This session provides an introduction to the thinking and learning styles of pupils with an ASD. Additionally it will provide all staff with an overview of practical strategies to support pupils with an ASD.

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

 Practitioners will:

• have an understanding of autism and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with autism in mainstream primary schools

 Settings will:

• be able to set up ASD friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included

Whole school teams

This session will provide:

• Practical strategies for supporting pupils with an ASD in unstructured times at school
• Supporting the development of social interaction skills in the playground setting

Pupils will:

• be supported by staff with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners will:

• have an understanding of autism and how it affects children and their families
• be equipped with a range of strategies to support children with autism in the playground and dinner hall
• be aware of the particular challenges (including sensory based issues) of the environment in the dinner hall and playground

Settings will:

• be able to set up consistent ASD friendly approaches to the management of students in unstructured times
• have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included in the playground and dinner hall

Mealtime Supervisors

Staff continue to feedback the benefits of clinical supervision support provided, this includes:

• Opportunity to share common concerns
• Opportunity to support others in similar roles
• Opportunity to tap into ideas, expertise and experience of others
• Opportunity to reflect positively and safely
• Providing personal & professional development

The sessions also model a framework for supervision that will support Learning Mentors and pastoral staff to work effectively with their students.

The sessions for current year will be facilitated by an experienced Specialised Clinical Social Worker/Psychologist from the Child and Adolescent Mental Health Service (CAMHS) Early Intervention Team, who is a member of the CAMHS Family Therapy clinic and has a specific responsibility for supporting the work of front line professionals in Children’s Services. 

To ensure sessions are beneficial and effective, supervision will take place within small groups, with no more than 8 participants. Places must be confirmed.

Pupils will:

• be safeguarded and supported by confident staff whose practice is safe and reflective

Practitioners will:

• feel supported and have a safe space to discuss concerns, development needs and strategies

Settings will:

• have staff who are equipped to carry out their roles in a safe and professional manner

Learning Mentors and other pastoral staff

To provide an awareness and develop the knowledge amongst employees regarding the hazards and risks posed by asbestos containing materials (ACMs).

The Control of Asbestos Regulations 2012, Regulation 10 requires every employer to ensure that adequate information, instruction and training is given to their employees who are or who are liable to be exposed to asbestos, or who supervise such employees.

Asbestos awareness training is required to be given to employees whose work could foreseeably expose them to asbestos. It should be given to all demolition workers and those workers in the refurbishment, maintenance and allied trades where it is foreseeable that their work will disturb the fabric of the building because ACMs may become exposed during their work.  Exemption from this requirement would apply only where the employer can demonstrate that work will only be carried out in or on buildings free of ACMs.

The course further gives an overview of the legislative measures in place to permit employees to safeguard themselves and others affected by work activities and to:

• have an increased awareness of the nature and properties of asbestos and its effects on health, including the increased risk of lung cancer for asbestos workers who smoke
• be familiar with the types, uses and likely occurrences of asbestos in buildings and where appropriate items of plant
• know where to obtain information on asbestos in premises prior to commencing work
• know what to do if suspicious materials are found
• how to use appropriate workplace precautions, including the risk assessment process, or seek advice on workplace precautions, in respect of the risks of asbestos
• undertake work activities in a safe manner and without risk to themselves or others
• have an awareness of the key aspects of the asbestos regulations and how they fit into the broader context of health and safety legislation
• know what procedures to follow when coming into unintentional contact with ACMs and an understanding of the appropriate emergency arrangements

Headteachers
Premises Managers
School Business Managers
Staff responsible for building management and maintenance