1. Developing ASD Resourced Provision in a Mainstream Context
It’s NOT a unit!!!
St Helen’s Children and Young People’s Services recognised a gap in provision for children on the autism spectrum. As a result they entered into discussion with a mainstream primary school and two mainstream high schools to work towards the development of Resourced Provision for children with ASD.
The first stage is the development of the Primary Provision. I was appointed to my position as ASD Development Officer and joined the authority in November The first task is to recruit staff, set up systems and manage the provision at the primary level. Additionally I am working to help build capacity within one of the secondary schools and support the future provision that will be developed when a new school is developed under Building Schools for the Future. My role also involves supporting the two special schools to work towards NAS Autism Accreditation.
The Resourced provision is an opportunity for pupils who are not thriving in their mainstream schools to have additional advice form a team who understand their varying needs. The goal is to include these children in their peer cohorts on an individually tailored timetable incorporating 1:1, small group and full class group opportunities.

2. Why bother? A menu of provision Avoiding ‘default’ Best of both worlds
The NAS Make School make Sense campaign emphasised the need for every local authority to have a menu of provision for children on the autism spectrum. This includes mainstream schools with the appropriate level of support and understanding, special schools with discrete provision, specialist schools for ASD and resourced provision.
Too often children with autism are placed in a provision by default. That is to say their placement is decided because there is nothing ‘better’ or more appropriate. Thus may men an able child in a special school because the local mainstream lacks expertise or the child would be too vulnerable. It may be mainstream without appropriate support but there is nothing else to offer.
An ASD resourced provision in a mainstream school provides the expertise to support the pupil’s development both across the curriculum and in addressing the triad of impairments. It enables social opportunities with the peer group. It enables the development of functional skills in a less restrictive environment. It helps the peer group to gain an understanding of autism that will make them more understanding now and in the future. Some of our most positive opportunities are at play and in social and turn taking groups with a mixture of our ASD pupils and children from their cohort.

3. Who benefits? The pupil The family The mainstream staff
The mainstream pupils
The pupil – supported by staff who have experience in and understanding of ASD, providing a consistent approach based on established strategies and interventions
social opportunities with peers
Differentiated work taking into account learning style, gaps in generalisation, uneven profile
use of the child’s special interests to motivate
The family
contribute to the Pupil Profile at an early liaison meetings
daily contact through appropriate means, e.g. , home/school diary, telephone.
Half termly coffee mornings for discussion, support, focussed topics to raise
the confidence that their child is understood and strengths are celebrated
Mainstream Staff
raised awareness of ASD
strategies for ASD pupils support ALL pupils
The Mainstream Pupils
develop understanding of disability in general and learn to tolerate and accept difference
contribute to the inclusive opportunities of their peers
included in social skills groups

4. What does it ‘look like’?
Physical environment
Individual planning
Staffing
Philosophy
Physical Environment
based in a small primary school
withdrawal rooms for 1:1 and small group work.
Secure site
A ‘Quiet’ room for relaxation and calming when anxious
visual supports used across the school
Individual Planning
ASD staff support differentiation of classroom work
special interests used to motivate across the curriculum
individualised timetable to enable access to peer group as well as 1:1 and small group
Staffing
ASD Development officer as manager, ASD experienced teacher, 3 Level 3 LSA.
Philosophy
The goal of the ASD Resourced Provision within Rectory School is that the resource will be embraced by the school and will contribute to the full life of Rectory Primary School, providing seamless support for pupils across the school.

5. What does it look like? Embraced and embedded Opportunities
There have been opportunities for the ASD staff to deliver training through staff meetings and INSET. Disability and ASD have been presented in full school assembly. ASD staff provide visual supports for classrooms and individual children. Social stories are developed for use with pupils within the resource as well as other children in the school.
The ASD Development officer is a member of the school’s Senior Management Team ensuring that the resource staff are fully aware of the issues within the school and communicating resource concerns to the rest of the school team. Relationships between mainstream staff and resourced staff are strong with advice and support flowing in two directions.
Children are included wherever possible in the full life of the school and these opportunities are proving to be positive, e.g. trips away form school, school discos, community days, etc.

6. Potential Issues Group dynamics Referral pitfalls
Reduced staff support
Potential Issues
the ASD Resourced Provision is based in a small primary school where there are mixed year groups. This will limit the number of children that can be accommodated in any one class
the school has a small number of mainstream children who present significant challenging behaviour and this has to be held in balance with the needs of the ASD children
Referral pitfalls
the ASD Resourced provision is meant for children who require an opportunity to thrive and to maximise their learning and development potential. The tendency can be for the referrals to be for children who are presenting with extreme behaviours and whilst this may be part of the reason for a change of provision it will not be possible to have all pupils coming from 1:1 support in their current schools to a provision where this high level of support is not currently available. Prior to being referred, the children have had to had intervention form the advisory teachers in St Helens and a sustained effort to support the child in their community school based on the advice that has been offered.

7. The Future Exit Criteria! Transition Development of independence
In the fullness of time it is hoped that some of the children referred to the resourced provision will be able to return to a community mainstream school. This will be considered when substantial development has been made in the ability of the child to work independently, participate within the larger group and have internalised coping strategies.
If it is deemed appropriate for the child to his/her community mainstream school, thorough discussions would ensue and a very carefully managed transition plan would be set in motion. Only if the child could maintain the progress and cope with this change in provision would this be undertaken.
Part of the IEP addresses the development of independence. To this end staff support is used to support the child within the wider group as much as is appropriate. Enabling the child to work and socialise independently has to remain a key target for preparing the child for the future.

8. Contact Details Francine Brower ASD Development Officer
St Helens Council Children and Young People’s Services
Based at Rectory C.E. Primary School
Rectory Road, Wigan
WN4 0QF