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procédure for engagimg "experts" - there needs to be a way to collaborâtes 

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procédure for engagimg "experts" - there needs to be a way to collaborâtes 

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Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.
@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE

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Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.
@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE

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School attendance is such a simple drum to beat.  Get them to school and all will be well, goes to rhetoric. They can't succeed otherwise, we're told.  Behind that drum there are a million stories. Here are some of them 1/

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Don’t miss what’s happening

People on Twitter are the first to know.

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Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE
— Becky Gillespie (@ICARSBecky) May 21, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.
@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
School attendance is such a simple drum to beat.  Get them to school and all will be well, goes to rhetoric. They can't succeed otherwise, we're told.  Behind that drum there are a million stories. Here are some of them 1/

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.
@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE

# data[].attributes.attachment_link.metadata.attachment_props.text
Thank you @naomicfisher, really clear, "Attendance doesn't equal learning."
Our reality:
Simply attending meant dysregulation cos environment too demanding. Child misunderstood, led to frequent restraint. No learning only trauma.
@educationgovuk @nadhimzahawi Please listen. https://t.co/LHCXkR3pcE

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
School attendance is such a simple drum to beat.  Get them to school and all will be well, goes to rhetoric. They can't succeed otherwise, we're told.  Behind that drum there are a million stories. Here are some of them 1/

# data[].attributes.attachment_link.readable_text
‘Quality First Teaching’ (QFT) has become one of those phrases that everybody uses, but not everyone agrees on how to define it.

Here we give you a broad introduction to what the term quality first teaching means and has come to mean, as well as a reliable quality first teaching checklist of strategies that every school leader should be aware of. How you choose to implement them (or even whether) depends on your own vision and school approach.

The quality first teaching strategies here have been chosen as those best suited to primary schools, but the advice is relevant to secondaries too.

What Is Quality First Teaching?

Quality First Teaching is a style of teaching that emphasises high quality, inclusive teaching for all pupils in a class. Quality first teaching includes differentiated learning, strategies to support SEN pupils’ learning in class, on-going formative assessment and many others.

Quality first teaching has existed in one form or another since 2010. Though the minutiae of what it involves has changed over time, some core principles have remained consistent – personalising learning to the individual needs of pupils, encouraging greater inclusion of pupils with SEN needs, and working to narrow the attainment gap.

The History of Quality First Teaching

Those who have been in the profession for some time or trained circa 2010 may know that the phrase ‘quality first teaching’ first appeared in several documents published by the then Department for Children, Schools and Families.

One such paper was titled Personalised Learning: A Practical Guide. This was produced as part of a drive to further decrease the attainment gap set out in the ‘Children’s Plan’.

The plan relayed the then-Labour government’s vision for ‘world class schools providing excellent, personalised teaching and learning, to help all children and young people to progress in their education and wider development.’

Indeed, the initial hope of the document as written by the Undersecretary of State for Schools and Learners was ‘that this document will support schools in evaluating where they are in the development of personalising learning and provide pointers for future development.’

It is important to note that when ‘personalised learning’ is discussed in the document, it is not referring to John Dewey’s philosophy that pupils should be free to engage only in what is interesting to them.

Rather it suggests that teachers should adapt instruction so that if pupils do not understand a new idea the first time, it is retaught in a different way or with additional support. We ‘personalise’ to the need of the pupils who did not understand by finding a teaching method that is more accessible for them.

The National Strategies Intervention

This interpretation is supported by the fact that quality first teaching makes another appearance as part of National Strategies Intervention – a program abandoned by the coalition government when the new national curriculum was brought in and one that can still be accessed through the National Archives online.

Here it is used in the context of interventions – particularly for those with special education needs – to ensure that teachers were being inclusive in their choice of pedagogy to enable all children, regardless of circumstances, to achieve to the best of their ability.

QFT & The ‘Three Waves of Intervention’ Model

For those seeking to benefit from the guidance within the National Strategies of implementing quality first teaching, you need to understand the three ‘waves’ of intervention that can be rolled out strategically by schools to minimise underachievement in all learners.

Wave 1: Quality First Teaching

The first wave was quality first teaching. The reasoning behind this was that good planning of well-sequenced and manageable lessons and class work coupled with effective pedagogical choices, and robust assessment for learning – which was used to change instruction so all learners could achieve –  was the first step in reducing underachievement.

Source: https://mabletherapy.com/2019/03/26/vocabulary-teaching-part2/

Wave 2: Additional Interventions

Wave 2 was meant to be delivered as well as Wave 1, not as a whole-sale replacement. The idea behind this was that those pupils who were just about falling behind could be identified and corrective instruction could take place in small groups that would quickly put the pupils back on track to meet age-related expectations.

This would not have to take place outside of a whole-class maths lesson but could be part of guided work within a lesson. Interestingly, the National Strategies made the case that these interventions should ‘take the form of a tight, structured programme of small-group support that has an evidence base of impact on progress.’

Wave 3: Personalised Interventions

The final Wave, Wave 3, was an increasingly personalised programme to really help those learners struggling to keep up and to narrow the attainment gap. Again, this was not calling for the removal of children from Wave 1, the Quality First Teaching, but rather accepting that some pupils would require even more support than Wave 2 offered.

Where Wave 3 differed from Wave 2 was the need to maximise and accelerate progress, perhaps through the use of specialist teachers or highly trained teacher assistants and support staff to achieve very specific targets.

Quality First Teaching & SEN

Finally, QFT is mentioned in the 2015 government document Special educational needs and disability code of practice: 0 to 25 years. This paper focuses on what schools can do to support those with additional needs particularly cognition and learning difficulties. On page 99, it mentions:

‘High quality teaching, differentiated for individual pupils, is the starting point in responding to pupils who have or may have SEN. Additional intervention and SEN support cannot compensate for a lack of good quality teaching.

Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.’

So when we talk about Quality First Teaching, we are talking about how we can make our teaching inclusive so that all learners can receive instruction from the teacher and not from a teaching assistant outside the classroom.

N.B. While Quality First Teaching encourages direct instruction from class teachers for SEN pupils, the ways in which this will be carried out should first be discussed with the SENCO and other relevant figures and adhere to the SEND Code of Practice.

It is also worth keeping in mind that what works well for pupils with SEN will also be beneficial for those without (albeit to a lesser extent).

10 Quality First Teaching Strategies To Implement In Your Lessons

1. Small Step Planning

2. Plan for Error

3. Assessment for Learning Strategies

4. Manipulatives and Representatives

5. Metacognition and Modelling

6. Explicit Teaching of Mathematical Vocabulary

7. Examples and Non-Examples

8. Ensure 100% Participation

9. Purposeful Practice

10. (Pedagogical) Content Knowledge

One of the issues with QFT was that everyone had different ideas as to what actually constituted ‘Quality First’ teaching.

For many years, ‘fun’ lessons were all the rage, particularly in primary maths, and fun was the measurement of the ‘quality’ of the lesson.

However, we now know from cognitive science that these types of ‘fun’ lessons cause episodic memories, which are heavily tied to their context and do not transfer well into novel situations. Superficially, it might have seemed as if pupils were engaged, but it was unlikely that the lesson would benefit pupils’ learning in the long-term.

Episodic memory: A maths lesson using sweets usually means pupils only remember sweets rather than numbers!

Read more

Learning and Memory in the Classroom: What Teachers Should Know

Making Maths Fun: The Best Way To Encourage Learning?

The Department for Children, Schools and Families, in Personalised Learning: A Practical Guide, offered their own interpretation of what constitutes as quality first teaching. On page 10, the document says that QFT:

‘… demands 100% participation from the pupils, and sets high and realistic challenges. It does not ‘spoon feed’, it is challenging and demanding; it expects pupils to be able to articulate their ideas, understanding and thinking by actively promoting pupil talk.’

On page 12, the guide summarises the key characteristics of QFT as:

Highly focused lesson design with sharp learning objectives

High demands of pupil involvement and engagement with their learning

High levels of interaction for all pupils

Appropriate use of questioning, modelling and explaining on the part of the teacher

An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups

An expectation that pupils will accept responsibility for their own learning and work independently

Regular use of encouragement and authentic praise to engage and motivate pupils

While it is difficult to argue with these characteristics, a good idea for all senior leaders is to use some time to talk through with staff what quality first teaching means to them, and develop a shared vision of QFT across the school.

Getting this shared understanding will be crucial as it gives staff clear targets for what leaders will be looking for and can have a say in the process.

This will prevent teachers from having to alter their practice when being observed, as they know what the observer is looking for – more often than not, this would just be the way that the observer teaches.

Below I will outline 10 strategies that could be used as a point of discussion when thinking about what quality first teaching looks like in your school. The examples given are drawn from primary maths but apply equally to other curricular subjects.

N.B. These do not constitute an order of importance or effectiveness.

1.    Small Step Planning

According to cognitive load theory, because of the limits of working memory it is very difficult for young children to juggle more than around 4 items in their working memory at any one time.

One way to overcome this limitation is by having plenty of information in our long-term memory. This allows the limits of working memory to be ‘chunked’.

This means that instead of seeing something like long multiplication as a process of small individual steps (with each step taking up a part in our working memory), this procedure is processed as one item in our working memory.

The benefit of this is that more working memory is freed up to put attention on other things. Small step planning aids in this process as it limits the cognitive load placed on pupils.

This in turn increases the probability of the new information breaking past the bottleneck of working memory and into long-term memory, improving pupils’ problem solving skills.

2.    Plan for Error

When planning our lessons, it is important that we not only plan for what our pupils should do but also plan for the errors that our pupils could make.

This way we can make these errors explicit through direct teaching, as well as the strategies that we can use to overcome these errors.

By considering these errors, we can also anticipate the prior learning that will be required for pupils to be successful in the lesson and plan for this knowledge to be retrieved back into working memory. This could be achieved through a short starter that will help make the links between the prior knowledge and the new learning more explicit.

3.    Assessment for Learning (AfL) Strategies

Much has been written about the impact of AfL and Professor Dylan Wiliam is the foremost expert of this strategy. In his latest book, Creating the Schools Our Children Need, he outlines five main features of short-cycle formative assessment: what teachers can do, minute-by-minute or day-by-day, to ensure high-quality formative assessment takes place.

1. Ensuring pupils know what they are meant to be learning

2. Finding out what the pupils have learnt

3. Providing feedback that improves pupils’ learning

4. Having pupils help each other learn

5. Developing pupils’ ability to monitor and assess their own learning.

Recent research conducted by the Education Endowment Fund has found that formative assessment has a positive effect on learning outcomes and those who were involved in the trial gained the equivalent of two months of additional progress.

The other interesting thing they found was that pupils in the lower third for attainment showed greater progress than those in the highest third.

Using assessment for learning to first establish what a student knows before teaching them something new, after we have taught something new through questioning in the classroom, and again after we have changed our practice as a result of the first wave of formative assessment is one way that we can ensure the whole class or whole school can be brought up to a high standard.

It is through AfL that we can see if our teaching is effective and if pupils may need the more individualised support of a Wave 2 intervention.

Read more: Your Intervention Must-Have: Formative Diagnostic Tests

4.    Manipulatives and Representations

In their guidance report on improving KS2 and KS3 maths education the Education Endowment Fund recognises the use of manipulatives and representations.

They recommend that one of the purposes of using these manipulatives is to ‘…reveal mathematical structures and enable pupils to understand and use mathematics independently.’

Manipulatives can be used across all key stages and are especially important in early maths as they provide concrete experiences which pupils can associate with mathematical ideas.

Common manipulatives found in the classroom include: Base 10, Dienes blocks and Cuisenaire blocks.

In the guidance report, the EFF lays out five recommendations for what effective use of manipulatives looks like:

Ensure that there is a clear rationale

Enable pupils to understand the links between the manipulatives and the mathematical ideas they represent

Try to avoid pupils becoming reliant on manipulatives

Manipulatives should act as a ‘scaffold’, which can be removed

Manipulatives can be used to support pupils of all ages

When discussing inclusive quality first teaching for learners with SEN, the use of concrete resources as part of the concrete, pictorial, abstract approach and other visual or kinaesthetic representations is one of the most powerful tools that teachers can use.

When combined with goal-free problems that help pupils identify the actual maths involved in a problem, manipulatives can help pupils make remarkable progress.

5.    Metacognition and Modelling

Another recommendation from the EEF, using metacognition in the classroom, refers to thinking about thinking. It has become widely recognised as one of the most important study skills for pupils, especially if it has been embedded early on. This means more than teaching generic thinking skills (though these too have their place in primary schools), but rather embed metacognition within the content of subject disciplines.

Recommendation 5 of the guidance report on Metacognition and Self-Regulated Learning suggests that metacognitive talk can ‘remain implicit and hidden’. One way to make this explicit is to use metacognitive talk when live modelling examples to pupils.

Not only do you clearly explain the ‘what’ about what needs to be done to be successful but also explain ‘why’ certain choices have been made.

Going further, we should also put the onus on the pupils to explain the ‘why’, first through shared talk e.g. in partners or in group work (or even role play exercises), before increasingly asking them to be more independent with their thinking.

6.    Explicit Teaching of Mathematical Vocabulary

Maths vocabulary can be challenging as there are key words which also have an everyday meaning that pupils may use regularly.

One such example might be the word ‘prime’. When teaching a lesson on prime numbers, pupils may initially assume you are referring to something to do with the Amazon subscription bundle and not a mathematical concept.

The explicit teaching of new vocabulary, which can be huge barrier to understanding, should be a fundamental part of our maths teaching, and to ensure inclusiveness even pre-taught to some learners so that their understanding during a lesson will be greater.

Maths Vocabulary List (96 words for KS2)

A simple and easy to use resource that can help your pupils improve their knowledge of crucial Maths vocabulary to help them prepare for SATs in Year 6.

One effective way of teaching mathematical vocabulary is through Frayer Diagrams.

Source: https://i.pinimg.com/originals/94/d0/56/94d05685a52f5c5758ce8e60950f1ea2.jpg

Here the word we mean to teach can go into the middle and we can fill out the corresponding section with relevant information.

Another means of teaching vocabulary is to look at etymology of root words, suffixes and prefixes.

This means that we can teach that the suffix ‘tri’ means 3 and so a triangle is a shape with three angles. Or tract comes from the Latin ‘trahere’, which means to pull, this can help pupils visualise that when we subtract, we pull the number apart to make it smaller.

7.    Examples and Non-examples

Linked to the above is the idea of non-examples. It is clear to teachers that one way to show new ideas is through examples. However, showing ‘non-examples’ can be more effective that just sharing examples.

Non-examples allow pupils to compare both side-by-side and find the boundaries and limits of the idea we are teaching.

An example of an example/non-example pair taken from
Third Space Learning’s online maths interventions.

For example when teaching odd numbers, you could depict sets of both odd and even numbers as visual representations in groups of 2 (e.g. drawing pairs of fruits); representations of odd numbers will always have one left over where even numbers do not. From this, pupils should be able to note the key difference between the sets of numbers, and therefore the core of what they’re learning.

8.    Ensure 100% Participation

We know that student participation is crucial to learning. If we don’t get pupils really engaged with their learning, they won’t remember it.

To that end, its important that we make certain pedagogical choices that ensure 100% of the pupils are participating in the lesson.

There are a variety of ways out there to achieve this – mini whiteboards being one example.

One of the most powerful ones comes from Teach Like a Champion and is called ‘Cold Calling’.

Effectively, we get rid of the notion of ‘hands up’, as this creates a culture where the less confident pupils or low ability students can hide behind the more confident pupils.

