A white paper exploring effective education pathways for young people with a diagnosis on the autism spectrum.

1. Contents
Foreword by Sarah Sherwood, Director of Special Educational Needs
Executive Summary
Key issues of SEN & autism spectrum
Comparative study: the Hassocks and Oxford experience
Double win: student experience and cost benefit
Teachers’views
Parents’feedback
Student life
Making a difference
Contact details
FITFORTHEFUTURE:
DELIVERINGSKILLSFORLIFE
WHITEPAPER
Awhitepaperexploringeffectiveeducationpathwaysforyoungpeoplewithadiagnosis
ontheautismspectrum

2. Young people with a diagnosis on the autism spectrum need learning opportunities in environments that recognise the
challenges they face on a daily basis and provide them with strategies to manage their anxieties. With so many students having
a co-morbid diagnosis, there is a need to constantly evaluate the learning experiences they receive. The additional expertise
which occupational therapists and speech and language therapists can provide is essential in ensuring an approach to learning
that fully meets the diverse needs of individuals with an autism spectrum diagnosis.
Employability and the skills for independent living are a priority for individuals on the spectrum. Current research shows that
only 15% of young people with an autism spectrum diagnosis are in sustained, full-time employment1
. This statistic needs to
change.
Joint working with parents is paramount in achieving the best outcomes for young people on the autism spectrum. Without
open communication and discussion with parents it is not possible to gain their support, respect and trust all, of which are vital
in supporting their child to move forward in their learning. Furthermore, Career Professional Development (CPD) is essential in
ensuring staff are empowered and given comprehensive training and support that leads to better outcomes for the students
they work with. The only way to ensure these needs are all met is through considering alternative options to integrating young
people on the autism spectrum in mainstream schools.
This paper asserts that creative solutions must be found that not only address specific autism requirements but also look
at providing a measurable return on investment (ROI). It recommends LEAs consider funding independent provision which
has the capacity and capability to educate young people with ASD and help them develop life-long skills to improve their
employability. Though independent specialist schools have been overlooked by LEAs in the past due to the need for extra
funding, the success that these schools achieve in educating and preparing students for the future offers a greater return. Their
success rates mean fewer young people with autism become unemployed adults, reducing stress on parents and a reduction of
support needed from the state. In the short term they may not appear to be financially viable, however in the long term the use
of independent centres such as LVS Hassocks and the soon-to-be opened LVS Oxford are a financially viable option for LEAs in
the way that they provide SEN children with the life skills they need to become independent.
Biography
Sarah Sherwood has experience of working with individuals with a diagnosis on the autism spectrum which spans more than 20 years.
Her initial exposure to autism was when she ran a nursery and had two children whose needs were very different. One had no language,
was socially withdrawn and had challenging behaviour, whilst the other had language but was unable to answer questions put to him,
was very passive, and also socially withdrawn. One had‘classic autism’and the other was later diagnosed with Asperger’s syndrome. She
found it fascinating that two children with such diverse needs came under the same diagnostic umbrella.
Many experts in the field of autism say that “when you’ve met one person with autism, you’ve met one person with autism”, as a way
of describing the very individual and unique presentation of each person on the spectrum. Over the years, Sarah has found this to be
a reminder of the individuality of the young people she has worked with. Her passion of working with these young people led her to
complete an MEd in autism, where she explored joint working with parents.
Sarah opened LVS Hassocks in West Sussex in 2009 as head and successfully developed a model that helps build life skills and educational
achievement that gives young people a greater chance of living more independently when they leave at 19 years old. It is now at full
capacity. Sarah is now directing the opening of a second school, LVS Oxford on the same model. LVS Oxford opens September 2014.
FOREWORD BY SARAH SHERWOOD, DIRECTOR OF SPECIAL EDUCATIONAL NEEDS
1
http://www.autismwestmidlands.org.uk/content/617513/understanding_autism/an_introduction_to_autism/faqs/

3. KEY ISSUES OF SEN & AUTISM SPRECTRUM
Fact: Autism affects 700,000 people in the UK – that’s 2.5million
family members who deal with autism in one way or another.
