The Word Up approach is suitable for children working significantly below the Key Stage standards and not responding successfully to the traditional 'synthetic phonics' methods. This is a whole word reading and language development approach, particularly suitable for children who are visual learners.

Pupils:

• pupils with visual strengths, but difficulties with the 'synthetic phonics' approach, will have access to an alternative approach to reading

Staff will:

• understand why a whole word approach to reading may be more effective for some pupils
• know how to deliver Word Up style activities

This course will provide staff with ways to analyse behaviour in children with an ASD, taking into account their specific learning and processing styles. This will lead to discussing practical strategies to manage behaviour in school, including designing behaviour plans and links to school behaviour policies.


It is recommended that LSA’s attend together with the school SENCO, so that strategies can be integrated within school-based behaviour policies and plans. The course will NOT cover handling and restraint management techniques.

Pupils wil:

• have effective behaviour plans in place to support their learning in school

Staff will:

• be equipped to understand and manage behaviour for children with an ASD

Settings will:

• have a consistent evidence-based approach to analysing and managing behaviour for children with an ASD in their school

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

• 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

• 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

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

• 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 mainstream schools

• have staff with 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