What cold calling does is create a culture in which the teacher may call on a student at any time to answer a question. There are a couple of key ways this is done.

Firstly, the question is asked and then pause time is given between the question and a student’s name being called. The idea being that once this is embedded all pupils will get used to the fact they might be called, and focus on answering the question.

The other thing to consider is that if a child does not know the answer, they can ask a classmate but then you return to the original student to repeat the answer. This is referred to as no opt out.

9.    Purposeful Practice

Not all practice is equal. The common phrase ‘practice makes perfect’ is of no use to teachers as if our pupils are practising the wrong thing!

Indeed, what may happen is that the pupils practise something incorrectly so often that this error becomes permanent. What we need to move to is a more ‘purposeful practice’.

Often referred to as ‘deliberate practice’, this is where the component parts that make a new skill are broken down and each component is practiced over and over again, with appropriate feedback from the teacher to ensure it is practiced to a point that pupils can’t go wrong.

This requires time to be provided by the teacher for the pupil to practice and effort from the pupil to practice it correctly.

To make this more effective, you could interleave similar content into the practice period so pupils have to retrieve broadly related but also slightly different information from their long-term memory to help them answer questions.

This must also be repeated regularly as retrieval practice to ensure that pupils have truly committed the topic to their long term memory. Perennial problems such as the summer slide become much less problematic if pupils have thoroughly absorbed new knowledge and practiced retrieving it.

10.  (Pedagogical) Content Knowledge

In 2014 Robert Coe at al produced a report called ‘What makes great teaching’. In that report they mention that there are clear links to the teacher’s understanding of the content (and how it could be taught) and the gains pupils made.

On page 2 they write’ The most effective teachers have deep knowledge of the subjects they teach, and when teachers knowledge falls below a certain level it is a significant impediment to students’ learning.’

It is therefore important that leaders identify the weaknesses of staff and offer appropriate CPD to ensure that all teachers are confident in not just understanding the content of primary maths but the best strategies, like the use of manipulatives, to teach the content effectively.

Being able to impart the knowledge you possess effectively is equally important, and a combination of direct instruction and independent work (with appropriate differentiation in the classroom) is central to achieving this aim.

Just as we hold pupils to high expectations, we should hold ourselves to high expectations as well.

Quality First Teaching Isn’t The Be-All End-All… But It’s A Good Start

Ultimately, closing the attainment gap is a task that needs more than just high quality teaching to achieve. Regardless of a teacher’s best efforts, some pupils will require even more support than they can provide alone.

This is where schemes like the Pupil Premium are most useful; they enable schools to find and make use of those resources that will help bridge the gap even further.

But ensuring that staff have a clear, unified vision of what constitutes quality first teaching – and providing them with the knowledge and tools to carry this out – makes the gap just that bit smaller.

Bibliography

Coe, R. and Aloisi, C. and Higgins, S. and Major, L.E.(2014) ‘What makes great teaching? Review of the underpinning research.’, Project Report. Sutton Trust, London.

Department for Education and Skills (2007). Pedagogy and Personalisation. London: Department for Education and Skills.

Education Endowment Fund, 2017, Improving Mathematics at Key Stage 2 and 3, accessed online: https://educationendowmentfoundation.org.uk/tools/guidance-reports/maths-ks-2-3/

Education Endowment Fund, 2018, Metacognition and Self-regulated Learning, accessed online: https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/

Department for Children, Schools and Families (2007). Pedagogy and Personalisation. London: Department for Education and Skills. Accessed online at: https://dera.ioe.ac.uk/8447/7/00844-2008DOM-EN_Redacted.pdf

Do you have pupils who need extra support in maths?
Every week Third Space Learning’s maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.

Since 2013 we’ve helped over 110,000 primary and secondary school pupils become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

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Quality First Teaching Checklist: The 10 Most Effective Strategies For Primary Schools

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Quality First Teaching checklist for school leaders, ensure your school follows the 10 most effective strategies for QFT implementation 2022

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problematic given the lack of qualification and dépt of abelism / pool Ofsted / CAMHS - général Poor performance 

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problematic given the lack of qualification and dépt of abelism / pool Ofsted / CAMHS - général Poor performance 

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Helping you support autistic children and young people since 2007

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If you’re interested in teaching or training in the adult education sector, the Level 3 Award in Education and Training (AET) is a great way to start. A foundation course, the Level 3 AET teaches you the fundamental skills required for being a successful teacher.

You can earn your Level 3 Award in Education and Training from anywhere in the world with CTC Training. Sound interesting? In this article, we’ll explain everything you need to know before you start.

Is the Level 3 AET the same as the PTLLS?

The Level 3 Award in Education and Training is the updated version of the Preparing to Teach in the Lifelong Learning Sector (PTLLS) certification. The two are often used interchangeably, though there are some minor differences. The Level 3 AET has a different name and some of the course content included is refreshed and tweaked from the PTLLS. The PTLLS is now defunct, so only the Level 3 AET is available to earn.

What does the course involve?

To earn your qualification, you’ll need to complete three mandatory units:

UNIT NO: 1 — Understanding the Roles, Responsibilities and Relationships in Education and Training

This introductory unit helps you to understand the introduction of teaching including health and safety, equal opportunities and the other professionals you may have to work with.

UNIT NO: 2 — Understanding and using inclusive learning and teaching approaches in education and training.

This unit helps you to understand how people learn, the ways in which people communicate and how to use a range of different teaching methods and resources to help you meet your learners’ individual needs.

UNIT NO: 3 — Understanding the principles and practices of assessment.

This unit identifies what assessment is and how to deliver excellent assessment practice. The unit is ideal for anybody with an interest in assessing workplace achievement or those delivering regulated qualifications and awards.

How much does the course cost?

The Level 3 AET usually costs £225 inc. VAT, however we are currently running a limited offer that allows you to enrol on the course for just £199 inc. VAT. You can also pay in five monthly instalments of £45 inc. VAT.

How long does the course take?

The Level 3 AET takes approximately 120 hours to complete. However, when you take this course through CTC Training, you can spread these hours out however you want over a one year period. Our flexible online training platform enables you to learn at your leisure. Simply enrol on the course and you’ll gain access to our 247 student portal, where you can view course content and upload assessments any time of day, any day of the week. This makes it perfect to fit your learning around your schedule.

What are the entry requirements?

If you wish to enrol on this course, you’ll need to have a good standard of written and spoken English and be at least 19 years old.

CTC Training offers a range of online learning courses to help you progress in your career. You can learn where you want, whenever you want, and receive qualifications recognised across the UK. You’ll be assigned a named tutor for help and support with your course should you need it. It’s all available with CTC Training.

Enrol on a course today and unlock your potential.

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Things You Need to Know Before Taking Your Level 3 AET | CTC Training

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If you’re interested in teaching or training in the adult education sector, the Level 3 Award in Education and Training (AET) is a great way to start.

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About Buckinghamshire Health and Wellbeing Board

The Buckinghamshire Health and Wellbeing Board is a group of NHS, Public Health and Social Care Commissioners, Buckinghamshire Council, Community Impact Bucks, The Clare Foundation and public representatives that work together to improve the health and wellbeing of people in Buckinghamshire.Members of the health and wellbeing board work together to understandthe health and wellbeing needs of the Buckinghamshire population agree priorities and encourage the people who buy health and care services to work in a more joined up way.

Joint Strategic Needs Assessment

Assessing the health and wellbeing needs of the local population and producing a Joint Strategic Needs Assessment (JSNA) which looks at the current and future health and care needs of Buckinghamshire’s residents to inform the planning and buying of health, wellbeing and social care services.

Joint Health and Wellbeing Strategy

Preparing a Joint Health and Wellbeing Strategy which is guided by the results of the JSNA and identifies important actions to carry out to improve people's health and wellbeing. Working in partnerships to ensure that plans to commission services are joined up across different organisations.

Health and Wellbeing Annual Reports

2020 Annual Report

Buckinghamshire Pharmaceutical Needs Assessment

The Health and Wellbeing Board has published the Pharmaceutical Needs Assessment for Buckinghamshire. It was approved in March 2018.

Meetings

The Board meets in public 4 times a year. You can find out more about the membership and look at the agenda for the next Health and Wellbeing Board meeting here.

Last reviewed: 11/08/2021

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The Buckinghamshire Health and Wellbeing Board is a group of NHS, Public Health and Social Care Commissioners, Buckinghamshire Council, Community Impact Bucks, The Clare Foundation and public representatives that work together to improve the health and wellbeing of people in Buckinghamshire.Members…

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Overview

This guidance has been developed with support from the Confederation of School Trusts (CST) and the National Governance Association (NGA).

Who is this publication for?

This information is for:

local authority (LA) maintained schools and academy trusts: academy trustees, governors, senior leaders, local governors, governance professionals (clerks) and academy members

foundations, sponsors and others such as diocesan authorities with an interest in the governance of schools

pupil referral units, sixth-form colleges and general further education colleges

Terminology

Throughout this document:

'The board' should be taken to mean the accountable body for the school or group of schools. In local authority maintained schools, this will be the governing body; and in a single academy trust ( SAT) or multi-academy trust ( MAT), it will be the board of trustees.

'Executive leaders' means those held to account by the board for the performance of the organisation. This may be the chief executive officer ( CEO), executive headteacher, headteacher or principal, as well as other senior employees or staff, depending on the structure of the organisation.

'Member(s)' refers to those who are the founder members and/or subsequent members of the academy trust.

'Local governing body' ( LGB) means a committee of a multi-academy trust board that is established as such under the trust's articles of association.

Terminology specific to academies with a religious character

Throughout this document we will use the terminology outlined above. However, academies with a religious character use some additional and alternative terminology as outlined below.

Academy trustee (as charity trustees)

In an academy trust with a religious character, academy trustees are referred to as 'directors' or 'company directors'. All academy trustees (in an academy trust without a religious character) and 'directors' (in academy trusts with a religious character) are both charity trustees and company directors.

Trustees

In church academies, the term 'trustees' is reserved for those on the board of the separate trust that owns the land. For academy trusts with a religious character the trustees are the:

Church of England

Catholic Church

other religious body

What is an external review of governance?

An external review of governance ( ERG) examines the effectiveness of the board based on the 6 features of effective governance, which are set out in the Governance handbook.

These are:

An ERG is conducted by an experienced governance expert who is external to, and independent of, the board and the executive leaders.

The review will examine the governance structure, operations and performance across the board, working closely with the board, executive leaders and the governance professional (previously referred to as 'clerks'), to improve the board's performance. Governance operations could include a range of contributors, including the governance professional or equivalent, the school business manager, legal and HR support and others.

A review should:

consider the process and impact of decision making

consider the impact of the governance support provided to the board

test compliance with mandatory requirements

Ultimately a review should enable the board to provide reassurance to stakeholders and others that it takes its responsibilities seriously and is endeavouring to carry them out effectively. In academy trusts, proving this assurance to members is essential for the members to carry out their role. A review provides a board with:

an independent, objective view of its strengths and areas for improvement

clear recommendations for future improvement

an opportunity for the board to review the strategic direction of the organisation and to evaluate the effectiveness of its processes and systems

Why are ERGs important?

The Governance handbook states:

An objective independent external review of the effectiveness of the board can be a more powerful diagnostic tool than a self-evaluation. This is particularly important before the board undertakes any significant change - such as conversion to academy status or before a multi-academy trust ( MAT) grows significantly.

The Academy trust handbook states:

The Department's strong preference is that external reviews of governance are also conducted routinely as part of a wider programme of self-assessment and improvement.

The charity governance code recommends that large charities such as academy trusts undertake external evaluations every 3 years. Board evaluations have become increasingly common in other sectors and, particularly in the corporate sector, have been recognised as fundamental to good governance arrangements for many years.

While there is no prescribed timescale for these external reviews, it is good practice for boards to undertake reviews at regular intervals. Even when an external review is conducted regularly, an annual self-review between ERGs is good practice.

Although there is no specific requirement for maintained school governing bodies, it is advisable to undertake a review as it can help improve and develop governance, identifying priorities for improvement and providing support for the steps the board needs to undertake.

The competency framework for governance is applicable to all boards. The principles and personal attributes that individuals bring to the board are as important as their skills and knowledge. These qualities enable governors and academy trustees to use their skills and knowledge to function well as part of a team and make an active contribution to effective governance. ERGs help your board to:

be more skilled, focused and effective

be clear in its vision and how it can achieve this

be confident that it has a clear delineation of roles and responsibilities

have the appropriate skills, and a sufficiency of committed governors or academy trustees to meet its needs

hold leaders to account for improving outcomes for all pupils, particularly those who are disadvantaged

have appropriate oversight of finances and ensuring value for money

assure compliance

continuously improve

ERGs of multi academy trusts (MATs)

These reviews should explore governance across the whole trust, how the board of trusts ensures there is effective governance and governance support across the academy trust - not just at board level, but how the board works with the central team and any committees including LGBs, how they ensure legal compliance and an effective structure for governance that avoids duplication or omission of duties and how they how they promote a strategic vision which is shared and understood by all members of the organisation. The scheme of delegation is an important document. An ERG should not be conducted into the activity of an LGB as a separate entity.

Prepare for a review

Before commissioning an ERG, it may be useful for the board and senior leaders to reflect on their position, to understand what it believes is working well, where improvement would be beneficial, and to address any perceived areas of concern.

The Chartered Governance Institute ( CGI)'s review of the effectiveness of independent board evaluation in the UK listed sector, carried out for the Department for Business, Energy and Industrial Strategy, may be helpful background reading, particularly for chairs.

Resources to support self-review:

Resources to support self- review specifically for academy trusts:

The outcome of self-reviews and ERGs should be shared with trust members.

How to commission a review

1. secure agreement with the board and senior leaders to commission an ERG

2. identify an appropriate reviewer

3. agree the areas for consideration in your review

4. agree costs and timescales for your review

5. schedule your review

6. choose and complete the resources required to prepare for your ERG

7. discuss the findings and recommendations of the review with the board and the reviewer

8. agree and implement an action plan

9. evaluate and assess impact, and if appropriate, schedule a follow up

Getting the most from a review

During a review it is important to:

provide the reviewer with any documents and information requested

be open and receptive to challenge and constructive criticism

actively seek and consider new ways of operating

be reflective and honest during the process

This will allow the reviewer to fully understand the context and organisational arrangements and make insightful, evidence-based recommendations. Boards and leaders should ensure a fair and accurate representation of their organisation, in order to achieve a meaningful outcome that will effectively support development.

Find a reviewer

Boards should ensure the person conducting the review has the appropriate background, skills and experience to fully understand the individual characteristics of your organisation and the governance structure in which it operates. You can use an organisation to commission a review, who may be able to help identify a good match, and may offer additional quality assurance, to add value to your review. Be aware that the ideal reviewer for an individual organisation at a particular time will not, necessarily, be the ideal reviewer for a different organisation or at a different time.

You can find a reviewer by contacting:

education service providers

sector membership organisations

independent governance consultants

relevant professional bodies

professional services providers (such as lawyers or auditors) - but be careful to avoid real or perceived conflicts of interest

Designated national leaders of governance (NLGs) can undertake external reviews of governance.