This means a remarkable number of students in the UK need
extra support during their early years, all the way through
until school leaving age.
Children on the autism spectrum require a different approach
to learning. This primarily involves a structured routine and
one-on-one time with teachers. In a mainstream school,
integrated children with SEN support only receive an hour
or so a day of SEN schooling. For the rest of the day they
spend their time with the other students and teachers who
are often unaware of and unable to change their behaviour or
teaching style according to the child’s individual needs. Just
like every human being is different, the way autism manifests
itself in individuals is highly unique. These differences range
from being unable to interpret body language or facial
expression, taking a literal understanding of verbal language,
and displaying signs of anxiety, paranoia, and in extreme cases
aggression.
Over the years local governments and schools have worked
together to enable those on the autistic spectrum to receive
the assistance and help that they need. At present, the
majority of autistic children go to mainstream schools. Some
students do well, however there are some that do not. This
creates a burden not only on the schools, but also on parents
and society as a whole.
LEAs are in charge of assessing children and deciding where
they fit in regards to special educational needs. Once assessed,
a child is given a certain amount of funding and is placed
either in a mainstream school or in an independent school.The
primary choice is for children to be assigned to a mainstream
school, where a few also receive a learning support assistant
(LSA). The child attends classes with the other students and
will receive an hour or two of face to face time with designated
SEN teachers.
As demonstrated in an article by the Independent’s BillTuckey
on personal experiences with a child on the autism spectrum,
the results are not always positive. For each new school year,
children must start from scratch. This becomes problematic
for those on the autism spectrum as they have to readjust all
over again, which takes time4
. Although a child develops a
relationship with their LSA where they feel comfortable and
relaxed,adifficulttaskformanyachildontheautismspectrum,
it is incredibly difficult if not impossible for the child to begin
to feel comfortable with a new teacher each year. In addition,
the child will only receive an hour or two of dedicated learning
with an SEN teacher.
EXECUTIVE SUMMARY
There is a call for more effective education pathways for young people on the autism spectrum. The current system, which
primarily integrates children with autistic spectrum disorder, needs to be rethought due to its lack of success and subsequent
negative effect on society. Unsuccessful systems, such as the current use of LEAs to integrate children into mainstream schools,
have extremely low success rates in transitioning children from school to employment2
.
We are answering this call. Independent provision has come a long way since the years of institutionalisation. LVS Hassocks has
developed a tried and tested approach to helping students diagnosed with autism and Asperger’s related conditions. Through
a structured environment and approach that develops their independence and confidence, we help equip students with the
skills needed for employment and dealing with the complexities of day to day life.
Independent schools, through building independence, help students transition into employment, enabling them to be
contributing members of society and therefore taking pressure off of many parents, and indeed the state.
Over 40% of children with autism have been bullied at school
(The National Autistic Society)
68% of parents surveyed in 2011 said it hasn’t been easy
to get the educational support their child needs (The
National Autistic Society)
3
Baird, G et al (2006). Prevalence of disorders of the autism spectrum in
a population cohort of children in South Thames: the Special Needs and
Autism Project (SNAP). The Lancet, 368 (9531), pp210-215
4
Tuckey, B. (2010).‘The boy in the corner: Why do children with special
needs still get such a raw educational deal?’The Independent http://www.
independent.co.uk/news/education/schools/the-boy-in-the-corner-why-do-
children-with-special-needs-still-get-such-a-raw-educational-deal-1938286.
html#
2
68% of adults with autism are not in full time employment http://www.ambitiousaboutautism.org.uk/lib/liDownload/341/AAA_Finished_at_School_Report.
pdf?CFID=9897385&CFTOKEN=65544685 - With over half of adults with autism not in full time employment, the current system of integrating children on the
autism spectrum in mainstream schools needs to be reconsidered.
