This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people who experience EBSA might be at particular risk. It has been developed by members of the ASD Outreach and Educational Psychology Services and includes the sharing of theoretical information together with discussion and hands-on activities. The course will explore evidence-based approaches and interventions in relation to EBSA and how these can be used with a range of children and young people, including those who are autistic. In addition to sharing school-based strategies, an aim of the course is to equip participants with an understanding of how authentic, impactful home-school collaborations can be developed and how these can represent the platform for effective intervention. 

Those who have participated in the course found the following particularly helpful:

• Thinking about the wider context of EBSA and why autistic pupils might be at more risk
• Listening to professionals who have knowledge and experience of supporting pupils experiencing EBSA
• Understanding risk and resilience factors around EBSA
• The focus on transition points and how best to support pupils at these times 

Schools will:

• benefit from staff participating in the training so they are equipped to share knowledge and understanding, so facilitating a shared approach to supporting children and young people (CYP) who experience EBSA, particularly autistic CYP within the school.

Pupils will:

• benefit from staff supporting them at school gaining knowledge and understanding of EBSA, and why autistic CYP might be at particular risk.
• benefit from staff being more equipped to offer effective support and understand the importance of their voice and collaboration with key people in their lives informing this support. 

Anybody who is involved in supporting children and young people who experience EBSA. Together with members of staff based within education settings, this includes members of services supporting schools and/or children and young people (e.g., Outreach services, Attendance and Advisory service, Educational Psychology, School Counsellors etc.)

This course provides an overview of the story box programmes, which offer a story-based multisensory approach to the development of early reading and communication skills.  Some boxes also include a focus on early maths concepts and skills.  The boxes contain a large range of engaging resources.

This training course offers staff an opportunity to become familiar with the story box programmes and available resources, and prepares them to deliver these to groups of pupils.

Pupils will:

• be able to develop their language, communication and early reading (and maths) skills through a structured, multisensory story based programme

Staff will:

• feel confident about delivering story box programme to groups of children

SENCOs and Support Staff

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