AET Project Brief – Revision of the 2011-12 schools training materials and revision of the 2012 AET Schools Autism Standards and Competency Frameworks - NOW CLOSED.
The Autism Education Trust was awarded contracts by the Department for Education (DfE) for the development and delivery of an integrated programme of training and materials over the period 2011/15. An extension to the current contract until April 2016 will build on the success of the AET’s two previous programmes.
This document sets down the brief for a revision to the original schools training materials, AET national autism standards and competency framework. These have been the cornerstone of the AET’’s stunningly successful programme which were originally developed as part of the 2011/13 DfE funded initiative.
To revise the schools training materials, AET national autism standards and competency framework in the light of the experience of delivery to 50,000 participants and new developments including the introduction of the 2014 Children and Families Act and associated guidance.
The Autism Education Trust
The Autism Education Trust (AET) was founded in 2007 by Ambitious about Autism (formally Tree House), The Council for Disabled Children (CDC) and The National Autistic Society (NAS) and has received consistent support from both governments since that time.
The vision of the AET is that all children and young people with autism should receive an education which enables them to engage in society as active citizens and that their families and the professionals who work with them are informed, supported and equipped to enable this to be achieved.
In order to achieve this, the AET has a mission to improve the education of young people with autism.
The AET achieves its mission through:
• the identification and promotion of high standards in autism education practice
• the identification and promotion of effective practitioner competency in support of those standards
• providing a platform for training in effective practice in support of improved competency
• disseminating information regarding evidence-based and good practice approaches/services to policy makers, commissioners and practitioners
• providing an interface between users, practitioners and policy makers in respect of service development
• ensuring that full and proper engagement of stakeholders informs its work and facilitating the engagement of stakeholders with government
The AET is in a unique position to carry out these activities because of:
• Its independence
• The partnership it supports between voluntary bodies and voluntary bodies and the maintained sector
• The active role of people with autism in the work and governance of the AET.
• Its national brief
• Its focus on practical activity in education contexts
The 2011-13 and 2013-15 AET programmes
In the summer of 2011 the DfE awarded the AET funding to deliver an ambitious 2 year programme to raise workforce competency through:
• Delivering autism training for school staff at level 1 (general awareness), level 2 (for staff working with young people with autism on a daily basis) and level 3 (for specialists such as SENCOs)
• Integrating this training with national standards for schools for autism education.
• Developing a competency framework to guide professional development
Birmingham University were commissioned to develop the training materials and the standards and 7 regional hubs were commissioned to deliver the training. The programme was rolled out successfully. By the end of the programme in March 2013:
• Over 10,500 school staff had been trained at level 1, over 850 at level 2 and nearly 200 at level 3.
• The AET standards were published in May 2012 and there was strong interest and positive feedback from schools from the outset. There is now evidence of the standards being used in schools and strategically in some LAs on a whole LA basis.
• An AET competency framework was published in September 2012 which provides a structure for professional development. We are now receiving regular feedback from schools that this supporting staff CPD in this area of expertise.
A final evaluation (2013) from University of Warwick CEDAR unit found:
For level 1
• Very positive feedback with robust evidence of staff moving on to level 2 as a result if undertaking level 1 training.
• Level 1 AET training materials have been successful in raising the knowledge, awareness and understanding of the majority of the participants, including those with previous experience of working with pupils on the autism spectrum.
• There was a highly significant rise in pre- and post-training mean total score on the Knowledge Quiz (p < .001).
• Over 8 out of 10 thought the training was ‘worthwhile’.
For level 2 and 3
• Very positive feedback with over 84% indicating the training was worthwhile and had increased their knowledge
• 93% of level 2 delegates and 97% of level 3 delegates were interested in further training
The DfE awarded the AET a contract for a new 2013-15 programme that built on this success. It extended it by:
• Developing new early years and post 16 training materials and associated autism standards and competency framework
• Commissioning 4 early years and 4 post 16 training hubs to deliver the programme
• Developing the AET standards for use by parents in selecting schools and having a constructive dialogue with staff ion their child’s school.
• Developing a toolkit for LAs and other organisations who are using the AET training, standards and competency frameworks
The diagram below sets out the broad structure of both the 2011/13 and the 2013/15 programme. This structure will continue to underpin the new 2015/16 programme.
Revision of the 2011-12 schools training materials and Revision of the 2012 AET Schools Autism Standards and Competency Frameworks
By 2015 nearly 50,000 staff will have been trained using level 1, 2 or 3 training materials. Feedback on the materials and their impact on practice and provision has been gathered systematically since they were developed. This information will inform an extensive revision which will also integrate changes introduced by individual trainers. Thus extensive consultation and a close working relationship with the current AET training hubs will be essential for this work. This will include using an interim revision of the level 2 and 3 training materials produced by a training hubs working group in 2013/14 as starting point.