43% of young people with autism surveyed in 2011 felt
that teachers didn’t know enough about the condition
(The National Autistic Society)

4. The rest of the time they are with teachers who are unable
to adapt their methods to teaching a child on the autistic
spectrum. This causes students to become uncomfortable in
class, often leading to loud and angry outbursts, or withdrawal
and increasingly exclusions. In the UK one in five autistic
children have been excluded from school, many more than
once (National Autistic Society). Furthermore, the number
of parents seeking support for their child overwhelms LEAs
with some turning away children because there are just too
many children who need support. As distressing as this is for
families, it is also a drain on school and LEA budgets. In the
2009-2010 school year, LEAs spent £313 million on special
educational needs whilst schools spent £1.5 billion. In the
2009-2010 school year, LEAs spent £313 million on special
educational needs whilst schools spent £1.5 billion. 8
With this
much money being invested in finding additional support
for those with special educational needs, and clear issues in
existingprovisions,analternativesolutionneedstobecreated.
Funding is delegated to schools and there is an expectation
that the school meets the needs of its pupils. The local
authority may contribute more where schools appear to have
done all they can reasonably do to support children with SEN.
However, there is a need for clear understandings of what the
schools and local authorities are expected to achieve.
Despite the significant sums spent by LEAs and schools on
supporting children with autism in mainstream education,
success levels in transition from school to employability are
extremely low. According to Ambitious About Autism, 68% of
adults with autism do not have a full time job and the National
Autistic Society found that 28% of adults with autism surveyed
in 2012 still live at home with their parents. The truth is, these
adults have a huge amount to contribute – if they are given
the opportunity. As schools are unable to provide children
with autism the necessary skills to transition into the world
of work, they grow up needing constant support from their
parents with many needing to claim benefits.
Schools and local authorities share the responsibility of
finding funds to support children on the autism spectrum.
Often this leads to confusion on the part of parents, who are
not clear on where the funds are coming from. Furthermore,
when a particular case has been denied funding, parents
often seek legal aid to help win the battle over financial and
practical support for their children. This adds to the pressures
of both LEAs and schools. An inclusive policy, therefore, is not
always best for autism spectrum pupils. A solution is needed
that reduces the burden on both schools and LEAs in addition
to improving the educational experience of children on the
autistic spectrum.
5
Ibid.,
6
Local authorities’experiences of improving parental confidence in the special
educational needs process 2010
7
Ambitious about Autism http://www.ambitiousaboutautism.org.uk/lib/
liDownload/341/AAA_Finished_at_School_Report.pdf?CFID=9897385&CF
TOKEN=65544685 and National Autistic Society http://www.autism.org.uk/
about-autism/myths-facts-and-statistics/myths-and-facts.aspx
8
Bolton, P. 2010. ‘Local Education Authority Spending’ Library House of
Commons, p.6.
22% of young people with autism responding
to a 2012 survey said they had no friends at all
(The National Autistic Society)
18% of parents surveyed in 2011 had to go to a
tribunal to get the right support for their children
(The National Autistic Society)

5. Independent specialist schools have risen to the challenge,
developing teaching methods and programmes and creating
opportunities for autistic children to flourish in a safe and
encouraging environment.
Our approach is unique in preparing them for employment.
Wedeliveracurriculumthatreallysupportsyoungpeoplewith
this diagnosis, focusing on whole health learning, connected
learning and real world learning. Through a structured
environment and approach that focuses on developing their
independence and confidence, LVS Hassocks and LVS Oxford
equip students with the skills needed for employment and
dealing with the complexities of day to day life. Our focus is
on building life skills and educational achievement to give
young people a greater chance of living more independently
when they leave at 19.
At LVS Hassocks and LVS Oxford, there is one teacher and
one Learning Support Assistant (LSA) to a maximum of eight
students. Through this personal and tailored approach,
students are able to develop lifelong skills. Furthermore, our
students engage in group activities such as outings to shops
and to the cinema to help build their confidence and life skills.
Our students enjoy the safe and familiar surroundings of the
school. They are provided with a ‘tool-box for life’ – a variety
of skills and coping mechanisms that they can take with them
into the next stage of their life, whether it be further education
or employment. Our methods give learners the essential skills
needed to be confident in the workplace, plus the knowledge
and practical experiences needed to lead fulfilling adult lives.
