Support for Attendance
|Complete School Stress Survey with Young person
Review and update pupil profile
|Review / undertake sensory profile for young person
|Hertfordshire Steps – anxiety mapping, roots and fruits and risk management plan
|Reintegrating plan and support
|Drawing and talking work
|Reuse progression framework to identify areas of strength and weaknesses. Support lesson planning and goals.
|Social Stories about school timetable, changes and routine
|Autistic Burnout and Energy Accounting
|Timetable changes – Early starts, separate lunch, time in other classes – this can be used where observations and assessments have indicated building challenges from school day
|Identify liked adults encourage contact and relationship
|Key young person, adult mentor / peer mentor or buddy allocated
Timetabled time and / or open access to safe space in school or safe room to relax and talk.
Timetabled liked or relaxing activity.
|Communication plan between family, school and CYP – who what and when
|Meet and Greet each morning – Who will do this and where – is there an agreed phrase – is this a check in with the young person or just a welcome.
|Observing lessons to identify stresses and issues
|Identify and build upon areas of strengths and interest for CYP
|Screen for speech and language difficulties
|Whole school assemblies about autism
|If approved non-attendance preferred subject work sent home
|Connections between CYP and class / school – letters home, involvement in out of school, after school activity.
|Teaching and talking about physiology of anxiety and coping strategies
|Sensory Needs Reviewed
Early support external services
|Pupil support worker
|SEND School Family Worker
|Services for young people 13+ in our local area – emotional support groups and groups for young people out of formal education.
|Speech, Language, Communication and Autism Teachers
|Children’s well being practitioners
|SPACE and Potential Kids offer local activities for young people with autism. Extended child’s activites with others.