT ASfL. What does it mean?. An autism specific quality assurance programme Specific standards are set to be met Framework for self evaluation and development is explored.

pgill
Download Presentation

Hythehill Primary School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hythehill Primary School Journey to Accreditation Madeline McCutcheon ESO ASN Alison Sayers PT ASfL

  2. What does it mean? • An autism specific quality assurance programme • Specific standards are set to be met • Framework for self evaluation and development is explored

  3. Background to Accreditation • Mark Elvines visit to Hythehill to discuss ASN provision • Two new primaries were to have autism specific provision in built and be signed up for the accreditation process • HT request to be included in this programme as it was felt staff willingness and expertise were present already

  4. Meeting the standards Two sets of standards to be met 1.CORE standards 2.SPECIALIST standards

  5. Core standards • Standard1 Consistent Understanding of Autism • Standard2 Staff Recruitment and Induction • Standard3 Professional Training & Development & Staff Information Resource • Standard4 Operation Policies and Records • Standard5 Planning for Development and Improvement • Standard6 Assessments, Reporting, Recording and Evaluation • Standard7 Individual Plans • Standard8 Continuity and Consistency • Standard9 Flexibility of Thought

  6. Core standards continued • Standard10 Communication • Standard11 Social Understanding • Standard12 Behaviour Support – Policy & Practice and Staff Support • Standard13 Family and Support Links • Standard14 Transition • Standard15 Sensory Issues

  7. Specialist standards • Standard 1 Environment • Standard 2 Teaching/Learning – Programme/Curriculum and Activity Content • Standard 3 Teaching/Learning – Activity Organisation and Resources • Standard 4 Teaching/Learning – Methods • Standard 5 Care Practice – General

  8. Standard 6 Care Practice – Leisure • Standard 7 Well-Being – Healthcare Needs • Standard8 Well-Being – Exercise • Standard9 Well-Being – Promoting Independence • Standard10 Well-Being – Community Participation • Standard11 Partnership with Professionals

  9. Taking a closer look- core standard 1

  10. Where we were Previously no policies were specifically written. Since process we compiled the following: • Flexibility of thought and behaviour • Transition • Inclusion • Communication • Promoting social understanding and ability • Behaviour support • Sensory issues

  11. Continued • Two members of staff have successfully completed the Postgraduate Certificate in Autism and Learning at Aberdeen University. • One has a Postgraduate Diploma in Special Education in Autism and Speech and Language Difficulties. • Induction pack ( NAS leaflets included in pack) in relation to working with pupils with Autism and shadowing opportunities introduced • A staff information resource area on autism and related subjects is available for all staff to borrow. • In- Service training has included Autism Awareness. • Various other training including Picture Exchange Communication System, Intensive Interaction and Teaching Social Skills has also been undertaken • An information leaflet about Autism has been devised and shared with staff Autism wall display is present

  12. Continued • The Support for Learning Team all work directly with pupils with Autism. • Continued professional development is actively encouraged. • Key texts available to be borrowed by all. • Teaching and Learning and environment is differentiated e.g. TEACCH and NAS SPELL framework This is dependent on the needs of individual pupils.

  13. Continued • Information is readily available and shared • Regular meetings are held to share success and solve issues and concerns • Partnership working with other agencies is evident

  14. Development needs identified • Policies to be continuously reviewed every three years. • Revisit the mission statement for Hythehill to ensure inclusion of all members of our school community • Continue to organise training sessions with Steve Pyott and Educational Psychologist for whole school and invite parents and ASG school colleagues along. • Ensure new staff have informal training on Autism (Ongoing) Induction pack available for new and current members of staff. • Training Needs Analysis has been completed showing training priorities.

  15. Development needs continued • Set up a resource area for further reading in relation to Autism. • Subscribe to Autism Journal. • Information sheets outlining needs of all pupils with additional support needs to be compiled for class teachers, visiting specialists and supply teachers. A file containing this information to be held in the office for supply teachers to access. • To raise Autism Awareness amongst the wider school community e.g. janitor canteen staff, administrator.

  16. Gathering evidence

  17. The process

  18. The outcome On 19th August 2013 we heard that we were successful in gaining accreditation 3 years of hard team work had paid off. Thank you to all involved in the process especially staff, parents and pupils at Hythehill.

  19. Cheers!

More Related