AET Project brief - Training Hubs - apply by Sunday 23rd June 2013.
The Autism Education Trust has been awarded a contract by the Department for Education (DfE) for the development and delivery of an integrated programme of training and materials over the period 2013/15.
The new programme will build on the success of the AET’s 2011/13 DfE funded programme. It replicates the structure of the previous programme and applies it to 4 English regions not covered in 2011/13, develops it to meet Early Years and Post-16 settings as well as developing new resources for parents and Local Authorities.
This document sets out the brief for the part of the new programme which covers the development of the existing AET Standards for use by commissioners and support services. An application pro forma is available with this brief.
To adapt and develop the AET National Standards for use by commissioners of both individual and strategic provision and for use by support services supporting schools improving their provision for children and young people with autism.
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 AET programme
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. As of May 2013:
- Over 12,000 school staff have been trained at level 1, over 1,100 at level 2 and over 300 at level 3.
- The AET Standards were published in May 2012 and there has been strong interest and positive feedback from schools. There is now evidence of the standards being used in schools and strategically in some LAs on a whole LA basis. More surprisingly there has been a high engagement from parents with email feedback and enquiries at the AET stands at national events and shows.
- 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.
Interim evaluation from University of Warwick CEDAR unit has 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 95% 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 programme was also been reviewed by the All Party Parliamentary Group on Autism which published its report The right start: reforming the system for children with autism in June 2012. The report’s first recommendation is:
The Government should continue funding for the Autism Education Trust (subject to evaluation) to enable it to expand the development of a three-tier training programme beyond March 2013. In particular it should include areas of the country not already covered. These are the South West, East and North East of England as well as Yorkshire and Humberside. It should be extended to provide training to staff in post-school settings, such as further education colleges, in line with plans for a holistic 0-25 SEN system.
The diagram below sets out the broad structure of both the 2011/13 and the new 2013/15 programme.
What are the key deliverables / milestones?
The National Autism Standards are designed to facilitate self evaluation by all types of educational settings from mainstream to special, for pupils from the ages of 5 - 16 years, at all levels of ability.
The 43 Standards are organised in four broad areas which replicate the structure of the training programme:
- Individual pupil factors
- Building relationships
- Curriculum and learning
- Enabling environments
This enables a close link to be established between the self evaluation exercise and the AET training programme. Additionally, there are interactive links from the set of Standards to resources that demonstrate how a school or provider might improve practice or policy. The Standards are available free to download here.
This brief is to adapt these materials and produce guidance/case studies so that they can be used by commissioners of provision and support services. Both these functions currently are often, but not exclusively, discharged by LAs. We would envisage the development would maintain the structure and approach of the original materials. This brief and the funds available to deliver it will mean that the starting point for this work is the existing AET National Standards. The successful bidder must include the cost of production and design, but does not need to include print costs.
Key elements in developing the materials for use by commissioners and support services
We envisage that the development will involve three broad aspects.
1. A revision of the existing standards and their linked resources.
2. Development of guidance and case studies.
3. Production of final electronic versions of all materials produced consistent with AET branding and quality.
It is likely that there will need to be separate sections for support services and commissioners.
What key skills / capabilities are important to us?
The chosen organisation will be able to offer:
- Staff with a comprehensive knowledge of research and approaches in autism education
- A track record in working for and with people across the spectrum, whether they have High Functioning Autism / Asperger Syndrome or have classical autism with or without other learning difficulties. (Although this can be provided by a partner organisation to the bidder)
- A track record of providing an excellent autism support service to a range of schools.
- Good and consistent working relationships with commissioners so that they can be involved in consultation and partnership working on the development.
- A track record of engaging with end users including young people with autism, their families and practitioners in the field.
- An understanding of the wider education policy framework including the current broader context of the new SEND legislation and of education CPD
Bidders should state where their research team includes researchers with autism and how their skills will be used in this work.
Timetable for key deliverables
The delivery timetable is quite tight but experience with the 2011/13 programme shows that it is doable. A suggested timetable is set out below:
The total budget for this part of the 2013/15 AET programme is £10k inclusive of VAT. This will cover all costs including any subcontracted work producing the final materials and inducting the new training hubs in their use.
Organisations who are interested in competing for this work should submit the proforma available with this brief by Sunday 23rd June 2013. Shortlisted organisations will be interviewed on Friday 5th or Monday 8th of July 2013.
For an overview of the AET please see the AET website at www.autismeducationtrust.org.uk
For individual queries please email our Administrator, Peggy Freyne at Peggy@autismeducationtrust.org.uk. We will either respond to your query by email or arrange a phone call if necessary.
Relevant Documents and links
AET Standards for Commissioners and support services tender proforma
The AET National Autism Standards
The AET Training Programme for schools