Things to consider when commissioning a reviewer

When commissioning a reviewer, you might want to identify:

similar organisations, based on geographic location, pupil demographics, educational performance, to request endorsements or references

a reviewer that has experience of delivering excellent governance at an organisation like yours, so that they have a working understanding of an organisation with similar demographics and demands as your own

a reviewer that belongs to a governance membership organisation or professional body

the reviewer's previous experience of undertaking ERGs - they should provide evidence of the improvement outcomes that their previous reviews have resulted in, and evidence of the expertise, experience, and capacity necessary for each review they undertake

for reviews of MAT governance, a reviewer that has a sound understanding of the academy trust sector, and a breadth of experience of academy trust governance - it might be helpful if they have experience of governing or working as a governance professional in an academy trust, and understand academy trust structures

a reviewer that has specific technical knowledge to understand the needs of your organisation - for example, an organisation with financial governance concerns may require a reviewer with a more detailed understanding of finance, or more than one reviewer might be appropriate where there are multiple complex issues; technical knowledge is also important where there are particular characteristics, for example religious characteristics

how the reviewer keeps their skills and knowledge up to date: when did they last undertake training or development, and are they currently personally involved in school, academy or academy trust governance?

how the reviewer quality assures their reviews - are they part of a wider organisation or network that can deliver an element of quality assurance?

if the reviewer(s) have any previous links with the board or executive, and if so in what capacity - reviews must be impartial and independent and the reviewer must remain fully objective and able to provide a robust and challenging evaluation

Reviewers should demonstrate how effectively they can:

analyse governance and governance support

identify improvements and communicate this effectively

assimilate school performance data, budgets and finance and evaluate how school improvement priorities are being monitored at board level

diagnose governance issues

What to expect from your external review

A review should be personalised to your organisation, detail well evidenced findings and provide recommendations for improvement where necessary. Some common characteristics of the most effective reviews include:

A clear scoping exercise prior to the review

Before a review is undertaken, the board and the reviewer should be very clear about aims and expectations. This includes establishing the areas of concern or improvement, anticipated outputs, and understanding what can and cannot be delivered within the boundaries of the review, and how the review will be undertaken.

The organisation and reviewer should agree terms of reference before the review commences. These should specify the objectives and scope of the review, and the process to be followed. The organisation should not subsequently seek to amend the terms of reference without the agreement of the reviewer. Timeframes and costs should also be clearly set out, including payment of any expenses, and contingency for unplanned costs or time.

A review will usually comprise several stages, including remote testing of compliance with requirements for published information and other supplied information which should include examination of the board's governance documents and any supporting information, meeting agendas, papers and minutes, discussions with trustees, governors, executive leaders, governance professional and the board, and report writing. These will vary in duration depending on the complexity of the board structure and the depth of review required.

Evidence of board interactions

Reviews can assess the effectiveness of board interactions though a number of channels. By allowing a reviewer to observe board and committee meetings, or to undertake a facilitated discussion or self-review, a better understanding can be developed of the board dynamic, working relationships and the levels of understanding and challenge across the members of the board. However, infrequency of board meetings or the timing of the review may make it difficult to observe a board meeting, so this will need to factored in when planning the timing of the review.

Good quality minutes can provide some evidence of the nature of discussions and themes explored, although it can be difficult to understand the depth and effectiveness of challenge from minutes alone.

Interviews with governors or academy trustees, headteachers or chief executive officers (CEOs), chief financial officers (CFOs), governance professionals, local or board chairs, members and so on, to gather evidence on what they understand about good and effective governance and how they are discharging their duties can also be useful.

Testing compliance

An ERG is a good opportunity to undertake a thorough test of an organisation's compliance with mandatory and legislative obligations, as set out in the Governance handbook and, also for academy trusts, in the Academy trust handbook, and the academy trust's articles of association, and to check the appropriateness of terms of reference, schemes of delegation and so on.

Understanding the effectiveness of governance support

It is important to consider reviewing the governance support, advice and guidance provided to the board, and how that support helps the board to be effective. This could come from a range of contributors including:

the governance professional or equivalent

the CFO or school business manager, or in academy trusts the auditors

HR guidance and support

legal guidance and support

school improvement advisors or directors of education

school resource management advisers

external support including estate management, health and safety experts, external auditors, internal auditors

dioceses or other appropriate religious bodies for schools designated as having a religious character

The role of the governance professional is different to a minute taker - the role must provide advice and guidance to the board and its committees.

All academy trusts must have an independent governance professional to support the board and its committees, who must not be an academy trustee, principal or chief executive of the academy trust. All maintained schools must have a clerk, who is the board's governance professional. The clerk must not be a governor or the headteacher.

When reviewing the effectiveness of your governance support, you may want to ask the reviewer to consider:

whether the current level of administrative and advisory support the governance professional provides is appropriate for the size of the organisation and any future growth -are there areas of the role that can be expanded and developed to provide more support to the board and its committees?

whether the person undertaking the role has a good understanding of the board's legal duties and responsibilities: what is the relationship between the chair and governance professional and what is the board's understanding of the role of governance support and its contribution to the board?

whether there is a reasonable degree of separation between the governance professional, and the board and senior leadership in order to ensure independence - for example, there could be a conflict of interest if the governance professional is a paid employee, e.g. the PA to the CEO or headteacher

the skills of any potential governance professional and whether they are able to provide appropriate support to the board as set out in the clerking competency framework

how the chair works with the governance professional - could this relationship be improved to assist the board in meeting their 3 core functions, as set out in the Governance handbook?

how the governance professional and the CEO or headteacher work together - depending on the exact role of the former and their reporting lines, there can be some unhelpful tensions around this relationship

if the board is getting value for money from its governance support package

Understanding the impact of challenge and scrutiny

Board members who blend challenge and support to hold senior leaders to account will improve standards. It will be useful for a review to consider the appropriateness and effectiveness of challenge and scrutiny within the organisation, and how systems of internal control contribute to strong governance, risk management and control arrangements.

Understanding the impact of local governance

In organisations with layers of devolved governance, it is very important to include in the review some consideration of local governance arrangements, including academy local governing bodies (LGBs) or maintained schools governed collectively as a federation. Local tier governance can have a significant impact on the effectiveness of a school, and it would be helpful to review the relationship between the local tier and the board, and how effective communication and direction are. This will involve a review of schemes of delegation and how they relate to the annual cycle of work between the board and the local tier.

This aspect of the review could be done though surveys, interviews or other feedback streams, and could be useful to understand how well connected the layers of governance are. Staff or community surveys may also be useful to understand the multiple layers of interactions.

Understanding the role of the members in an academy trust

Members play a limited but crucial role in safeguarding academy trust governance. While they must ensure they do not stray into undertaking the academy trustees' role, they should assure themselves that the governance of the academy trust is effective, that academy trustees are acting in accordance with the academy trust's charitable object(s) and that they, the members, use their powers to step in if governance is failing. The review of an academy trust board should consider how effectively trust members exercise their responsibilities, and how they are assured that the academy trust board is exercising effective governance. The review may need to include interviews with some members to talk through their role and how they feel they contribute effectively. It may also be useful to test the degree of involvement or overlap with the board, and assure the academy trust of an appropriate degree of separation.

Further advice on the role of members is available in the Academy trust handbook and Academy trust governance: structures and roles.

Relationship with stakeholders

For some organisations it will be highly valuable to assess the board's interactions with a range of key stakeholders. The Chartered Governance Institute paper on the stakeholder voice in board decision making may be helpful with this issue.

An action plan

Although a report is helpful to summarise the findings of a review, an action plan developed with the board, executive leaders and the governance professional provides clarity on not only what needs to be delivered, but how it will be delivered. Appropriate input from the reviewer aids a clear understanding of the rationale for the recommended actions, but joint working promotes ownership for its implementation as the board will be responsible for implementing the plan. Like all action plans, it should be timebound, specific and identify clear measures of success, and should cover how gaps in knowledge and skill will be addressed. Boards must also consider their capacity to implement change and whether further support will be needed to help ensure the recommendations from the review are implemented in a timely and effective way.

Progress and follow-up review

It may be helpful to invite the reviewer to return after several months to help assess the boards progress against an action plan. It is an opportunity to review how well improvements are being implemented, respond to any changes, and seek further advice. If you wish to include a follow up visit, this will need to be considered in the cost of the review. Reviewers can offer ongoing support to a board to support the effective delivery of action plans. However, it is important to ensure the reviewer's independence is maintained, and the reviewer does not become too close to the board or any of its members - this role should be that of a 'critical friend' rather than of a mentor.

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External reviews of governance: guide for schools and academy trusts

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This guidance has been developed with support from the Confederation of School Trusts (CST) and the National Governance Association (NGA).

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if there is real evidence base of harm - how is it that these procedures don't work?

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The fundamental standards are the standards below which your care must never fall.

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increase in self harm and critical insident stats? 

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increase in self harm and critical insident stats? 

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The Trust delivers most of these services to the populations of Berkshire, Buckinghamshire, Hampshire and Oxfordshire as well as non-emergency patient transport services in Surrey and Sussex.

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South Central Ambulance Service | Saving lives and enabling you to get the care you need

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South Central Ambulance Service NHS Foundation Trust provides a range of emergency, urgent care and non-emergency healthcare services, along with commercial logistics services.

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what are govenors responsibilities - can they be sued?

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what are govenors responsibilities - can they be sued?

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Guidance on the roles and duties of governing boards, and advice on the skills, knowledge and behaviours they need to be effective.

Details

These guides are for:

governing boards in local-authority-maintained schools

boards of trustees in academies

others involved in school governance, such as sponsors, foundations and dioceses

organisations that help governing boards be more effective, such as governance training providers

anyone providing clerking services to a governing board

The 'Governance handbook' explains:

governing boards' roles and functions

their legal duties

where they can find support

the main features of effective governance

The 'Competency framework for governance' sets out the knowledge, skills and behaviours that school and academy governing boards need to be effective.

The 'Competency framework for clerking sets out the knowledge, skills and behaviours required to provide professional clerking to school and academy governing boards.

The ' Statutory policies for schools ' page outlines the policies and other documents school governing boards are legally required to have.

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Governance handbook and competency framework

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Guidance on the roles and duties of governing boards, and advice on the skills, knowledge and behaviours they need to be effective.

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how many roles should technically safeguard - health and well being board to sen govnor - it will be a long list 

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how many roles should technically safeguard - health and well being board to sen govnor - it will be a long list 

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Therapist Neurodiversity Collective includes these advocacy projects for changes in therapy practices to uphold the human rights of the disabled by respecting communication and sensory differences.

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Learn what many Buckinghamshire Primary Schools are learning about behaviour management

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The Bucks Primary Pupil Referral Unit will deliver a free course for parents, carers, and special guardians of children with Special Educational Needs & Disabilities in relation to behaviour...

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https://www.mentalcapacitylawandpolicy.org.uk/wp-content/uploads/2022/03/Restraint-and-PBS-plans-in-the-CoP-30-Mar-22.pdf

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An Introduction to the Court of Protection for Medical Practitioners

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https://www.kelly-mahler.com/live-online-courses/co-regulation-sensory-safety-the-foundation-of-successful-participation/?wspage=register

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Co-Regulation & Sensory Safety: The Foundation of Successful Participation

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Description

This On-Demand Course Includes:

2-hours instruction with Kelly + Chloe

6-months (180 days) unlimited access to the course

Access to 2 exclusive downloadable resources

Personalized certificate of completion

What you'll learn:

The issues with current trends in behavior assessment and supports

First-hand stories of the long-term detrimental impacts of certain behavioral approaches

Why the term 'challenging behavior' should be replaced with terms such as 'stress response' or 'dysregulation'

How to begin to see past observable behaviors and better understand the underlying causes that often contribute to what we see on the outside

The 5 Keys to Behavior Regulation which is an evidence-based framework for supporting the regulation needs in children and adults in a kinder, more effective manner:

Key 1: Building Positive Relationships + Understanding the Whys

Key 2: Meeting Sensory Needs

Key 3: Increasing Predictability & Use of Visual Supports

Key 4: Providing Communication Supports

Key 5: Interoception, Empowering Self-Regulation & Getting More of the Good Stuff

Many practical strategies for immediately implementing the 5 Keys to Behavior Regulation in a variety of settings

Information applicable to learners of a variety of ages, backgrounds, diagnoses & learning styles

Course Description:

For way too long, behavioral regulation needs have only been viewed at the surface level resulting in many children and adults being misunderstood and many underlying needs overlooked. This course will review the issues with the current trends in both behavior assessments as well as the traditional behavior-based supports. As an autistic self-advocate and someone that has been subject to surface behavioral approaches, Chloe will share first-hand accounts about the long-term detrimental impact that these approaches have had on her life. The emerging research that echoes Chloe's experiences will be shared and will provide further justification for why we need to see past observable behaviors and get better at supporting the underlying causes that often contribute to what it is we see on the outside. The 5 Keys to Behavioral Regulation provides a practical, evidence-based framework for offering strategies that respect and support the underlying regulation needs in children and adults with a variety of learning needs. During this course, many practical strategies will be shared (or demonstrated live!) that will help you implement the following 5 Keys needed for the successful support of behavior regulation:

· Key 1: Building Positive Relationships + Understanding the Whys

· Key 2: Meeting Sensory Needs

· Key 3: Increasing Predictability & Use of Visual Supports

· Key 4: Providing Communication Supports

· Key 5: Interoception, Empowering Self-Regulation & Getting More of the Good Stuff

The practical, evidence-based strategies shared during this course are easy to implement and are applicable in supporting learners of a variety of ages, backgrounds, diagnoses & learning styles. If you are ready to enhance your ability to better support the behavior regulation needs of the learners you serve, register today.

Who this course is for:

You are serving learners that have so-called challenging behaviors.

You are an Occupational Therapy Practitioner, Educator, Mental Health Provider, Speech and Language Pathologist, Behaviorist, or Caregiver who wants to help dysregulated learners be better supported.

You know there is a better way at providing behavior regulation supports, but you aren't sure where to start or you need more ideas.

You want to learn more about regulation needs directly from a self-advocate that has lived experiences.

You want to remain on the cutting edge of practice and follow what the research states as the best evidence-based approach for supporting behavior regulation.

You want to feel empowered with information you can use to create buy-in for a different approach to supporting behavior regulation

Featured review

Christy M. Amazing course! Chloe and Kelly are wonderful presenters and play so well off of each other. I loved every minute of the course and didn't want it to end. As a school-based OT I support lots of dysregulated students. For years, I've been on teams that strongly emphasize a 'surface behavior' approach with these students. I knew there was a better way to support their needs, but it was intimidating to contradict the current approach because I wasn't really sure what to suggest as an alternative. The information presented in this course gave me confidence to return to my job and advocate for a better approach to behavior regulation. I loved the 5 Keys framework and all of the practical strategies presented. If you want to learn how to better support behavior regulation needs, this is the right course for you. I feel so empowered! Thank you, Chloe and Kelly. Blessings.

So, who are we?:

We are Chloe Rothschild and Kelly Mahler and have been friends for 7 years and speaking together at conferences internationally for 5 years. It didn't take us long to discover that we share a lot of common passions including educating others about the provision of more kind and effective supports. We co-authored a book (with another friend Jarvas Alma) called My Interoception Workbook: A Guide for Adolescents, Teens & Adults in 2019.

More about Chloe: I'm a young adult with autism who is a very passionate self-advocate. I have been educating others about autism from my perspective for the past 9 years and enjoy speaking on a variety of topics related to autism including but not limited to: communication/AAC, Autism from my perspective/my journey, Interoception/Sensory and more. I received the 2020 David Joyce Self Advocate of the Year Award from the Autism Society of America and serve on the board of directors for the ARC of the United States and the OCALI Advisory board. Before COVID-19, I worked in an autism support classroom as a teacher's aide. Currently, I use my love of art to make the world brighter with my own business Creativity by Chloe Art.

