” I wanted to write to say a huge thank you for the most inspiring and informative INSET. The approach was so refreshing, engaging and staff especially liked the personal anecdotes and light touch approach to the training. We have certainly got a bit of work to do but you have set the direction of travel very firmly. On a personal level I can honestly say it was the best INSET I have experienced in a very long time indeed!”

Phil Foley, Headmaster, Kimbolton School

Statistics suggest that pupils with autism make up about 1.1% of our school populations although specialist groups suggest the numbers are higher once undiagnosed pupils are considered. NHS referrals for autism diagnosis increased by 39% between 2021 & 2022 but delays in the system mean schools will be supporting diagnosed and undiagnosed students and this course provides guidance to fill this gap.

Autism affects all aspects of a young person’s experience of school, so it is essential that staff have a sound understanding of how to provide the right support. Without this support, schools can appear to be a hostile environment for ASC pupils and their long-term outcomes deteriorate as they progress through the education system.

INSET OUTCOMES: This full day INSET provides attendees with knowledge and understanding of a range of autism traits & how they impact on students’ school experience, together with a menu of academic and pastoral adjustments that can improve the long-term outcomes for students with autism.

We also have courses on teaching neurodiverse learners & specialist courses in supporting Dyslexia , Anxiety & ADHD

JMC Inclusion Team

INSET Outline

Session 1 – A deeper understanding of the core traits and the wider challenges faced by young people with autism.

  • Autism: the core traits and diagnostic criteria
  • The more complex picture of the wider challenges
  • Mental Health risks
  • Co-occurring learning difficulties
  • The Equality Act 2010: overview of key principles

Session 2. Understanding the potential impact of autism on the school experience

  • Academic challenges
  • Social difficulties
  • Anxiety Based School Refusal

Session 3. A Whole School Approach: How to support learners with autism in the classroom.

  • Evidence-based teaching approaches that benefit neuro students.
  • The physical/ sensory challenges
  • Effective communication
  • Responding to challenging behaviour

Session 4. A whole school approach: How to improve pastoral support and environmental factors.

  • Understanding and managing challenging behaviour
  • Preventing & supporting mental health difficulties
  • Understanding the challenges around lunch times, break times & school trips
  • PHSE & Staff Training to raise awareness.


Further Support

My colleagues felt that they understood the issues behind the labels of ASD and PDA and how to better support our families who have to manage the behaviour on a daily basis.

Cerys Williams, Partnerships Officer, Reigate & Banstead Borough Council
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