A significant feature of the revision will be that the materials will be updated to take account of the new legislative framework that has been introduced since the original materials were produced. In particular:
• The need for cross phase workforce development to facilitate a consistent and coherent 0-25 offer. The new materials will link closely with the AET’s suite of training materials and frameworks that were introduced as part of the 2013/15 programme.
• Revised training materials to take account of an increased emphasis on person centred planning and multidisciplinary working on the new EHC plans.
• The need to increase the participation of a broader range of people with autism in determining their education
• New training delivery mechanisms as a result of the development of local offers.
The work will also need to take into account both new research developments in the area and general developments in education and SEND.
These revisions will be supported by the development of a hard copy support pack of teaching strategies for level 2 and 3 participants. This pack will have the facility to be marketed as a standalone resource to supersede the current AET Tools for Teachers which will shortly be going out of print.
The Standards and Competency Frameworks are being used increasingly by schools. They provide descriptors to allow schools and staff to structure development priorities. Each priority is hyperlinked to resources to support development. The frameworks and the hyperlinked resources need to be updated to reflect new developments, changes in legislation and the new Ofsted framework. The proposed revision will also illustrate use with numerous case studies from schools.
Integration with other project strands in the new 2015/16 programme
In addition the revision will need to take account of and integrate with key elements in the new 2015/16 programme which will be funded separately. In particular:
A module for meeting the needs of children and young people with complex needs including exemplification for children with little or no verbal skills.
A number of particular needs for training have been identified over the 2½ years of the current training programme. It is proposed the first of these to be developed would be a complex needs module to supplement level 2 training for special school staff.
Research and development to produce a progression framework and associated training module measuring the progress of children and young people with autism
The need to develop research that can be applied by teachers to track the progress of children and young people with SEND has been identified as a research priority by DfE in its latest paper in March 2014. This work is critical to the sharper focus on outcomes set down in the new Code of Practice. This priority has also been identified consistently by training hubs. In this proposal the development of a training module for delivery by hubs would be preceded by thorough research and review of the latest developments in this area and the development of a progression framework.
Increasing the participation of children and young people with autism including those with few or no verbal skills
The new Code of Practice raises the bar of expectations of the participation of children and young people in determining their education. The AET has been working with students in 3 schools to support their ability to make changes within school within their school settings. Whilst some progress has been made over the last few years in developing materials to enable pupils with autism to participate in school councils and in campaigning work, there is comparatively little advice and guidance on participation for young people with severe and complex needs and learning difficulties with autism. Within the proposal above we will seek to broaden the existing participation work to focus specifically on including the voice of young people with severe and complex needs.
Additionally contractors will need to link in with related DfE funded projects in 2015/16. At the time of writing these have not been awarded but it is possible that a grant for the development of online training of basic teacher awareness of SEND will be awarded where the AET is a partner. AET level 1 face to face training offer will need to link to and complement this.
What are the key deliverables?
There will be 4 key deliverables:
i. Revision and update of the existing schools level 1, 2 and 3 materials including the production of 3 trainer packs (including the reproduction and delivery of trainers DVDs including a Trainers Guide), per level for each of the 11 schools training hubs. Additional copies may be supplied, but will be charged at extra cost.
ii. The development of print-ready delegate packs for level 1, 2 and 3 courses so that these can be printed according to need.
ii. The production and printing of the first 1,000 hard copies of a teaching resource pack to accompany levels 2 and 3.
iii. Revision of the 2012 AET Schools Autism Standards and Competency Frameworks to take account of new developments and to update all online links to resources.
What key skills / experience are important to us?
The team chosen should have a range of skills and experience including:
• Extensive experience in working with people across the autistic spectrum, whether they have High Functioning Autism / Asperger Syndrome or have classical autism with or without other learning difficulties.
• Extensive experience of the development of training materials.
• A track record of delivering high quality training with independent evaluation of its effectiveness.
• Experience in and knowledge of school improvement. Good familiarity with quality assurance and inspection frameworks would be desirable.
• A good knowledge of the existing AET training materials. Experience in the team of delivery/use of these materials would be an advantage.
• A good knowledge of the latest relevant research developments in the area.
• Bidders should state where their employees include individuals with autism and how their skills will be used in this work.
When do we need it?
The delivery timetable is set out below:
|Commencement of contract
|i. Draft of revised and updated of training materials
ii. Draft of teaching strategies support pack
iii Draft of revised AET Schools autism standards and competency frameworks
|1st November 2015
|Piloting of materials
|1st November 2015 to 1st January 2016
|Delivery of final version of all work
|1st February 2016
Budget and course cost structure
The total funding for the contract inclusive of any VAT payable, all production costs and all expenses is £87,000
Organisations who are interested in competing for this work should submit the proforma available to download here by Friday 6th February 2015. Shortlisted applicants will be interviewed on Tuesday 24th February 2015.
For an overview of the AET please see the AET website at www.autismeducationtrust.org.uk
For individual queries please email our Administrator, Joanne Driver at Joanne@autismeducationtrust.org.uk . We will either respond to your query by email or arrange a phone call if necessary.
The AET programme