More about Kelly: I earned a Doctorate in Occupational Therapy from Misericordia University, Dallas, PA and have been an occupational therapist for 18 years, serving school-aged children and adults. I'm winner of multiple awards including the 2020 American Occupational Therapy Association Emerging and Innovative Practice Award & a Mom's Choice Gold Medal. I am an international speaker and enjoy presenting on topics related to the twelve resources I've authored including:

You May Also Like These Courses:

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On-Demand Course: The 5 Keys to Behavior Regulation: How to Support 'Challenging Behavior' in a Kinder, More Effective Manner - Kelly Mahler

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For way too long, behavioral regulation needs have only been viewed at the surface level resulting in many children and adults being misunderstood and many underlying needs overlooked. As an autistic self-advocate and someone that has been subject to surface behavioral approaches, Chloe will share first-hand accounts about the long-term detrimental impact that these approaches have had on her life.

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The Autistic SEND Mother Uncut • 04 Mar, 2022

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Is your child suffering with Educational Support Neglect Disorder or Post Traumatic Budget Gatekeeping Syndrome?

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My BIG FAT DEVON SEND HELL (spanning 3 years)

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The BBC programme, "Don't Exclude Me" has caused something of a mixed reaction among parents of children with SEND.

One of our readers, Joanne Lewis, who's the mother of two autistic children, got in touch after watching the programme with some serious concerns about what seemed to be a lack of consideration of undiagnosed SEND as the cause of the children's behaviour. While it may be a case of editing to fit the narrative, the impression given to the viewers at large is that these "naughty children" just can't control themselves in school. That's something that benefits no one, least of all the children concerned (unless it actually gets them an EHC needs assessment). Some of the staff seemed very overwhelmed and unprepared.

Joanne, like many parents, had had to educate herself on good SEN practices, sensory needs, SEND Law, and taken on her LA to win a specialist independent school for her eldest son at Tribunal. She is passionate about improving other's understanding of autism and ADHD, especially celebrating differences over encouraging conformity and ableism. After discovering she has ADHD herself, she began the Facebook page @MyADHDSuperpowers and hopes to help dispel the stigma still attached to ADHD.

Ahead of the second part this evening, Joanne has written the following article with her own thoughts -- thanks so much Joanne for doing this.

My view on Don't Exclude Me by Joanne Lewis

By the end of nursery, my son was receiving fortnightly fixed-term exclusions. He was just four years old. School staff were aware that he was being assessed for autism and ADHD, but stated it was "just behaviour".

When he was excluded again, one hour into the ninth day of Reception, we moved him to a small village school that delivered reasonable adjustments, focusing on nurturing and supporting his individual needs. In the five years since he has never been excluded again.

I was excited when I saw BBC2's documentary "Don't exclude me" advertised. I assumed it would tackle the fact that pupils with SEN Support (those without an EHCP) are almost six times more likely to receive a permanent exclusion. They account for almost half of permanent exclusions overall. I hoped it would investigate how understanding and supporting unmet needs would lead to fewer exclusions.

What about SEND?

Behaviour specialist, Marie Gentles OBE, said the first step was to form positive attachments, as the child must feel safe to be able to trust adults. It was nice to see Jack's teacher Jade, trying out attachment strategy with Jack. Unfortunately, she used this time to quiz him about his emotions, which I thought was counterproductive. Just using this time to play and follow Jack's lead would have been more therapeutic. Social stories and zones of regulation are great techniques that could have been fed in over time once trust had been gained.

It was clear to me, however, that the children they were following - described as "three of the school's most challenging pupils" - likely had some form of SEND. Marie advocates, "sanctions balanced out with nurture and praise" but in reality, her methods were heavy on the sanctions. Before any progress can be made, I believe that the way these children are viewed needs to be reframed. Staff need to stop seeing them as 'naughty and challenging' and instead understand they are overwhelmed, anxious, have sensory difficulties and require compassion and support.

Overwhelmed and dysregulated

Rather than improving behaviour, I felt Marie's "Target practice system" directly led to an overwhelmed, dysregulated and confused child. One minute eight-year-old Jack was happily joining in the work and asked " Can I have help on this question please?". The teacher then said something jokingly about £10, to which Jack commented "I have £10 in my bag". Immediately his teacher demanded he get it but when Jack asked why, he received no answer. For the benefit of the audience, it was clearly explained by the narrator valuables aren't allowed in school, but time wasn't taken to explain this to Jack. It was assumed he knew why his teacher without warning in the middle of a lesson wanted him to leave his desk and give her his money.

Demands piled up as the sand timers ticked away and he moved from yellow to orange. "I didn't even do anything" Jack said. Still, without explanation his teacher turned the timer again, "You'll lose your breaktime". " For no reason" pondered Jack "I didn't do anything ". He was then at a red card, leading to a withdrawal of break time. It was heart-wrenching to watch. Within five minutes, this technique had turned a happy, engaged child into a sobbing heap on the floor, headbutting the furniture.

Questionable consequences

I felt the strategies were very demand-oriented and draconian, with punishment and consequences unrelated to the child's actions. In the shorter term, this may appear to work, with children conforming out of fear or even novelty. However, they could lead to masking which may delay diagnosis, and in the longer term deteriorated self-esteem, trauma and mental health struggles. Children with Pathological Demand Avoidance (PDA - on the autism spectrum) would especially struggle under this system, but there was no reference to how children with SEND may have needs that should be addressed differently. In fact, Marie Gentles stated, " When you know how to put these techniques and practices in place it works on every single child, every single time".

No strategy will work with any child every single time, let alone all children. What will really help children with SEND is teaching staff about Autism and ADHD, reducing demands, creating lower arousal environments, and allowing reasonable adjustments and adaptations. One teacher said "it would be really good if there was a helpline to say these are the behaviours this is what we know about the child, do you have any suggestions?". I was screaming at the TV: "that's what Educational Psychologists and CAT (Communication & Autism Team) teams and specialist advisory teachers are for!" Why did she not know about these services, and why did the SENCO not seem already involved in these children's care?

Some proactive strategies

What proactive strategies might help the children to regulate before their "behaviour" leads to consequences and sanctions?

Those children with executive function difficulties may struggle to process vocal instructions and the concept of time. Visual information is easier to process. A visual timetable on the wall for all the class to see can immediately reassure children what activity they are doing, and what time it is due to finish.

In the opening scene, Oscar was sitting with an adult who verbally told him once he'd done his work he could go outside to run about. A board, supported by a sand timer could support him to know what's next and how long he must wait, without the need for verbal instructions. This in turn would reduce anxiety.

Ideally, Oscar wouldn't get to the point that he is being disruptive and requiring behaviour management strategies. If sensory circuits which focus on Alerting, Organising and Calming activities were implemented on a regular basis throughout the day, he would be more regulated and ready for learning. An Occupational Therapist (OT) could be consulted to observe, assess, and design an appropriate plan.

Marie's strategies seem to be heavy on consequences. There was a lot of talking 'at' the children and the expectation that they look or say 'yes' immediately to acknowledge someone (something that may range from difficult to impossible for some autistic children). Social stories would be another way to explain or decipher situations that have arisen, and if used regularly and consistently, they can help a child to remember school rules (such as valuables not being allowed).

If a child like Oscar can't stop fidgeting and rocking in his chair, swinging legs, getting up and walking around, one idea would be to move him to the back of the classroom where he can move freely without being distracting to his peers. If Oscar is sensory seeking within his vestibular and proprioceptive systems, moving and leaning helps his body to understand where he is in space and time. Describing these as 'bad behaviours' that need to be stopped or fixed or worse, punished, shows a lack of understanding of what his needs are. Other solutions might include a weighted lap-pad, wobble cushion or elastic TheraBand wrapped around the table legs he can kick against.

One question should be: are all unwanted behaviours bad, and should the aim be to stop them, punish them or understand them?

Joanne Lewis

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Don't Exclude Me: Shouldn't SEND be the first thought? - Special Needs Jungle

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The BBC programme, "Don't Exclude Me" has caused something of a mixed reaction among parents of children with SEND. One of our readers, Joanne Lewis, who's the mother of two autistic children, got in touch after watching the programme with some serious concerns about what seemed to be a lack of consideration of undiagnosed SEND as the cause of the children's behaviour.

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The problem with Behaviour Support Plans

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The problem with Behaviour Support Plans

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https://twitter.com/Fiona_Clarke_/status/1524827014754095112?s=20&t=9OfqgTt9d9-uJ38AD7ESCg

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Supplementary Evidence (download as PDF)

1. PBS is a brand of ABA

2. PBS does not support human rights

3. PBS is not supported by quality evidence

4. The extent to which PBS is not supported is widespread

5. Harms and risks of behaviourist interventions

PBS is a brand of ABA

1. Positive Behaviour Support and Applied Behaviour Analysis (Johnston et al 2006)
Paper published in ABA International journal about the relationship of ABA and PBS.

2. Positive Behavioural Suppport and Applied Behavior Analysis: A Familial Alliance (2008)
"Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction."

3. UK Society for Behaviour Analysis - About Behaviour Analysis
Scroll to the bottom of the page where it confirms PBS is based on behaviour analysis and that "it should be overseen by a qualified Behaviour Analyst."

4. PBS Academy UK competency framework (2015)
Page 7 sets out the PBS framework. Point 5 "Primary use of principles and procedures from behaviour analysis", point 6 "The secondary use of other complementary, evidence-based approaches to support behaviour change".

5. BiLD Introduction to PBS video (at 4:45 mins)

6. Autism, ABA and PBS some questions (2017)
Article looking at the relationship between ABA and PBS.

PBS does not support human rights

1. Care Quality Commission review of PBS plans in "Out of Sight - Who Cares?" report (Oct 2020)
Findings included PBS plans omitting diagnosis and inadequate consideration of sensory needs.

British Institute of Human Rights noted dignity concerns with PBS plans as "people were seen not as individuals but as a condition or a collection of negative behaviours"

2. Ethical Concerns with ABA for Autism, Kennedy Institute of Ethics Journal 2020

Written by a philosopher and ethicist this paper concludes that "ABA manifests systematic violations of the fundamental tenets of bioethics. Moreover, the supposed benefits of the treatment not only fail to mitigate these violations, but often exacerbate them. Warnings of the perils of ABA are not original to us - autism advocates have been ringing this bell for some years. However, their pleas have been largely unheeded...Specifically, we will argue that employing ABA violates the principles of justice and nonmaleficence and, most critically, infringes on the autonomy of children and (when pushed aggressively) of parents as well."ABA lacks social validity

3. Flagship Journal of ABA was reviewed over 50 years (Pritchett et al 2020) and findings concluded that ABA is not used collaboratively, contributes to oppressive and commodified structures, lacks informed consent, addresses problems that were rarely initiated/voiced by community and there was little indication of improved lives of the "person at the centre".

4. United Nations Human Rights Special Rapporteurs (2015)

"In many countries, autistic persons lack access to services which would support, on an equal basis with others, their right to health, education, employment, and living in the community. When available, services are too often far from human rights friendly or evidence-based....

Autistic persons are particularly exposed to professional approaches and medical practices which are unacceptable from a human rights point of view. Such practices - justified many times as treatment or protection measures - violate their basic rights, undermine their dignity, and go against scientific evidence...

Autistics persons should be recognized as the main experts on autism and on their own needs, and funding should be allocated to peer-support projects run by and for autistic persons.."

5. How behaviourism fails when it comes to understanding behaviours

An autistic human rights campaigner shares her experience of behavioural analysis and support, highlighting how stressed autistic behaviours were inappropriately viewed and treated and led to long term restraint and seclusion.

In one of ten videos linked to the National Autistic Taskforce's Independent Guide to Quality Care for Autistic People we see another example of how behaviours were inappropriately viewed leading to restraint and seclusion.

6. Autonomously Autistic: Exposing the Locus of Autistic Pathology (2018)
Paper discussing how ABA goes against rights, such as autonomy and agency.

7. Distorting Psychology at the Expense of Joy (2018)
Human Rights violations against autistic people via ABA.

8. Scottish Human Rights Commission
Human Rights Based Approaches: "Everyone has the right to participate in decisions which affect them. Participation must be active, accessible and meaningful"
[PBS was developed and is being endorsed without meaningful say by disabled people. PBS is routinely used on disabled people without consent and without values that reflect those of the "person at the centre".]

9. The Misbehaviour of Behaviourists (Dawson 2004)
Extensive paper about "Ethical Challenges to the Autism-ABA Industry"

10. Review of 2020 ABA textbook (900 pages, known as the "white bible")
Concerns include omission of discussion of ethics, consent, human rights, risks/harms, and protecting autonomy and promotes harmful practices discussed such as ignoring a person in distress, putting children in aversive situations, removing favourite things for noncompliance.

11. PBS Values and quality of life - BiLD online training course 2020
These reflect those of typical society and those around the person, rather than the goals of those of the "person at the centre"

The PBS training on Values creates harmful mindsets, power imbalances and fuels ableist and "saviour" mentalities. Extracts from the BiLD PBS training course (prerequisite for its accredited courses):

PBS normative approach targets behaviours that look odd and devalues normal autistic behaviours, such as stimming or other ways of self regulation, often treating autonomic brain responses e.g. behaviours from fight/flight, trauma or dysregulation, as purposeful and learned.

Such stress responses can manifest in external challenging behaviour, or can be contained as the individual becomes passive and disassociates. A focus on unwanted external behaviour is flawed and goes against development of regulation, current understanding of autism, neuroscience and child development.

The Challenging Behaviour Foundation guidance on PBS reinforces the idea that behaviours are learned/purposeful. "in general, many cases of challenging behaviour appear to be effective ways for a person with learning disability to control what is going on around them. This may reflect their lack of more usual methods of control or making choices, such as communication skills or daily living skills."

The PBS Academy Competency Framework (2015) states the first step in PBS is to define a person by their external behaviours which is over simplistic and dehumanising:

"The PBS process begins with a systematic assessment of when, where, how and why an individual displays behaviour that challenges, a process known as functional assessment or functional analysis. The primary outcomes of this process are:

1. A clear description of the behaviours of concern (including classes or sequences of behaviour that occur together).

2. The identification of the events, times, and situations that predict when the behaviour will and will not occur across the person's full range of typical daily routines.

3. Identification of the consequences that maintain the behaviour (that is, the purposes or functions that the behaviour appears to serve for the person)

4. The development of one or more summary statements or hypotheses that describe specific behaviours, the situations in which it occurs, and the consequences that may maintain it.

5. The collection of direct observational data that support the summary statements that have been developed.

PBS is not supported by quality evidence

An investigation into Positive Behaviour Support and Quality of Life (2019)

Systematic review "Although the Challenging Behaviour Foundation (2019) attest to their being "strong evidence that PBS is effective in producing positive outcomes, such as increasing the person's skills and positive life opportunities", this was not substantiated for adult service users in this review. The main output of this review for service users, their families, clinicians, services and policymakers, is that there is a lack of scientific knowledge on the extent to which PBS is effective for adult service users. This is consistent with the evidence review undertaken by NICE (2015) who did not explicate PBS in clinical guidance due to the scarcity of evidence."

Clinical outcomes of staff training in PBS to reduce challenging behaviour in adults with intellectual disability (March 2018)

"Staff training in PBS, as applied in this study, did not reduce challenging behaviour. Further research should tackle implementation issues and endeavour to identify other interventions that can reduce challenging behaviour."

