Gateshead Autism Strategy 2025-2030

I statements

• I can go to school, college and university confident my needs will be met through reasonable adjustments.
• Regardless of whether I have a diagnosis or not, my individuality is understood, and my needs are met.
• I am confident that my school understands how being autistic impacts on me and makes the changes I need to be educated

Where are we now?

The difficulties autistic people experience in schools, colleges and universities are well documented. Exhaustion relating to the demands of the educational environment can lead to dysregulation in private (sometimes termed "meltdowns") and difficulties experienced moving from one education setting to another.

Children, young people and their families continue to experience challenges in relation to transitions, particularly between primary and secondary school, but also between years and into further education.

Our commitment

Support autistic children, young people and adults to be able to access the education, lifelong learning and skills offer. Ensuring that people can achieve their best possible outcomes which will support their aspirations in life.

Offer support around transitions throughout education stages and consider how more in-depth preparation could be offered.

What we will do

Work will be undertaken alongside post-16 education providers to better understand the range of specialist and mainstream provision that is available to autistic young people and adults.

Aligned to the to the Post-16 Strategy Delivery Plan, gaps will be identified collaboratively, in order to develop the curriculum to provide opportunities that enable autistic people to meet their full potential. Work being completed via the SEND Strategy improvement plan will deliver improvements in relation to children and young people receiving the right support at the right time. This includes:

• The implementation of SEND thresholds to proactively remove barriers
• Education settings making reasonable adjustments to support attendance
• School settings continuing to be supported to improve their offer for children and young people with social, emotional and communication needs, regardless of diagnosis.

Work will be undertaken to identify what support would be useful moving on to post-16 education (including university) and into employment (including apprenticeships). To this end, post-16 education providers will be asked to support all autistic children and young people with transition between school years and between settings. Likewise, key partners will work together to ensure educational settings understand their role in preparing autistic children and young people for key transitions in their educational journey.

What does good look like?

Autistic people, their families and friends find accessing and navigating education settings less stressful. Being supported in an inclusive education environment will ensure that learners are less likely to mask. It is hoped that this will positively impact on both the attendance and wellbeing of learners as they tell us that masking can be exhausting." They will feel better understood by the staff teaching and supporting them. During transitions within education, students will have access to the tools, skills and support they need to ensure that they achieve the best possible outcomes with regards to attendance, engagement and achievement.