1. Devon Enhanced C&I Programme

2. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 2 Priorities To enhance provision and practice across all educational settings and workforce for children and young people with Communication and Interaction Needs. To develop a consistent approach across the authority and ensure a common understanding of how to support children and young people with Autism and related needs.

3. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 3

4. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 4 Autism Standards ‘The standards are statements reflecting practices which demonstrate what the evidence is telling us works well for pupils on the autism spectrum’. ‘Difference not Deficit’ Comprehensive training on the needs of the individual, providing an enabling environment, building relationships with all key stakeholders, and providing relevant curriculum and learning Reflects key legislation in the SEND Code of Practice (June 2014), Common Inspection Framework (2015) National Curriculum Inclusion Statement (2015

5. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 5 Competency Framework Inform staff of their existing skills and their continuing professional development needs. They provide: clear structure against which staff can reflect upon and evaluate their practice (PDR framework) to help schools assess and develop capacity within their workforce to improve outcomes for pupils on the autism spectrum reflect key legislation and aspirations in the new SEND code of practice 0-25 (2014), the Professional Standards for Teachers and Trainers in Education and Training-England (2014) and the National Occupational Standards

6. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 6 Strategic Lead for C&I C&I School Based Practitioner Autism Standards and Competency Framework Affect whole school change at strategic level To support pupils with C&I Needs, remove barriers and improve outcomes Ongoing tool to develop best practice Devon Enhanced Autism Programme

7. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 7 Programme 2016 Summer 1 – Day One Overview of Day AM C&I Practitioner Strategic Lead  Overview of Programme  Introduction to Autism Standards and Competency Framework  Common Language and expectations PMC&I Practitioner Strategic Lead  Tasks and evidence folder – developing a competency folder and action plan  Identifying good practice and working within the assess, plan do review cycle for pupils with C&I

8. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 8 Programme 2016 Summer 2 – Day Two Overview of Day Whole day C&I Practitioner  Case studies - seeing the individual pupil. How to understand and address strengths and needs  Building relationships (staff, parents and peers)

9. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 9 Programme 2016 Autumn 1 – Day Three Overview of Day Whole day C&I Practitioner  C&I, curriculum and learning. Making adjustments to the way in which activities are presented and modifying the curriculum  Enabling environments. How to create good learning environments for pupils with C&I Needs

10. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 10 Programme 2016 Autumn 2 – Cluster Day One Meeting Schedule 3 HoursCluster of C&I Practitioners C&I Advisory Teacher  Update on key information and training  Using specialist approaches- training on an identified strategy or approach  Casework and problem solving  Review of school support plan

11. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 11 Programme 2017 Spring Term – Day Four Overview of Day Whole dayC&I Practitioner And Strategic Lead  Developing whole school CPD. How to ensure a whole schools training and development programme that ensures that training impacts on practice and best practice becomes embedded  Action plans and auditing practice

12. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 12 Programme 2017 Meeting Schedule 3 HourCluster of C&I Practitioners C&I Advisory Teacher  Update on key information and training  Using specialist approaches- training on an identified strategy or approach  Casework and problem solving  Review of school support plan  Professional supervision Autumn 2 – Cluster Day Two

13. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 13 Role of the C&I Team Each mainstream school in Devon to be allocated a C&I Advisory Teacher. C&I Advisory Teacher to introduce the National Autism Standards to their schools and support staff to audit current practice against these standards. The C&I Team will provide Initial three day AET practitioner training An annual network day to provide continual professional development Termly planning meetings and professional supervision to ensure targets are being addressed and remain achievable and to discuss any students who may be hitting the threshold for C&I Team wave two / three support Individual casework for those pupils hitting the threshold for wave two / three support

14. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 14 A Lead Practitioner will be involved in all aspects of support to those pupils with Communication and Interaction Needs and will Act as an advocate for the pupils with C&I Support pupils, families and setting staff Retain a secure knowledge of the key areas of difference experienced by those pupils with autism. Understand and be able to respond to how autism may act as a barrier in relationships with adults and pupils Understand and be able to respond to the ways in which autism may present a barrier to aspects of learning. Consistently employ their knowledge of the individual pupil in their decision-making regarding advice on effective strategies. Support a systemic approach to the inclusion of pupils with autism. Access support from outside agencies, where necessary and to keep up to date with current knowledge. Role of the C&I School Based Practitioner

15. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 15 The Role of the Strategic Lead The role of the Strategic Lead is to: Familiar with National autism Standards/Professional competency framework and uses them to develop capacity at strategic level Works with staff to advise re strategies and interventions and to monitor and evaluate outcomes for pupils with Autism Disseminating advice from external agencies to staff Delivering staff training Data collection Track pupil progress Observation in class / specialist provision Responsible for transition planning May sit on consortia/locality groups

16. www.babcock-education.co.ukCopyright © Babcock Integration LLP, 2015. No unauthorised copying permitted. 16 Please contact claire.thomson@babcockinternational.com Consultation Period February 2016 – March 2016