Process evaluation of a randomised controlled trial of PBS-based staff training for challenging behaviour in adults with intellectual disability (Aug 2019)

"Therapists found it difficult to undertake all the elements of the intervention in routine care. Implementing a workforce training strategy is important to better define the active components of PBS, and resource implications if the intervention is no better than usual care". Can PBS be done with fidelity?

Clinical and cost effectiveness of staff training in the delivery of PBS for adults with intellectual disabilities, autism and challenging behaviour (April 2020)

"Results suggest lack of clinical effectiveness for PBS delivered by specialist ID clinical teams. Further evidence is needed from larger trials, and development of improved interventions."

Pervasive failure to disclose Conflict of Interest in ABA Autism Literature (2021)
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.676303/full

Addressing the wicked problem of behaviour in schools Armstrong (2019)

Review of PBS in schools in Australia, Canada, England, New Zealand and US concludes "Students with disabilities affecting their behavioural development or who have mental health difficulties (MH) frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. ... Evidence-based, initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support) are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage and discipline model by practitioners....Finally, this article advocates radical change in attitudes by teachers toward student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology."

US Dept of Defense 2020 Annual TRICARE Autism Report on ABA

This concluded (page 30) "there is no way to know if the relatively small change observed here is the result of ABA services, other services received, or if this simply a result of maturation.... This finding strongly suggests that the small changes noted are not related to ABA services"

Autistic People's Organisation A4A Ontario Summary ABA evidence 2020

The extent to which PBS is not supported is widespread

US National Council for Independent Living (2021) Resolution passed against all forms of ABA, considered to be abuse.

Critique of ABA and PBS: Labour Party Neurodiversity Manifesto Appendix (2018)

Autistic UK Does ABA therapy harm autistic people? (2018)

Autistic people should be listened to and autistic communities do not support ABA (2017)

Evidence that autistic people should be listened to and the extent to which autistic communities do not support ABA, including the Autistic Self Advocacy Network, the largest Autistic People's Organisation.

Therapist Neurodiversity Collective: organisation consisting of multidisciplinary therapists and educators:

Why the TNC does not support PBS
ABA goes against supporting neurodiversity
Why TNC do not support social skills training (with evidence)

"PBS, PBIS and Positive Reinforcement are all forms of ABA. Despite some industry changes in ABA and therapy models, ABA practices will always be based upon a foundation of compliance, coercion and behaviourist principles. It is impossible to practice ABA even gently or playfully, without attempting to control and manipulate a persons behaviour. The fundamental goal of ABA is compliance with the will of the person in position of authority. This is completely counter-intuitive to self advocacy, self-determination and upholding human rights and dignity".

Dr Damian Milton - ABA and The Autistic Community: Time to Listen

Webinar delivered in 2020 about the normative approaches of ABA PBS, nature of issues and alternatives.

New Jersey Autism Centre for Excellence

Has various resources and webinars discussing the issues of behaviourist approaches, how they are outdated and do not reflect current understanding of neuroscience and development, eg why positive reinforcement is not so positive, troubling questions about behaviourism

American Speech and Hearing Association article (2020)

Mentions harms of behavioural therapies and collaborative approaches with autistic people to support emotional regulation and energy levels.

Alliance Against Seclusion and Restraint (2019)

Hold panel discussions with other experts in neuroscience, child development and educational psychologists. Their 2019 paper on "The Problem with Behaviourism" sets out why it goes against current understanding and asks where is the evidence that it reduces restraint and seclusions?

Studio 3 Prof Andy McDonnell: The Recovering Behaviourist

Paper setting a journey from 1980s as an ABA user through the decades with lessons learned from supporting people with distress behaviours, including the problem of focusing on behaviours.

Polls of autistic people's views:

Bonello (2018) on ABA - "Generally speaking, I support ABA for autistic children?"

(n=3,431, agree 5%, disagree 52.5%, n/a or no answer 41.2%)

Memmott (2020) on PBS - "Should teams use PBS methods on autistic people?" (n=649, yes 7%, No 75%)

AutCollab international effort to ban autistic conversion therap/all forms of ABA

ABA in all its forms is considered autistic conversion therapy as it targets natural ways of being for not being typical or looking odd. This international collaboration includes a number of panel discussions about this.

Trauma informed care and intellectual disability 2021

Article in Learning Disability today raises issues of behaviourism

Physical and petition protest against the BiLD PBS International Conference 2021
https://www.change.org/p/hilton-worldwide-stop-pro-abuse-conference-at-doubletree-by-hilton-glasgow https://m.facebook.com/events/doubletree-by-hilton-glasgow-central/protest-the-bild-international-pbs-conference/553535232625187

Harms and Risks of behaviourist interventions

The National Autism Dividend report (2017)

An extensive review into autism interventions noted on page 93 "There are also concerns strongly expressed by some autistic people and their families and carers that some behavioural therapies (and this would include ABA and PBS) are unethical, trying to force people to adopt (or stop) certain behaviours, even when it causes considerable discomfort or even pain, and therefore can cause harm."

The psychological risks of behaviourist methods have not been looked at in ABA literature

Dawson & Fletcher Watson 2021 research paper, When Autism Researchers Disregards Harms, "Failures in addressing harms have proliferated across autism research...for reasons such as the embrace of low standard by journals, and the omnipresence of unchecked conflicts of interest. Disregard of harms has in turn wrongly been interpreted as evidence of no harms, with consequences rippling out to other areas (e.g. early detection and screening), distorting research and practice. Despite a large literature spanning decades, accumulated knowledge about potential or actual harms to autistics from interventions that may occupy many of their waking hours, for years, is negligible. Indeed, conflicts of interest entangled with low standards in research and practice would undermine future efforts to accurately capture harms via routinely collected data. Nothing justifies these multiple failures on the part of autism researchers.

We welcome the attention to harm. But this attention is as rare as it is terribly overdue. We are left with an influential literature lacking fair tests of the benefits versus harms of autism interventions that have been widely implemented for decades. Autism researchers should be deeply troubled by this comprehensive failure to apply fundamental standards. We must recognize, understand, take responsibility for, and reduce the unacceptable biases that have led to autistics being considered unharmable, such that anything can be done to them."

PBS focus on stress, trauma and regulation is inadequate

Functional assessments (avoidance, access to something, social attention, other (feels good) , Antecedents, Behaviours and Consequences (ABCs), documentation of immediate triggers etc are an oversimplification and reductionist approach to understanding autistic (and human) behaviour generally, going against what we understand about stress and neuroscience and what is needed for autistic learning and regulation.

Research showing clear links between role of the sensory environment and resulting anxiety and stress, especially for those with higher levels of autistic traits (behaviours).

This tweet about a PBS manual shows how the role of trauma (more common amongst autistic people) takes a back, rather than front seat:

April 2020 research paper looking at autism and trauma, concluded that autistic people are more likely to have PTSD from traumatic life events and noted few service providers consider this.

Autistic people are more likely to be victims of traumatic events, due to treatment by others in society. Targeting the victim for their behaviours is the wrong target.

Need to move beyond "trauma-informed" approaches to "trauma-focused" ( FULD 2018). Too many are applying behaviourist interventions before understanding mental health co-occuring conditions.

"Mounting evidence for stress and trauma as a risk factor for comorbidity and the worsening of core ASD symptoms may intimate a shift in the way clinical social workers and other clinical practitioners conceptualize and approach work with this population to include trauma-focused assessment strategies and clinical interventions".

Study suggesting behaviour therapies may lead to an increase in trauma/PTSD symptoms ( kupferstein 2018) and response to the ABA field who dismissed the study ( Chown et al 2019)

Using Functional Analysis (ABA) to treat Self-injurious behaviours is unethical and beyond scope (Scheldy 2019)

Masking/camouflaging costs to mental health

Behavioural interventions reward/reinforce individuals to act in ways that are considered culturally more appropriate, including how stress is manifested, repetitive and stereotypical behaviours, engaging in activities mainstream society values. There are significant costs to mental health from camouflaging/masking and not being accepted for natural ways of being:

Cassidy, Baron-Cohen et al 2018 research concluded "camouflaging and unmet support needs appear to be risk markers for suicidality unique to ASC"

2021 research paper on poor mental health outcomes and burnout from living in authentic lives, including links between masking and suicide

2021 Journal American Medical Association Article discussing problem of autistic individuals masking to conform with societal expectations, "....Quantitative and qualitative research studies show that such camouflaging is exhausting and is associated with poor mental health, including suicidal thoughts and behavior. This has important implications for many interventions" with a "risk of exacerbating a disconnect between the true self and performing self, potentially increasing anxiety and decreasing self-esteem."

ADR: Anti-Ableism 101 Facebook group (1,800 members)

A basics/beginner Facebook group set up in the last year to learn about the harms that ABA can cause clients, particularly autistics. This group educates about anti-ableism, pro-neurodiversity, autistic experiences and voices.

McGill & Robinson research 2018 into Experiences of Applied Behaviour Analysis - emerging themes :'removal of autistic self', 'increased vulnerability', 'missed empathic response' and 'autistic led alternatives', a clear antithesis between ABA practices and perceived wellbeing in comparison to experienced quality of life. "

Autistic Science Person - why ABA is harmful to autistic people.

Dr Beurkens podcast, US (2020)

"The serious problem with behavior management approaches". Interview wiith OT expert in neurologically supportive approaches. Discuss "how many approaches used for challenging behaviours are outdated, not supported by current research, and there are many adults on the autism spectrum and with related kinds of issues who have started to speak out about the trauma they experienced during these kinds of therapies when they were kids. Unfortunately, these types of approaches continue to be recommended in schools, in some therapy settings, and at home"

As set out in A (6) above, the values in PBS training are normative and create unhealthy mindsets.

A 2019 thesis review of ABA research showed the existence of oppression violence within ABA research articles reviewed in one month of the Journal of ABA, and that autistic people resisting ABA highlights agency and dignity.

Behaviour analysis links to gay conversion therapy

Disturbing behaviours: Ole Lovaas and the queer history of autism science (2018)

Treating autism as a problem the connection between gay conversion therapy and ABA (2018)

The main behind ex-gay conversion therapy started out trying to make autistic children "normal" (2021)

Building a person legal and clinical personhood for autistic and trans childrenin Ontario (2020)

LGBTQ+ conversion therapy and applied behavior analysis: A call to action (2021)

Societal changes and expression of concern (2020)

Autistic Conversion Therapy (2016)

How ABA methods go against autistic learning

The problem with PECS (ABA communication tool)

Hyperlexia: a systematic review, neurocognitive modeling and outcome (2017) - why many assumptions about autistic learning are not supported by current understanding.

Should we change methods and targets of early intervention in autism in favour of a strengths based education? (Mottron 2017) how ABA methods have been called into question in the last decade due to poor standards, and evolution of ethical and societal standards, illustrating various areas where assumptions ABA makes about autistic learning are not supported.

Perceptual learning in autism: overspecificity and possible remedies (Oct 2015) repetition of information ( a key feature of ABA) hinders ability to apply learning to new situations.

Learning in autism (Section 2.38.5) sets out history and incorrect assumption what lead behaviour analysts to believe ABA methods are a good way of learning for autistic people, inconsistent with more up to date research

Alfie Kohn - child development expert speaks out against the use of reinforcements ( punished by rewards) and behaviourism and autism.

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September 2021 Supplementary Evidence (download as PDF) PBS is a brand of ABA PBS does not support human rights PBS is not supported by quality evidence The extent to which PBS is not supported is widespread Harms and risks of behaviourist interventions PBS is a brand of ABA Positive Behaviour Support and Applied Behaviour Analysis...

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If you don't know why this is abuse - find out. There is so much wrong with this:

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If you don't know why this is abuse - find out. There is so much wrong with this:

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https://youtu.be/02tTSitn8dg

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BBC 2 - Victoria Derbyshire 'PRU Pupils - 6 and excluded' PART 1

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How regulated you you feel ? Was anyone in danger of death - was there another way?  

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How regulated you you feel ? Was anyone in danger of death - was there another way?  

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Information must be given in a transparent way - a real picture needs to be painted - STEP on and STEP up is about RESTRAINT.

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Information must be given in a transparent way - a real picture needs to be painted - STEP on and STEP up is about RESTRAINT.

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Charity details for FACT BUCKS - Charity 1155067

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National Disability Strategy - unlawful               Steve Broach Jan 2022

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National Disability Strategy - unlawful               Steve Broach Jan 2022

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National Disability Strategy consultation - high court judgment BBC News at 10 25.01.22

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Mr Justice Griffiths has allowed a claim for judicial review brought by four disabled people challenging the Government's recently published National Disability Strategy ("the Strategy") on the basis that: (i) the Defendant's "Survey" carried out prior to the publication of the Strategy amounted to a consultation at common law; and, (ii) the consultation failed to comply with the common law requirement (the second "Gunning" principle) that the proposer must give sufficient reasons for any proposal to permit of intelligent consideration and response.

The claim was unusual in that the Defendant's primary defence was that the Survey was an information-gathering exercise, rather than a consultation, with the result that the Gunning requirements did not apply. The court therefore had to consider, applying the test from R (FDA) v Minister for the Cabinet Office [2018] EWHC 2746 (Admin) whether the Survey was "in substance" a consultation. Griffiths J found this to be the case based on contemporaneous documents which indicated that the Survey results were intended to influence the content of the Strategy, various references to the Survey as a "consultation" by the Defendant as well as the various references in the Strategy to it having been shaped by the Survey. The court therefore concluded that the Defendant had voluntarily embarked on a consultation exercise which meant that the Gunning principles applied.

The court went on to find that the consultation failed to comply with the second Gunning principle in circumstances where the Defendant failed to inform consultees of what she proposed to include in the strategy and because the design of the Survey precluded intelligent response:
"The Survey was presented (as I have shown) as being a way in which the Strategy could be shaped, would be shaped and (eventually) was shaped, but the information provided made that impossible. It therefore failed to achieve its stated purpose. It did not let respondents to the Survey "know in clear terms what the proposal is and exactly why it is under positive consideration" as required by Coughlan and Moseley. The Survey was presented as a consultation, and the Strategy was said to have been a response to that consultation, but neither the Survey nor any other form of consultation enabled the "intelligent consideration and response" required by the second Gunning principle of lawful and fair consultation.
Other criticisms are made by the claimants of the Survey and, indeed, of the Strategy. In addition to the lack of information, I agree with the claimants that the multiple-choice format, and the word limit on free-form responses (although I am told that this was not enforced), did not allow for a proper response even to the issues canvassed in the Survey. The design of the Survey forced the defendant's own analysis on respondents, without providing enough leeway for the required "intelligent response" from the respondents themselves." (At [75]-[76]).

The full case name and citation is: R (Binder, Eveleigh, Hon and Paulley) v Secretary of State for Work and Pensions [2022] EWHC 105 (Admin).

Steve Broach and Katherine Barnes acted for the successful Claimants, instructed by Jamie Potter and Shirin Marker at Bindmans.

Related Barristers

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High Court Finds Government's National Disability Strategy Unlawful - 39 Essex Chambers | Barristers' Chambers

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Mr Justice Griffiths has allowed a claim for judicial review brought by four disabled people challenging the Government's recently published National Disability Strategy ("the Strategy") on the basis that: (i) the Defendant's "Survey" carried out prior to the publication of the Strategy amounted to a consultation at common law; and, (ii) the consultation failed to comply with the common law requirement (the second "Gunning" principle) that the proposer must give sufficient reasons for any proposal to permit of intelligent consideration and response.

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Part 1: About this guide

Legal requirement: this guide explains the legal requirement that a charity's purposes must be for the 'public benefit'. This is known as the 'public benefit requirement'.

