Mrs Baljit Gandhi-Johnson
Main information
Service categories: Counselling and therapies, Schools and education providers, Social care and residential services
Each autistic young person’s personal preferences, skills and strengths in communicating and socially interacting with others are routinely recorded and reviewed within their personal documentation. The service has a robust referral process which includes them gathering detailed information from relevant stakeholders and using it to inform initial documentation. Individual challenges that each young person may experience in communicating and socially interacting with others are also recorded within pupil strategy sheets, all about me documents, one-page profiles and, where appropriate, their personal Zones of Regulation which is adapted for the home and school. If communication differences may present a risk to the young person then the school may include information about challenges in their communication within their personal risk assessment. During interviews, staff described how risk assessments are regularly reviewed to ensure that the appropriate support is in place for each young person.
Practical strategies and approaches used to support each autistic person in their communication and social interaction are identified and shared on relevant documentation. Within school, each pupil has a ‘strategies to support me profile’ which collates all key strategies from EHCP (Educational Health Care Plans) or ALN (Additional Learning Needs) plans, baseline assessments, therapeutic assessments and strategies informed by the pupil themselves. Within this document there are clear references to the personal communication strategies and during discussions, staff described how strategies are regularly reviewed alongside the young person through tutor sessions or link worker sessions. Where appropriate, the school staff described how they further explore the communication needs of young people by using a SALT (Speech and Language Therapist) to assess need and inform their targeted interventions.
The support provided to each young person in communicating and socially interacting with others is regularly reviewed with the autistic young person and their circle of support so that any changes can be made, if necessary, and positive outcomes celebrated. Within school the young people have a monthly tutor session and within the homes young people have a monthly link worker session which provides a regular opportunity for them to reflect on positive outcomes and inform future support alongside a familiar staff. The sessions are also used to inform discussion points within the GLM (Good Lives Matter) meeting which occur each month and are attended by education, therapy, care and any relevant external stakeholders, which may include family members.
During interviews, staff appeared confident in talking about how they support autistic young people in their communication and social interaction, and the progress which has been made as a result. During interviews, staff shared a number of training resources which have been delivered to staff, including CPD sessions in programmes such as Talk About and Zones of Regulation. In interviews, staff also described how they have introduced structured social skills interventions to support pupils to develop friendships with peers who have similar interests and personalities. During the discussion, staff described positive outcomes achieved as a result of the sessions, including the young people recognising their strengths and challenges, and developing friendships, tolerance and key life skills as a result.
Verbal and written case studies, shared during the assessment, describe the personalised approaches which have been implemented to support individuals in their communication and interaction, and the positive outcomes achieved as a result of this support. Staff particularly described how they now gather pupil voice each lesson as part of the daily handover sheets, supporting the young people to communicate their emotions so that they can be tracked and shared with care staff, alongside their attitude to learning. Staff also described pupils developing friendships as a result of their structured interventions, including the development of social communication strategies, confidence and friendships within group therapy.
Eligibility
Age: From age 11 to 17
Aimed at: Adolescent , Child , Child/adolescent sibling, Children under the age of 12 years, School, Students
Referral Sources: Education, Social Care
Covers: Cambridgeshire, East Midlands, East of England, North East, North West, Northern Ireland, Scotland, South East, South West, Wales, West Midlands, Yorkshire and The Humber, Guernsey Health Authority, Isle of Man, Jersey Health Authority, Sark Health Authority, Antrim and Newtownabbey, Ards and North Down, Armagh City, Banbridge and Craigavon, Belfast, Causeway Coast and Glens, Derry City and Strabane, Fermanagh and Omagh, Lisburn and Castlereagh, Mid and East Antrim, Mid Ulster, Newry, Mourne and Down, South Belfast area, Ayrshire and Arran, Borders, Dumfries and Galloway, Fife, Forth Valley, Grampian, Greater Glasgow and Clyde, Highland, Lanarkshire, Lothian, Orkney, Shetland, Tayside, Western Isles, Aberdeen City, Aberdeenshire, Angus, Argyll and Bute, City of Edinburgh, Clackmannanshire, Dumfries and Galloway, Dundee City, East Ayrshire, East Dunbartonshire, East Lothian, East Renfrewshire, Falkirk, Fife, Glasgow City, Highland, Inverclyde, Midlothian, Moray, Na h-Eileanan Siar, North Ayrshire, North Lanarkshire, Orkney Islands, Perth and Kinross, Renfrewshire, Scottish Borders, Shetland Islands, South Ayrshire, South Lanarkshire, Stirling, West Dunbartonshire, West Lothian, Blaenau Gwent, Bridgend, Caerphilly, Cardiff, Carmarthenshire, Ceredigion, Conwy, Denbighshire, Flintshire, Gwynedd, Isle of Anglesey, Merthyr Tydfil, Monmouthshire, Neath Port Talbot, Newport, Pembrokeshire, Powys, Rhondda Cynon Taf, Swansea, Torfaen, Vale of Glamorgan, Wrexham
Registrations & Approaches
Specialisms: Autism, Challenging behaviour, Has autism-specific elements, Learning disability