Radlett Lodge Pupil with hand on chin smiling

MyProgress® is The National Autistic Society’s overall strategy for working with your child. With MyProgress®, your child will have the best start in life because every aspect of their care and education is tailor-made for them. MyProgress® guarantees that your child will use approaches that The National Autistic Society has tried and tested over many years: we know that they make a difference.

MyProgress®

My teacher works with speech therapists, psychologists and, of course, my parents to assess all areas of my development. This helps everyone understand my strengths and needs.

Every term:

  My ability profile demonstrates the unique way autism impacts on me and my learning style.
 

MyProgress® meeting identifies what my school and my family can do to build on my strengths and interests and support me in the things I find difficult.

 

MyProgress® plans sets out my academic, social and independence targets and says how thecurriculum and timetable are going to be tailored to meet my needs.

 

MyProgress® curriculum puts significant emphasis on social communication skills, community based learning and enterprise. The curriculum is delivered using the NAS SPELL philosophy that includes a blend of autism-specific interventions.

 

MyProgress® file provides evidence of my achievements across academic (eg literacy), social (e.g. turn taking), emotional (e.g. managing my emotions), and independence (e.g. caring for myself) aspects of learning.

 

MyProgress® report measures how I am doing against my targets by rating progress red, amber or green. My achievements in green are celebrated and my teacher develops an action plan to help me improve in those areas rated red.

 

An important outcome of MyProgress® is ensuring that your child is ready to move on to the next stage in their life. We work closely with you and your child and our transition coordinator to create a My Transitions Passport. This documents describes your child’s skills, interests and aspirations and other key information to provide a clear plan for his or her future and life long learning.

Initial multi-agency assessment

Young people with autism benefit from a multi-agency approach. Our initial assessment measures ability across different areas of functioning. For example the teacher assesses academic ability, a speech and language therapist assess social communication, and psychologist assess areas such as adaptive functioning and emotional regulation.

My Ability Profile

Provides a summary of the initial assessment showing the young person’s strengths and areas for development, broken down into different areas of functioning including academic, social communication, independence and emotional regulation.

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MyProgress® Meetings

These are termly team around the child meetings (that may be combined with an annual review or LAC). At the MyProgress® meeting we celebrate achievements, evaluate progress and recommend targets for any areas for development.

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Collaboration with parents

Collboration is central to improving outcomes for young people. We provide an induction session for all parents of new students to explain MyProgress® in more detail. All young people and their families will be assigned either a key-worker or a lead professional. The key-worker will visit the family in the home setting within the first year of the placement. This is a vital role in providing parents with a single point of contact who will contact the family on a regular basis. We use Goal Based Outcomes (GBOs) (as recommended by CAMHS Outcomes Research Consortium) measure progress towards what parents and professionals agree are priorities and desired outcomes for a service or intervention. Personalised goals are developed collaboratively between the young person, their parents, commissioners and the school through MyProgress® meeting soon after the placement starts. GBOs are an effective means of ensuring a shared understanding (informed by the initial assessment) of the priorities for development when working with children and their families

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MyProgress® Plans

Each student has personalised MyProgress® Plans which build upon the traditional IEP and is more akin to a Personalised Learning Plan. A student’s MyProgress® plan is the cornerstone of the personalised educational programme tailored to meet the specific needs of an individual student. The plan will identify the student’s strengths and interests (and targets to build on these) as well as targets for development to minimise any areas of difficulty. The plan therefore focuses on those areas of functioning that, with further assistance, will most benefit MyProgress®. The plan recognises the student’s individual learning style and therefore focuses not only on what should be taught but also on how it should be taught. Rather than having a pre-determined timetable our schools offer a range of opportunities for students. The curriculum and timetable is adapted according to the opportunities that best meet the learners interests and needs.

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MyProgress® file

All students have a MyProgress® file that contains evidence of achievement of key milestones. The evidence may be a piece of work or a photo with the date and objective.