This requirement affects whether or not an organisation is a charity.

This guide is relevant to you if you are thinking of setting up or registering a charity. It is also relevant if you are a trustee of an existing charity wishing to change your charity's purpose.

It is written to advance the Charity Commission's statutory public benefit objective which is 'to promote awareness and understanding of the operation of the public benefit requirement'.

Other public benefit guidance

This guide is part of the commission's set of 3 public benefit guides. It is about whether your organisation's purposes are charitable.

Issues relating to carrying out those purposes for the public benefit, or when reporting on that, are dealt with in other public benefit guides:

For more on the commission's public benefit guides see:

Having regard to the commission's public benefit guidance

Legal requirement: the Charities Act says that charity trustees must 'have regard' to the commission's public benefit guidance 'when exercising any powers or duties to which the guidance is relevant'.

'Having regard' to its public benefit guidance means charity trustees should be able to show that:

they are aware of the guidance

they have taken it into account when making a decision to which the guidance is relevant

if they have decided to depart from the guidance, they have good reasons for doing so

References to other guidance

In some places in this guide links are provided to other relevant guidance to which readers of this guide may find it helpful to refer.

Where that other guidance does not form part of the commission's set of public benefit guides, and so is not guidance to which charity trustees must 'have regard', it says so.

The law relating to public benefit

The commission's public benefit guidance is not the law on public benefit. The law on public benefit is contained in charities' legislation and decisions of the courts.

The commission's public benefit guidance is high level general guidance, written for charity trustees, to explain what the law says on public benefit and how it interprets and applies that law.

It makes decisions about public benefit in individual cases based on the law as it applies to the facts of the particular case, and not on this high level guidance. This is because its general guidance cannot cover all the complexities of the law relating to public benefit.

For more information about the commission's view of what the law says on public benefit see:

This analysis of the law may be of interest to charity trustees who wish to know more about the legal basis of the commission's guidance. However, it does not form part of the commision's set of public benefit guides, and so is not, as such, guidance to which charity trustees must have regard.

Use of 'must' and 'should'

The word 'must' is used where there is a specific legal or regulatory requirement that you must comply with. 'Should' is used for minimum good practice guidance you should follow unless there's a good reason not to.

The commission also offer less formal advice and recommendations that trustees may find helpful in the management of their charity.

The public benefit framework

The public benefit framework chart shows you where the public benefit requirement sits in the overall framework of what it means for your organisation to be a charity, to operate as a charity and to report on your charity's work.

Part 2: What 'for the public benefit' means

The 'public benefit requirement'

The Charities Act gives a legal definition of the meaning of the term 'charity'.

Legal requirement: part of that definition says that for an organisation to be a 'charity' it must have only 'charitable purposes'.

A charity's 'purposes' are what it is set up to achieve.

Legal requirement: part of the Charities Act definition of a 'charitable purpose' says that it must be 'for the public benefit'. The Charities Act calls this the 'public benefit requirement'.

This guide explains the public benefit requirement.

For more on the other aspects of the definition of a charitable purpose and on what makes a charity see:

The aspects of public benefit

There are two aspects of public benefit:

the 'benefit aspect'

the 'public aspect'

Legal requirement: In general, for a purpose to be 'for the public benefit' it must satisfy both the 'benefit' and 'public' aspects. However, if the purpose is to relieve or prevent poverty, different rules apply. For more on this see Annex A - Different rules for poverty charities.

The 'benefit aspect'

The 'benefit aspect' of public benefit is about whether the purpose is beneficial.

Legal requirement: to satisfy the 'benefit aspect' of public benefit

a purpose must be beneficial (see part 3 of this guide)

any detriment or harm that results from the purpose must not outweigh the benefit (see part 4 of this guide)

The 'public aspect'

The 'public aspect' of public benefit is about whom the purpose benefits.

Legal requirement: to satisfy the 'public aspect' of public benefit the purpose must

benefit the public in general, or a sufficient section of the public (see part 5 of this guide)

not give rise to more than incidental personal benefit (see part 6 of this guide)

The commission's decisions about public benefit

Each of a charity's purposes must be for the public benefit.

Many charities have more than one purpose. Where that is the case, the commission will look at each purpose on its own to decide if it is for the public benefit. The public benefit of one purpose cannot be used to offset any lack of public benefit in another.

As the courts would, it will weigh up all the relevant factors and evidence to decide whether each purpose on its own:

is beneficial

benefits the public in general, or a sufficient section of it

In most cases this is likely to be clear.

The two aspects of public benefit can overlap. A factor can frequently be regarded as having an impact on both aspects.

Sometimes the commission might need to consider the relationship between what is beneficial and what is harmful, and public and personal benefit.

Some cases require fine judgment to consider whether all the factors, taken together, result in a purpose that is for the public benefit. The commission considers all cases in their own context.

In the majority of cases, it will be clear that an organisation's purpose is for the public benefit. Where this is not clear, the commission will let the trustees or applicant for registration know where any difficulties lie.

In rare cases where it is not possible for the trustees or applicant to put things right and the commission decides that the organisation's purpose is not for the public benefit, this would mean that, in its view, the organisation is not a charity.

Where it decides this is the case for an organisation applying for registration, it would decline to register it.

Where it decides this is the case for an existing charity, the charity trustees will need to consider changing the purpose and should seek advice.

For information about changing your charity's governing document see Change your charity's name or governing document (this does not form part of the commission's public benefit guidance).

In the very rare case where changing the purpose is not possible, the commission would have to remove the organisation from the register of charities.

For more on what happens when it decides this see:

Challenging a decision made by the commission

If the commission declines to register an organisation, or decides to remove an organisation from the register, and the trustees or applicants think its decision is wrong, they may be able to challenge it.

For more on this see:

Part 3: Beneficial purpose

What is beneficial

Legal requirement: for a purpose to be charitable it must be beneficial in a way that is identifiable and

capable of being proved by evidence where necessary

not based on personal views

Providing evidence of benefit

In some cases the purpose is so clearly beneficial that there is little need for trustees to provide evidence to prove this.

For example, the trustees of an organisation whose purpose is to provide emergency aid in the context of a natural disaster would not need to provide evidence that the purpose is beneficial.

Where it is not clear that a purpose is beneficial, the commission may need to ask for evidence of this.

For example, the commission may need to ask for evidence of:

the architectural or historical merit of a building preserved under an advancement of heritage purpose

the artistic merit of an art collection displayed under an advancement of art purpose

the healing benefits of a therapy provided under an advancement of health purpose

the educational merit of a training programme offered under an advancement of education purpose

Measuring what is beneficial

It should always be possible to identify and describe how a charity's purpose is beneficial, whether or not that can be quantified or measured.

For example, developing a person's artistic taste by viewing works of art can be beneficial even though it is difficult to quantify or measure.

Not beneficial

If it cannot be shown that an organisation's purpose is beneficial (based on evidence that a court could accept where necessary) then it will not be a charitable purpose.

Part 4: Detriment or harm

How detriment or harm might affect the public benefit requirement

Legal requirement: a purpose cannot be a charitable purpose where any detriment or harm resulting from it outweighs the benefit.

Evidence of detriment or harm

The commission take detriment or harm into account where it is reasonable to expect that it will result from the individual organisation's purpose. This will be based on evidence, not on personal views.

Where the benefit of a purpose is obvious and commonly recognised, there is an even greater need for evidence of detriment or harm to be clear and substantial, if it is to outweigh that benefit.

Part 5: Benefiting the public or a sufficient section of the public

The public

Legal requirement: for a purpose to be charitable it must benefit either

the public in general or

a sufficient section of the public

What 'the public in general' means

This means that all of the public can benefit from the purpose.

The benefit of the purpose is not limited to people with a particular need or who have to satisfy some other criteria.

If a purpose does not specify who can benefit, it will generally be taken to mean that it will benefit the public in general.

An example of a purpose which is for the benefit of the public in general is one which is concerned with conserving an endangered species.

What a 'sufficient section of the public' means

Legal requirement: a charitable purpose can benefit a section of the public, but the section must be appropriate (or 'sufficient') in relation to the specific purpose.

A sufficient section of the public are called a 'public class' of people.

There is not a set minimum number of people who have to benefit in order to be a 'public class'.

Whether a section of the public is or is not a 'public class' is not the same for every purpose. What is sufficient for one purpose may not be sufficient for another.

Defining who can benefit on the basis of where people live

In most cases people living in any geographical area (local, national or international) will be a sufficient section of the public.

An example of circumstances in which it might not be sufficient is where the geographical area is too narrowly defined (such as people living in a few named houses)

The geographical area does not have to be in England and Wales. An organisation that is set up and registered in England and Wales can be a charity, even if its purpose is to benefit people entirely outside that area.

Defining who can benefit as people or communities with a particular charitable need

This is often a sufficient section of the public.

Defining who can benefit by reference to 'protected characteristics'

Legal requirement: the Equality Act permits charities to benefit people defined by reference to a 'protected characteristic', provided the restriction of benefits to people having that characteristic is justified in relation to the purpose.

The following are 'protected characteristics':

age

disability

sex

sexual orientation

gender reassignment

marriage and civil partnership

pregnancy and maternity

race or nationality

religion or belief

For more on the charities' exception in the Equality Act see sections 4 and 5 of:

Defining who can benefit by reference to a person's skin colour

Legal requirement: charities must not define their beneficiaries by reference to their skin colour. The law does not allow this.

Where a charity's purpose defines who can benefit by reference to their skin colour, the purpose will be read as if that reference to skin colour did not exist.

Defining who can benefit by reference to a person's occupation or profession

This can be a sufficient section of the public depending on the circumstances.

An example of a charity that could define who it benefits by reference to occupation or profession is a charity whose purpose is to relieve the sickness and disability of serving, former and retired teachers and their dependents.

Defining who can benefit by reference to a person's family relationship, contractual relationship (eg employment by an employer) or membership of an unincorporated association

Legal requirement: in general, a charity must not have a purpose which defines who can benefit by reference to:

their family relationship

their employment by an employer

their membership of an unincorporated association

The law allows this only where the purpose is the relief (and in some cases the prevention) of poverty.

For more on this see Annex A: Different rules for poverty charities.

Defining who can benefit by reference to other sorts of personal characteristic, such as their employment status

Whether this is a section of the public depends on the purpose that will be advanced and the specific circumstances.

For example, 'people who are unemployed' can be a sufficient section of the public where the purpose is the relief of unemployment or the relief of poverty. But it may not be a sufficient section where the purpose is to advance religion.

Deciding what is a 'sufficient' section of the public

This is decided on a case by case basis.

Decisions about this are informed by what the courts have or have not accepted in other cases.

For example, the courts will generally accept that a purpose benefits a sufficient section of the public if its beneficiaries are defined by:

where they live

a charitable need

a 'protected characteristic'

Legal requirement: charities must not define their beneficiaries in the following ways as these will not benefit a sufficient section of the public:

a purpose which defines who can benefit on the basis of a 'protected characteristic' but which does not satisfy the requirements of the Equality Act

a purpose which defines who can benefit by reference to their skin colour

a purpose which defines who can benefit on the basis of a personal connection (unless the purpose is for the relief, and in some cases the prevention, of poverty)

a purpose which excludes the poor from benefiting - charity law recognises that 'the poor' is a relative term which depends upon the circumstances. However, 'the poor' does not just mean the very poorest in society and can include people of modest means

a purpose which is confined to a closed religious organisation

a purpose where all the potential beneficiaries (now and in the future) are named, such as an individual or individuals or a fixed group of individuals

a purpose where the number of people who can benefit (now and in the future) is numerically negligible (unless the purpose is for the relief, and in some cases the prevention, of poverty)

a purpose which defines who can benefit in a manner which, when related to the purpose, is 'capricious' (eg wholly irrelevant, irrational or without good reason)

a purpose which benefits members of a mutual benefit society

(unless the purpose is for the relief, and in some cases the prevention, of poverty) a purpose which exists for the benefit of an organisation's members only unless:

A private (or 'self-regarding') members' club generally exists for the benefit of its members only, and so cannot be for the public benefit. Even if it has an open membership, an organisation that is 'inward-looking', supported by its members for the purpose of providing benefits for the members, does not benefit a public class of people and so cannot be a charity.

If it is not clear whether your organisation's purpose benefits the public, or a sufficient section of it, you will need to explain who may benefit and why that is a section of the public.

The commission will make a decision in each such case on the basis of its own facts.

If it remains unclear that the purpose will benefit the public, or a sufficient section of it, the commission cannot recognise your organisation as a charity in law, as the 'public benefit requirement' will not have been met.

Part 6: Personal benefit

Legal requirement: a charitable purpose may only confer personal benefits if these are 'incidental' to carrying out the purpose.

What 'personal benefit' means

A 'personal benefit' (sometimes also called a 'private benefit') means a benefit that someone receives from a charity. That 'someone' might be an individual or an organisation.

What 'incidental' means

Personal benefit is 'incidental' where (having regard both to its nature and to its amount) it is a necessary result or by-product of carrying out the purpose.

The possibility that a purpose may provide incidental personal benefit does not prevent the purpose being for the public benefit.

For examples of types of personal benefit which might arise from a charity's purpose, or from running a charity, see:

Personal benefit in other contexts

For more on personal benefit where it arises:

because of the way in which an organisation is constituted - see the commission guidance Charity types: how to choose a structure (CC22a) (This is not part of the commission's public benefit guidance)

as a consequence of the way in which the charity is being run (such as a decision by the trustees to pay a trustee for providing services to the charity) - see the commission's public benefit guidance Public benefit: running a charity (PB2)

Part 7: Further information

This part provides links to other guidance which you may find of interest in relation to this guide.

The following are included in the commission's set of public benefit guides:

The following are not included in the commission's set of public benefit guides:

This guide gives an overview of the commission's public benefit guidance. It explains:

how understanding public benefit will help a charity's trustees

the trustees' duty to 'have regard' to the commission's public benefit guidance

some key points to know about the law relating to public benefit

Annex A: Different rules for poverty charities

What is required for a purpose to prevent or relieve poverty to be 'for the public benefit'

Legal requirement: in general, for a purpose to be charitable it must satisfy both the 'public' and 'benefit' aspects of public benefit.

However, if the purpose is to prevent or relieve poverty, the position is different.

In the case of charities for the relief (and in some cases the prevention) of poverty the courts consider the public benefit requirement can be met by satisfying the 'benefit' aspect only. In these cases there is no separate consideration of the 'public' aspect.

Legal requirement: only charities with a purpose to relieve (and in some cases to prevent) poverty can define who can benefit by reference to:

their family relationship (that means their descent from one individual)

their employment by an employer

their membership of an unincorporated association

Legal requirement: a charity must not have a purpose which is for the benefit of named individuals, whether or not they are poor. This is so even if the motive is to relieve poverty and the named individuals happen to be poor.

Providing a service to people with a 'protected characteristic'

In general, charities for the relief (and in some cases the prevention) of poverty may be able to benefit a more narrowly defined section of the public than may be the case for charities with other purposes.

Legal requirement: however, even in the case of 'poverty charities', where the purpose is to provide a service only to people defined by a 'protected characteristic' in the Equality Act (such as age, gender, disability, race) the requirements of the Equality Act must still be met. That means that limiting the service only to those people must be justified.

For more on this see:

Annex B: Technical terms

The following terms are used in this guide, and should be understood as having the specific meanings given below:

The Charities Act: the Charities Act 2011.

Charity trustees: the people who serve on the governing body of a charity. They may be known as trustees, directors, board members, governors or committee members. Charity trustees are responsible for the general control and management of the administration of a charity.