We recognise that students with communication, socialisation
and imagination difficulties all have different skills and
attributes. Students therefore learn a range of relevant
vocational skills in a vibrant and stimulating environment.
Supported by their teachers, the on-going assessment can
lead to nationally recognised qualifications. Students work
towards a range of qualifications in addition to undertaking
work placements to help them decide on what to do next.
Liam
Liam joined us having been out
of school for a number of months.
He found a large secondary school
challenging, as the constant changing
of staff and classrooms meant that
there was little understanding of
Liam’s diagnosis. As a result Liam
would often become very anxious
about not understanding the lesson,
and would leave the school site.
When Liam joined us he initially found
it difficult to settle and some of the
other students difficult to tolerate.
Gradually Liam began to settle
and showed an interest in catering
which stemmed from the tentative
relationships he was building with the
catering staff. During food technology
sessions Liam demonstrated a talent
for cooking and after discussions
with staff it was agreed to give Liam
some trial sessions in the catering
department of the school. It was here
that Liam found his niche, producing
food to a high standard and he started
an NVQ qualification in catering.
Due to his on-site success, a work
experience placement was found
for Liam through the Yummy Pub
Company. The company was very
supportive and worked closely with
the school to ensure that during the
first few weeks there was a gradual
increase in expectation of the
amount and type of work he would
undertake. Liam will soon be starting
an apprenticeship in the kitchen of a
mainstream school, having completed
his NVQ Level 1.
Results
COMPARATIVE STUDY:THE HASSOCKS
AND OXFORD EXPERIENCE

6. Gabby
Gabby joined the school in September
2012. She had previously attended a
mainstreamsecondaryschool,followed
by an ASD unit and then an alternative
education provision for students out
of school. Previous reports indicated
that Gabby would take herself out of
lessons, communicate in an abrupt
manner with staff and find it difficult
to conform to the expectations of a
mainstream school. Gabby gradually
began to withdraw from all social
interaction with staff and peers and she
became extremely isolated. When she
did not understand what was being
asked of her she would refuse to do the
task rather than ask for help.
Gabby settled well at LVS Hassocks
although she was initially a very quiet
student. Residentially, she would
spend time alone in her room, but she
is now spending time with her peers
and joins in all residential activities.
She has benefitted from the visual
supports which are provided for her to
use across the school and residential
environments. These supports have
helped in reducing the high levels
of anxiety Gabby has previously
experienced when trying to interpret
body language and facial expressions
at the same time as decoding what had
been said to her.
She has an interest in animals which
has been fostered by her attending
a work experience placement at a
pet food supply warehouse. She also
undertakes some administrative duties
in the school office twice a week.
Asa With a diagnosis on the autism
spectrum, crippling levels of anxiety,
ADHD, sensory issues and dyslexia, Asa
struggled at a mainstream school. Due
to his high levels of intensity, sensitivity
and volatility, Asa needed the time to
adapt to classes in a safe and nurturing
environment. LVS Hassocks ensured
that Asa’s time in class was as calm as
possible; gradually he began to interact
with the staff and peers in his group.
He started to eat lunch with another
peer, rather than eating alone in the
classroom.
Asa’s progress accelerated quickly
during the first few months with us,
making friends and recognising things
which challenge him – and looking for
opportunities to overcome them.
The benefit of independent specialist provision is the ability to support young people with a diagnosis on the autism spectrum
in gaining employment after school. This support helps save money. In the UK, the cost of providing care for each person
with autism affected by intellectual disability through his or her lifespan is £1.5 million and £917,000 for those not affected by
intellectual disability8
. Dr. Mandell of the University of Pennsylvania notes that,“We are paying for the costs of inaction and the
costs of ‘inappropriate action.’ Social exclusion of individuals with autism and intellectual disability, and exclusion of higher-
functioning individuals from employment opportunities are increasing the burden not only on these individuals and their
families, but on society as a whole.”Independent centres such as LVS Hassocks and LVS Oxford can significantly reduce this9
.
TEACHERS’VIEWS
“We work hard to build up a good rapport with each individual student, it is not a one size fits all curriculum!