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MyProgress® Report

This report provides a brief highlight of whats working well and action plan to address areas not working so well. The report also clearly present progress against targets agreed in the MyProgress® Plan. Each student’s progress (as opposed to achievement) is RAG rated (Red, Amber, Green) so parents can easily see how their child is progressing. For example green is expected progress or above, amber is some progress but less than expected, red is little or no progress. The report is sent to all stakeholders ahead of the termly MyProgress® meeting. The report for the annual review is more detailed and includes the annual report in each subject.

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NAS Curriculum

The purpose of our curriculum is provide students with a foundation of knowledge and skills that will prepare them for their future adult life and increase their opportunities and inclusion in society. 

  • Social communication
    Whilst our curriculum is based on a modified national curriculum, it is unique in the focus throughout all elements of the curriculum on the development of social communication skills 
  • Qualifications
    We enable all students to gain appropriate nationally recognised qualifications (such as Entry level, BTECs, NVQs and GCSEs). Qualifications are carefully selected from a range of exam boards (including ASDAN, AQA, and City&Guilds).
  • Specialist curricula
    Our curriculum compliments the National Curriculum with specialist curricula including; learning to learn, independent living, keeping safe, ambition, and understanding myself. 
  • Community-based learning
    We put significant emphasis on community based learning to develop functional skills in natural settings. All students also have an inclusion plan to promote their social inclusion. 
  • Enterprise
    All our schools run enterprise activities that can be considered a curriculum it heir own right. All students at post 14 have the opportunity to participate in enterprise or supported internships. 
  • FE timetable
    Our FE timetable puts greater emphasis on the needs that are more prominent in people with autism such as social communication and emotional regulation skills. There will be a strong emphasis on Functional skills (FS), Personal and Social Development (PSD) and Vocational and Work Skills (VWS). 
  • Nurture
    Our curriculum nurtures each young persons strengths, giving them a reason to learn and installing belief in the importance of what they can achieve.
  • Extended day curriculum
    We offer an extended day curriculum in all our schools and waking day curriculum in our residential schools that includes a range of different after school clubs and enrichment activities. 
  • Fun
    We have a shared belief that learning should be fun and have a sense of discovery.

 

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NAS SPELL philosophy

All interventions within NAS Schools are based upon the well established and evidence based NAS SPELL philosophy (evaluated by Tizzard Centre at the University of Kent). The philosophy was developed through our 50 years experience in autism specialist education and is based on ethos of respect for every student and encapsulates best practice in autism methodology. SPELL stands for:

  • Structure (to reduce anxiety resulting from rigidity of thought)
  • Positivity (recognise autistic intelligence to enhance self esteem) 
  • Empathy (seeking to recognise the perspective of the person with autism) 
  • Low arousal (to reduce anxiety related to sensory differences) 
  • Links (to other intervention and to the wider community)

 

All staff complete 2 days training in SPELL during their initial induction period.

Blended approach to interventions

Our schools use a range of other established autism specific interventions that fit within the SPELL philosophy. We provided all teachers and specialist staff within training in these interventions. Our blended approach includes:

TEACCH aims to increase independence and reduce anxiety through ensure the young person understands what is expected of them

 

  • Physical structure of the environment
  • Personalised visual schedules
  • Independent work-systems
  • Visual instruction jigs

 

SCERTS facilitates the development of 

 

  • Functional Social Communication skills
  • Emotional Regulation and coping strategies (including recognition of the role of behaviour in this)
  • Through the use of transactional supports (complimented by TEACCH)

 

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Positive Behaviour Support

This is used to understand behaviour whilst respecting the individual through a five step process (which relates to the assessment cycle). PBS is used by psychology and behaviour teams when usual strategies are unsuccessful in addressing a behaviour.

 

  • Functional analysis
  • Behaviour support plans that identify proactive strategies (including environment modification, skill teaching and reward use) as well as reactive strategies
  • Implantation through direct support
  • Monitoring and collecting data
  • Evidence based evaluation

 

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Social StoriesTM and comic strips

 

  • Supports people in understanding social situations

 

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PECS 

 

  • Provides children with limited verbal communication with an alternative visual means of communicating starting with exchanging a photo for the desired item

 

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Sensory circuits

 

  • Series of short activities that support he student through a physical and sensory medium 
  • Helps develop balance, coordination and bodily awareness 
  • Such regular exercise can reduce incidents and promotes self esteem

 

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