Governing document: a legal document setting out a charity's purposes and, usually, how it is to be administered. It may be a trust deed, constitution, articles of association, will, conveyance, Royal Charter, scheme of the commission, or other formal document.

Objects: A charity's 'objects' are a statement of its purposes. Usually these are found in the 'objects clause' of a charity's governing document. However, not all charities have a governing document with an objects clause.

Usually a charity's objects clause means the same as its purposes, but sometimes they are slightly different, such as when:

the objects clause does not adequately or fully express the organisation's purposes

the clause contains more than just the objects, such as powers

Public benefit requirement: the legal requirement that, to be a charity, an organisation's purposes must each be for the public benefit (legal requirement).

Purpose(s) and charitable purpose(s): we use the term 'purpose(s)' to mean the purpose(s) of an individual organisation. A charity's purpose is what it is set up to achieve.

To be a 'charitable purpose' a purpose must fall within one of the descriptions of purposes in the Charities Act and be for the public benefit. This has to be demonstrated in each case (legal requirement).

The courts: the commission use this term to mean, collectively, the Tribunal, the Upper Tribunal and the courts.

The Tribunal: the First-tier Tribunal (Charity) is the first level of appeal against the decisions of the commission set out in Schedule 6 of the Charities Act.

The Upper Tribunal: The Upper Tribunal (Tax and Chancery Chamber) is the second level of appeal against decisions of the commission set out in Schedule 6 of the Charities Act.

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Public benefit: the public benefit requirement

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Legal requirement: this guide explains the legal requirement that a charity's purposes must be for the 'public benefit'. This is known as the 'public benefit requirement'. This requirement affects whether or not an organisation is a charity. This guide is relevant to you if you are thinking of setting up or registering a charity.

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Government Consultation On Disability Strategy Ruled Unlawful By High Court | BBC News Article

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The Public Sector Equality Duty - Session 2 - 13 July 2021

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Parent carer forum online learning from Contact

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Mind Wandering & ADHD Emotions - Prof. Philip Asherson

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SEND parent carer webinar on Local Offer: 27/4/22

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A conversation with Bea Herbert, founder of States of Mind ( https://www.statesofmind.org/), a social enterprise working in the schools and colleges across the Newham area of London. Bea shares stories and reflections of her work at States of Mind, the journey that brought her to this point, and her understanding community psychology ideas, values and practice and the importance of this work. Some relevant links and resources below:

More episodes from "Discovering Community Psychology"

Don't miss an episode of "Discovering Community Psychology" and subscribe to it in the GetPodcast app.

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A conversation with Bea Herbert, founder of States of Mind ( https://www.statesofmind.org/), a social enterprise working in the schools and colleges across the Newham area of London. Bea shares stories and reflections of her work at States of Mind, the journey that brought her to this point, and her understanding community psychology ideas, values and practice and the importance of this work.

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We're excited to announce our new project! States of Mind are supporting young people to design an alternative inspection framework for schools. Here, we share why we are doing this, and how we'll be going about it.
Over the last few years, we have been working alongside young people in educational contexts to develop an understanding of the issues affecting their wellbeing. This has included listening to the views of hundreds of young people across London and exploring their feelings and reflections about their education experiences. Our student-led project, 'Breaking the Silence', has evolved and is now a research partnership with the Institute of Education, UCL. Students lead the research and doctorate students support them to capture, interpret and disseminate their findings.

Phase one resulted in a challenging letter, written to the Office for Standards in Education, Children's Services and Skills (Ofsted), critiquing the incessant focus on high stakes exams that inspections incentivise and offering solutions.

Phase two, led by a different group of young people and presented by Educational Psychology doctorate student, Jaspar Khawaja, incorporated questionnaire and focus group data around the impact of schooling on the shaping of identity and mental health, alongside the extent to which it supports personal development and readiness for life post education. Read more about his findings here.

What has emerged are a complex set of themes that demonstrate the profound impact of the education system on young peoples' sense of identity, mental health, wellbeing and preparedness for life.

Throughout our research, young people have consistently reported feeling de-individualised, stressed and pressured to maintain an identity that does not value their personal strengths or individual needs. They have been telling us that something is wrong.

The student innovators working with States of Mind believe that the mental health and wellbeing of young people should be a key indicator of the efficacy of the education system itself. These essential measures are not considered and, by implication, deemed low priority to Ofsted or the Department for Education. Young people have never been asked if they feel Ofsted's measurements of schooling are valid, or if they perceive their chosen success criteria expedites education that meets their needs.

The next phase of our work builds on our earlier work. Phase three will enable a group of students from two London colleges, working throughout the school year, to research the current Ofsted inspection framework, explore its impact on the education provision they receive. Using a Participatory Action Research approach, the aim is to reimagine an education inspection framework that places young people at the centre.

Fascinating questions arise such as:
'If young people were to evaluate the education that ostensibly supports them, what would they measure and how?' 'What might young people perceive to be appropriate "success criteria" for an education inspection?' 'Given that "what is treasured, is measured", what values and beliefs will underpin a student-led education inspection?"

Our previous work has shown that young people possess profound insights into how the system can be adapted to better meet their needs. This project will draw on young people's lived experience and empower them to create change.

Participants will formulate research questions and gather data from a range of stakeholders which might include young people, teachers, parents, professionals and Ofsted inspectors. IOE doctorate students, alongside the States of Mind team will support the young people in developing research skills in regards to collating and evaluating their findings. They will work together to formulate the values underpinning a new inspection framework, alongside measurements of success. Later in the academic year, the young people will implement their alternative education inspection framework and reflect upon the process.

38 students applied and 12 students have been chosen to lead the project. The project will adopt a dynamic and innovative approach to solving a complex issue that demands alternatives be considered. It brings together students and researchers, two worlds that rarely cooperate in traditional academic study. Young people are often viewed as experimental subjects; here, they are active participants in all aspects of research that directly affects their experience.

The research findings and insights gained from implementing the new framework will be presented at a public event in July, hosted by the IOE. We welcome schools, psychologists and anybody interested in educational reform to attend. To express your interest, join our mailing list here for termly updates and news on the project . Stay tuned for announcements about the event and how to register.

We are looking forward to co-developing something new, valuable and inspiring, with the potential to challenge the taken-for-granted values underpinning our education system. We'll be sharing the journey with you as it unfolds.
Stay tuned on the blog, and on our Instagram and Twitter.

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We're excited to announce our new project! States of Mind are supporting young people to design an alternative inspection framework for schools. Here, we share why we are doing this, and how we'll be going about it. Over the last few years, we have been working alongside young people in educational contexts to develop an understanding of the issues affecting their wellbeing.

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School as Family: Education aligned with healthy child development. | Sue Roffey | TEDxNorwichED

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Rationale, theory and evidence. Article 12 of the United Nations Convention on the Rights of the Child(UNCRC) sets out the right of children and young people to express an opinion and to have that opinion taken into account on any matter that affects them. Agency incorporates one of the determinants of well-being – self-determination. Self-determination theory, initiated by Ryan and Deci (2000), is a theory of motivation concerned with supporting our natural or intrinsic tendencies to behave in effective and healthy ways. This principle refers to the amount of control someone has over actions and decision-making.

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Rationale, theory and evidence. Article 12 of the United Nations Convention on the Rights of the Child(UNCRC) sets out the right of children and young people to express an opinion and to have that opinion taken into account on any matter that affects them. Agency incorporates one of the determinants of well-being – self-determination. Self-determination theory, initiated by Ryan and Deci (2000), is a theory of motivation concerned with supporting our natural or intrinsic tendencies to behave in effective and healthy ways. This principle refers to the amount of control someone has over actions and decision-making.

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Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

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Online Training - Greg Santucci and Kelly Mahler 27th May

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Online Training - Greg Santucci and Kelly Mahler 27th May

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Co-Regulation & Sensory Safety: The Foundation of Successful Participation

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Norfolk Steps is located with the Learning and Inclusion Team and works closely with other services to champion inclusion.

Norfolk Steps has two core training programmes; 'Step On' and 'Step Up' and an 'In-service' tutor training programme. It has consultancy capability to respond to individual and urgent need. The Norfolk Steps team are experienced practitioners who come from a range of backgrounds in education and social care.

Step On is a 6-hour course which provides foundation knowledge in understanding and responding to behaviour within educational establishments and other settings and organisations. This programme also provides guidance and practical advice to develop an understanding of the safe and effective use of everyday physical interventions. The Step On programme is designed to be delivered to all staff within a setting or organisation. This programme is refreshed bi-annually.

Step Up focuses on the safe and effective use of restrictive positive behaviour and is provided to core staff within services who have completed Step On training. Step Up advice and training is bespoke and is based on audited need to respond to foreseeable risk of, or actual, harmful behaviours. Step Up is refreshed annually if the audit of need remains.

Step On 'Catch Up' is a centrally delivered 6-hour Step On training course which is aimed at service users who have not been able to take part in their whole-service Step On training.

Steps In-service Tutor training. For services who wish to build capacity and have the in-house expertise to deliver the core Norfolk Steps programmes to their own staff, we offer Step On In-service Tutor training and Step Up In-service Tutor training. This extensive course equips tutors with the skills and expertise to embed the Steps approaches and philosophy within the culture of their setting or organisation. This programme is refreshed annually.

Consultation and support are available to schools and organisations. The team are able to assist with behaviour support planning, risk reduction strategies and reviewing policy around behaviour. The team are also able to deliver b espoke training to support staff roles in particular contexts in schools and services, can also be devised and delivered.

Additionally the team has in place a family support service level agreement with Norfolk's social work teams which allows Norfolk Steps to support parents in their own home where the behaviours of their child is particularly challenging.

To view and book training please click here.

Alternatively please do contact the team, diane.leamon@norfolk.gov.uk (business support officer 01603 303340) and/or hilary.anderson@norfolk.gov.uk (Norfolk Steps manager 01603 303305).

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Norfolk Steps is located with the Learning and Inclusion Team and works closely with other services to champion inclusion. Norfolk Steps has two core training programmes; 'Step On' and 'Step Up' and an 'In-service' tutor training programme. It has consultancy capability to respond to individual and urgent need.

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The STEP-UP Approach - NSM Training & Consultancy

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The STEP-UP Approach is a comprehensive scheme to support schools to achieve effective behaviour management through a simple step-by-step approach.

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Front. Educ., 25 July 2019 | https://doi.org/10.3389/feduc.2019.00075

Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report

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Evidence Base? Copy and Paste; Can we not be the one LA that gets with the real evidence base

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Evidence Base? Copy and Paste; Can we not be the one LA that gets with the real evidence base

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ICARS have sent a complaint to the BBC regarding the  the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint

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ICARS (Int. Coal. Against Restraint and Seclusion)

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ICARS have sent a complaint to the BBC regarding the  the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint https://t.co/zc2oTpp3QG

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ICARS (Int. Coal. Against Restraint and Seclusion)

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ICARS (Int. Coal. Against Restraint and Seclusion)

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ICARS have sent a complaint to the BBC regarding the the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint pic.twitter.com/zc2oTpp3QG
— ICARS (Int. Coal. Against Restraint and Seclusion) (@ICARSBanRandS) October 12, 2021

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ICARS have sent a complaint to the BBC regarding the  the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint https://t.co/zc2oTpp3QG

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ICARS (Int. Coal. Against Restraint and Seclusion)

# data[].attributes.attachment_link.metadata.attachment_props.original_text
ICARS have sent a complaint to the BBC regarding the  the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint https://t.co/zc2oTpp3QG

# data[].attributes.attachment_link.metadata.attachment_props.text
ICARS have sent a complaint to the BBC regarding the  the BBC2 Documentary "Don't Exclude Me" broadcast on October 7th 2021 @ 9pm. We stand with other members of the community who have lodge their own complaints. View in the images posted below. #Dontexcludeme #Againstrestraint

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ICARS (Int. Coal. Against Restraint and Seclusion)

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what about the Child/ Young persons inner world/ Voice?

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what about the Child/ Young persons inner world/ Voice?

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https://youtu.be/cb80Dn4GnEk

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Children with special needs being forcibly restrained in UK schools

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EQUALITY Impact Risk Assessment - Evidence Base

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EQUALITY Impact Risk Assessment - Evidence Base

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What Equality Impact Assessments are

An EIA is about service improvement. It's a kind of risk assessment focused on:

It's a way of considering a policy, service or process in terms of how it might impact differently on different groups protected in law (the Equality Act 2010).

We use EIAs to find and remove barriers in services which might stop people knowing about the service, using it, and getting the best from it.

EIAs also help us to open services up to new groups and make services better. They also help us get services right first time, saving money and time.

What this means for you

You may be asked to lead on or take part in an EIA. You may already be working on actions identified from an EIA.

Information you collect in equalities monitoring and consultation will be used in EIAs.

EIAs also assess potential impacts on staff when there are changes to a service.

Case study

An assessment of the council's Tenancy Agreement found that it was quite complicated for some of our more vulnerable tenants - for example those with learning difficulties or disabilities.

The Housing Team worked with colleagues in Housing Options and with Speak Out (local advocacy project in the city for adults with learning disabilities).

They developed an Easy Read guidance version. Easy Read uses pictures with text, simple language wherever possible. It also explains the meaning of 'jargon' words.

The result was that service users find it a useful tool to guide them through the complexities of the tenancy agreement. Also staff feel more confident when explaining the agreement to tenants with learning difficulties.

How to plan your equality impact assessment

Start planning early

Link the EIA to a service review if possible, and allow time for consultation.

Tell the Communities and Equality team that you are doing an EIA.

Remember to be proportionate

That is, focus on the parts of the service that have most impact on people. Also consider which groups are most likely to face the biggest impacts. Focus your efforts on these areas.

Ask for support

Work with other people and contact the Communities and Equality Team. They can help you get started, give information and advice, and feedback on your EIA as it develops.

Look at other examples

There are good examples across the council which will help you. Start by looking at other EIAs in your directorate.

Work with a team

One person should lead on the EIA, but other people can provide information and check your findings. They can offer a range of views and quality-check.

Plan consultation and communication

This takes time but the views of the staff and service-users involved in the service are critical to shaping the EIA.

How to complete an equality impact assessment

Be clear about what you're assessing

Is it the whole service? Projects within a service? A group of related policies?

Collect data and consultation results and consider what it tells you

Are there differences between the ways different groups use the service?

Does everyone benefit from the service equally?

Do you have a wide variety of staff or volunteers?

Identify actual and possible impacts on all groups protected in law

How might the changes affect different service-users or staff in different ways?

Are there gaps in your knowledge or data? How will you fill them?

Action plan to increase access and opportunities

How could you reduce negative impacts and remove barriers?

How can you increase access to your service for all groups and make the service better? Who else could help with this?

Monitor and evaluate progress

What's improving as a result of your actions?

What isn't working - how could you make it work? What new issues are emerging?

You must review your EIA regularly and use it as part of your service review.

Where to go for help

There is a template to structure your EIA. This includes guidance and information on the Equality Act. Download the template from the Wave, or contact the team.

The Communities and Equality Team keep a record of all the EIAs done and planned across the council - the EIA timetable.

We report on this regularly to senior managers and the Executive leadership Team (ELT).

We also:

provide training on doing EIAs

offer support or ideas on EIAs you are working on

publish completed EIAs online

Communities and Equality Team:

You can also find the team's EIA page on the Wave, in the 'Supporting You' section.

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An EIA is about service improvement. It's a kind of risk assessment focused on: It's a way of considering a policy, service or process in terms of how it might impact differently on different groups protected in law (the Equality Act 2010).