We work hard to use different approaches that we know will help each learner engage and access the session to the
best of their ability.”
Gail
“There is emphasis on looking at the students’strengths and empowering students to develop their self-esteem and
self confidence”.
MelanieCampbell
8
http://www.autismspeaks.org/about-us/press-releases/annual-cost-of-autism-triples
9
Ibid.,
DOUBLEWIN : STUDENT EXPERIENCE AND COST BENEFIT
With us, students receive an education that is tailored to their specific needs. Every child takes time to adjust – our approach
welcomes this, finding ways to help students feel comfortable and ready to learn.
Students at an independent school receive a personalised experience. Teachers understand the nuances of teaching young
people with autism, Asperger’s and related conditions. This enables them to change their teaching approach to the benefit of
the student.

7. I think that the outcomes for students are better because of the possibility of greater multi-disciplinary working, with teachers,
residential staff, therapists and educational psychologists all being onsite, allowing easier liaison, joint planning and joint
sessions. This is essential for young people with complex communication and behavioural needs. Today, we have just had a
multi-disciplinary“team focus”meeting which has been reviewing the progress of a student who is extremely socially anxious.
In this meeting we were able to highlight the outcomes from our joint planning and sessions; in the last few weeks this student
has started to initiate conversation for the first time in school since arriving here last year, without being prompted, with at least
2 members of staff. He has also identified that he is now“talking more”. This is something that he wanted to achieve. I am sure
that this would not have happened for him if he was in mainstream.
Charlotte Orrell – Speech & Language Therapist
‘LVS Hassocks has made a huge difference to Charlie, he is happy, so much more self- confident with those around him and is
learning key skills leading towards independent living. At last, I have found a school that knows exactly what he needs, and
I can stop worrying!’Parents of Charlie, aged 18
‘Since Jared started attending LVS Hassocks last year we have seen acceleration in his confidence, self-esteem and social skills
development.
We attribute his progress to date to the teaching techniques and strategies provided by staff whose expertise lies specifically
within the field of autistic spectrum disorder. Finally, Jared is at a school that he is happy to go to every day which in turn has
brought both him and the whole family a better quality of life.’Parents of Jared aged 19
Student life
We take a holistic approach, making a difference in the lives of our students.
A structured day helps students to focus – for many, the residential aspect of school life can be difficult. To help develop a
student’s confidence and take control of their daily life, they each have a visual schedule that helps them focus.
Residential staff play a key role in working with students to further develop their independent living skills.
In addition to classes, students also benefit from the excellent facilities supported by areas for practical learning and health
related activities, including sports fields, a school garden and teaching kitchen. There is also a dedicated suite for speech,
language and occupational therapies, as well as a relaxing massage room for sensory sessions to promote well-being and health.
MAKING A DIFFERENCE
As this paper has demonstrated, there is a clear need for effective educational pathways for young people with a diagnosis on
the autism spectrum. LVS Hassocks and LVS Oxford have risen to the challenge through developing an approach to working
with these young people that supports them by focusing on whole health learning, connected learning and real world learning,
embedding skills which will help them in the work place and community. Our success means a great number of young people
with this diagnosis will find employment, reducing pressures on their parents and the state.
Utilising independent specialist schools is essential in ensuring young people with a diagnosis on the autism spectrum receive
the care and education that they need. LEAs will benefit from considering independent schools as an alternative to mainstream
schools for their ability to prepare for students for future employment and greater independence.
PARENTS’FEEDBACK

8. CONTACTDETAILS
LVS Hassocks LVS Oxford
(West Sussex) (Opens September 2014)
Address: London Road Spring Hill Road
Sayers Common Begbroke
West Sussex OX5 1RX
BN6 9HT
Telephone: 01273 832901 01865 595170
Email: info@lvs-hassocks.org.uk enquiries@lvs-oxford.org.uk
Website: lvs-hassocks.org.uk lvs-oxford.org.uk
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LVS Hassocks and LVS Oxford are part of the Licensed Trade Charity. Registered Charity No. 230011