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PBS does NOT have an evidence base. Shut down/compliance is a trauma response - compliant is indicateur for risk for future abuse. There is an evidence base to show Self Harm / Suicidal is associated with PBS/ ABA. How many self-harmers / completes in Bucks have experienced restraint or PBS??

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PBS does NOT have an evidence base. Shut down/compliance is a trauma response - compliant is indicateur for risk for future abuse. There is an evidence base to show Self Harm / Suicidal is associated with PBS/ ABA. How many self-harmers / completes in Bucks have experienced restraint or PBS??

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https://www.youtube.com/watch?v=Jw5SuhyvFaU

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Tizard seminar: Transforming Care, Mental Health Act reform and Positive Behaviour Support

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Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this.

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SHORTS: About research - " am I really helping people- what did I get into this job to do?

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SHORTS: About research - " am I really helping people- what did I get into this job to do?

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https://youtu.be/Niy6f-jiAqc

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Clip: Turning the tables on empathy, rigid thinking, communication in autism w/ Dr. Fletcher-Watson

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https://youtu.be/-dCZdznwApg

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Rabbi Ruti Regan on the Concept of Behavior as Communication

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Alfie Kohn on Problems that Arise When We Only Focus on Observable Behavior

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Alfie Kohn Discusses Self-Determination Theory

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Autistic Self Advocacy Network looks at the ethical concerns of behaviourist interventions such as ABA PBS in their paper

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Autistic Self Advocacy Network looks at the ethical concerns of behaviourist interventions such as ABA PBS in their paper

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https://autisticadvocacy.org/policy/briefs/intervention-ethics/

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For Whose Benefit?: Evidence, Ethics, and Effectiveness of Autism Interventions

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There are many therapies for autism, along with a significant amount of funding for research, development, and implementation of these therapies. However, it often remains unclear whether these therapies actually help autistic people. Autistic people rarely have a voice in creating and shaping these

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Stock photo

Many schools are not looking closely at whether the children disproportionately affected are from ethnic minority communities or have disabilities, according to the Equality and Human Rights Commission

The use of restraint in schools should be monitored, recorded and analysed with the same rigour as exclusions, according to a new report from the Equality and Human Rights Commission (EHRC).

The unequivocal set of recommendations in today's report vindicates the dogged work of parent campaigners who have worked for years to raise serious concerns about the use of restraint and seclusion in schools.

It lays bare just how bad the situation is. Many schools are attempting to monitor the use of restraint - force used on pupils by staff members - but some are not; schools are confused about whether or not they should tell parents or carers what they are doing in terms of restraint and seclusion; and children are getting hurt physically as well as scarred emotionally.

There is little or no information available from the poor data collection carried out so far about whether children from ethnic minority backgrounds or with disabilities are disproportionately affected. It even raised the concern that the use of restraint and seclusion in schools could form a human rights violation.

The EHRC conducted this inquiry because it had received frequent reports from parents, many with disabled children, about the alleged misuse of these techniques in schools.

Restraint is defined in the report as physical, mechanical and chemical forms of control, coercion and forced isolation - practices which are also known as 'restrictive interventions'. It is used as a form of behaviour management.

The EHRC's report follows an inquiry into restraint in Scottish schools in 2018, by the Children and Young People's Commissioner Scotland (CYPCS), which painted a similarly worrying picture. The EHRC in Scotland then worked with the CYPCS to improve monitoring of restraint in Scotland and produce better guidance. A research study on restraint from the Challenging Behaviour Foundation (CBF) and the Positive and Active Behaviour Support Scotland (PABSS) collected case studies about inappropriate restraint in schools from across the UK. The evidence drew on the experience of the parents of disabled children, with 700 children experiencing injuries and trauma in a number of settings.

The EHRC carried out its own survey of schools for this report. It found that, while 90% of schools had some form of policy, fewer analysed the results and nearly one-third did not analyse the use of restraint at all. Many of the schools surveyed wanted better guidance on how to avoid using restraint and seclusion and on dealing with behaviour they found challenging. Nearly one-fifth did not record their use of seclusion, with a smaller number not recording any uses mechanical and chemical restraint.

Because of the lack of any national guidance on restraint and seclusion, many schools did not look in detail at whether the children affected had what are called 'protected characteristics' - such as their race or a disability. As the report said: "The least likely protected characteristic to be recorded was race. Evidence from other sectors (with mandatory recording systems) has highlighted disproportionate use of restraint on people from ethnic minorities. The lack of data in schools makes it difficult for schools to identify if there is a problem."

The report recommends that, just as data is published on school exclusions, there must be a new mandatory requirement for schools in England and Wales to monitor and record the use of restraint and for local authorities to have a restraint policy. Parents must be informed in almost all circumstances; there needs to be national training standards; and restraint data should be analysed to see, in particular, if some groups are disproportionately affected.

The EHRC has said that the lack of data and guidance means that schools do not understand how and why they are using restraint, and that watchdogs are therefore unable to assess school performance around its use.

"Carefully managing and monitoring the restraint of children is something we should all care about," said Baroness Kishwer Falkner, chair of the EHRC. "While the use of restraint can sometimes be necessary, to protect both children and staff, it must only ever be used as a last resort and conducted in the safest possible way... a lack of clear guidance on what to record has led to inconsistency and uncertainty for schools and a lack of transparency for parents and carers about why, where, when and how often children are being restrained while at school."

So what happens now? The report's publication has been delayed considerably, with some advocates saying privately that this is partly because key voices within the Department for Education have argued strenuously against guidance on restraint and seclusion in schools, saying that it is a bureaucratic burden on senior management.

But without monitoring it is impossible to see whether children from diverse backgrounds are affected by issues such as their race and disability - and whether they are, in fact, being targeted and traumatised and set up for a journey of harm through their childhoods.

We know that both groups are more likely to be excluded from mainstream schools and end up in 'pupil referral units'. But, what if the harm started earlier in school but was not picked up because it was not monitored?

In addition, there are a number of profit-making companies providing lucrative training on restraint and seclusion in schools without any transparency on the kinds of training provided and whether it is appropriate for young children.

The Government should accept the EHRC's recommendations - for the sake of the next generation of children who should be protected from harm in schools, rather than be re-traumatised by teaching staff who are poorly trained and whose actions are not sufficiently accountable to parents.

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'Schools Do Not Understand Why they are Using Restraint on Vulnerable Pupils' Finds New Report - Byline Times

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The use of restraint in schools should be monitored, recorded and analysed with the same rigour as exclusions, according to a new report from the Equality and Human Rights Commission (EHRC). The unequivocal set of recommendations in today's report vindicates the dogged work of parent campaigners who have worked for years to raise serious concerns about the use of restraint and seclusion in schools.

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The Effects of Behavior-Based Models on Neurodevelopment and Learning with Alfie Kohn & Prof. Torres

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Ableism in Speech and Language Therapy | AutisticSLT

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Learn why Social Skills Training / ABA harms autistic children, why fixing behaviours is wrong, why assessments are filled with stigmatising language, and why SLTs need to recognise neurodivergence as much as ethnicity, gender and race.

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Paperwork and CPS Materials

Here are the instruments and resources to help you identify lagging skills and unsolved problems and solve problems collaboratively and proactively. If you're new to the website or the model, you may want to take the Walking Tour for Parents or Educators before jumping in.

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Services 2 — Collaborative & Proactive Solutions

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Here are the instruments and resources to help you identify lagging skills and unsolved problems and solve problems collaboratively and proactively. If you’re new to the website or the model, you may want to take the Walking Tour for Parents or Educators before jumping in.

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There are many factors that have contributed to an over-reliance on restraint and seclusion procedures in schools. There's no question that many students are unavailable for learning, are not medically or behaviorally stable, and respond to frustration in ways that can be scary and unsafe.

But there are other factors that have little to do with characteristics of the kids. For example, much of the training that school staff receive to help them prevent crises are actually primarily focused on managing crises. Staff have also been led to believe that such training helps keep them and their students safer, when there are actually no data supporting this claim. And many staff are still viewing challenging behavior through old, inaccurate lenses and still relying on traditional behavior management procedures, which can actually precipitate challenging episodes.

The free resources on this website are aimed at helping you reduce your reliance on restraint and seclusion, with the ultimate goal of complete elimination of these practices (an idea that isn't as far-fetched as it might seem). It's time to recognize these practices for what they are: obsolete, counterproductive, and unnecessary. The resources are organized in the three sections below to help you change your lenses, timing, and practices. Welcome!

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There are many factors that have contributed to an over-reliance on restraint and seclusion procedures in schools. There's no question that many students are unavailable for learning, are not medically or behaviorally stable, and respond to frustration in ways that can be scary and unsafe.

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Alliance Against Seclusion and Restraint

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Moving from Crisis Management to True Crisis Prevention: New Lenses, New Timing, and New Practices

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Physical restraint and seclusion are outdated crisis management techniques.

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It's just a lazy off the shelf soup - that Will be making someone a fortune - takes 3 years to "embed" - says Angela Wadham.

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It's just a lazy off the shelf soup - that Will be making someone a fortune - takes 3 years to "embed" - says Angela Wadham.

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Supplementary Evidence (download as PDF)

1. PBS is a brand of ABA

2. PBS does not support human rights

3. PBS is not supported by quality evidence

4. The extent to which PBS is not supported is widespread

5. Harms and risks of behaviourist interventions

PBS is a brand of ABA

1. Positive Behaviour Support and Applied Behaviour Analysis (Johnston et al 2006)
Paper published in ABA International journal about the relationship of ABA and PBS.

2. Positive Behavioural Suppport and Applied Behavior Analysis: A Familial Alliance (2008)
"Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction."

3. UK Society for Behaviour Analysis - About Behaviour Analysis
Scroll to the bottom of the page where it confirms PBS is based on behaviour analysis and that "it should be overseen by a qualified Behaviour Analyst."

4. PBS Academy UK competency framework (2015)
Page 7 sets out the PBS framework. Point 5 "Primary use of principles and procedures from behaviour analysis", point 6 "The secondary use of other complementary, evidence-based approaches to support behaviour change".

5. BiLD Introduction to PBS video (at 4:45 mins)

6. Autism, ABA and PBS some questions (2017)
Article looking at the relationship between ABA and PBS.

PBS does not support human rights

1. Care Quality Commission review of PBS plans in "Out of Sight - Who Cares?" report (Oct 2020)
Findings included PBS plans omitting diagnosis and inadequate consideration of sensory needs.

British Institute of Human Rights noted dignity concerns with PBS plans as "people were seen not as individuals but as a condition or a collection of negative behaviours"

2. Ethical Concerns with ABA for Autism, Kennedy Institute of Ethics Journal 2020

Written by a philosopher and ethicist this paper concludes that "ABA manifests systematic violations of the fundamental tenets of bioethics. Moreover, the supposed benefits of the treatment not only fail to mitigate these violations, but often exacerbate them. Warnings of the perils of ABA are not original to us - autism advocates have been ringing this bell for some years. However, their pleas have been largely unheeded...Specifically, we will argue that employing ABA violates the principles of justice and nonmaleficence and, most critically, infringes on the autonomy of children and (when pushed aggressively) of parents as well."ABA lacks social validity

3. Flagship Journal of ABA was reviewed over 50 years (Pritchett et al 2020) and findings concluded that ABA is not used collaboratively, contributes to oppressive and commodified structures, lacks informed consent, addresses problems that were rarely initiated/voiced by community and there was little indication of improved lives of the "person at the centre".

4. United Nations Human Rights Special Rapporteurs (2015)

"In many countries, autistic persons lack access to services which would support, on an equal basis with others, their right to health, education, employment, and living in the community. When available, services are too often far from human rights friendly or evidence-based....

Autistic persons are particularly exposed to professional approaches and medical practices which are unacceptable from a human rights point of view. Such practices - justified many times as treatment or protection measures - violate their basic rights, undermine their dignity, and go against scientific evidence...

Autistics persons should be recognized as the main experts on autism and on their own needs, and funding should be allocated to peer-support projects run by and for autistic persons.."

5. How behaviourism fails when it comes to understanding behaviours

An autistic human rights campaigner shares her experience of behavioural analysis and support, highlighting how stressed autistic behaviours were inappropriately viewed and treated and led to long term restraint and seclusion.

In one of ten videos linked to the National Autistic Taskforce's Independent Guide to Quality Care for Autistic People we see another example of how behaviours were inappropriately viewed leading to restraint and seclusion.

6. Autonomously Autistic: Exposing the Locus of Autistic Pathology (2018)
Paper discussing how ABA goes against rights, such as autonomy and agency.

7. Distorting Psychology at the Expense of Joy (2018)
Human Rights violations against autistic people via ABA.

8. Scottish Human Rights Commission
Human Rights Based Approaches: "Everyone has the right to participate in decisions which affect them. Participation must be active, accessible and meaningful"
[PBS was developed and is being endorsed without meaningful say by disabled people. PBS is routinely used on disabled people without consent and without values that reflect those of the "person at the centre".]

9. The Misbehaviour of Behaviourists (Dawson 2004)
Extensive paper about "Ethical Challenges to the Autism-ABA Industry"

10. Review of 2020 ABA textbook (900 pages, known as the "white bible")
Concerns include omission of discussion of ethics, consent, human rights, risks/harms, and protecting autonomy and promotes harmful practices discussed such as ignoring a person in distress, putting children in aversive situations, removing favourite things for noncompliance.

11. PBS Values and quality of life - BiLD online training course 2020
These reflect those of typical society and those around the person, rather than the goals of those of the "person at the centre"

The PBS training on Values creates harmful mindsets, power imbalances and fuels ableist and "saviour" mentalities. Extracts from the BiLD PBS training course (prerequisite for its accredited courses):

PBS normative approach targets behaviours that look odd and devalues normal autistic behaviours, such as stimming or other ways of self regulation, often treating autonomic brain responses e.g. behaviours from fight/flight, trauma or dysregulation, as purposeful and learned.

Such stress responses can manifest in external challenging behaviour, or can be contained as the individual becomes passive and disassociates. A focus on unwanted external behaviour is flawed and goes against development of regulation, current understanding of autism, neuroscience and child development.

The Challenging Behaviour Foundation guidance on PBS reinforces the idea that behaviours are learned/purposeful. "in general, many cases of challenging behaviour appear to be effective ways for a person with learning disability to control what is going on around them. This may reflect their lack of more usual methods of control or making choices, such as communication skills or daily living skills."

The PBS Academy Competency Framework (2015) states the first step in PBS is to define a person by their external behaviours which is over simplistic and dehumanising:

"The PBS process begins with a systematic assessment of when, where, how and why an individual displays behaviour that challenges, a process known as functional assessment or functional analysis. The primary outcomes of this process are:

1. A clear description of the behaviours of concern (including classes or sequences of behaviour that occur together).

2. The identification of the events, times, and situations that predict when the behaviour will and will not occur across the person's full range of typical daily routines.

3. Identification of the consequences that maintain the behaviour (that is, the purposes or functions that the behaviour appears to serve for the person)

4. The development of one or more summary statements or hypotheses that describe specific behaviours, the situations in which it occurs, and the consequences that may maintain it.

5. The collection of direct observational data that support the summary statements that have been developed.

PBS is not supported by quality evidence

An investigation into Positive Behaviour Support and Quality of Life (2019)

Systematic review "Although the Challenging Behaviour Foundation (2019) attest to their being "strong evidence that PBS is effective in producing positive outcomes, such as increasing the person's skills and positive life opportunities", this was not substantiated for adult service users in this review. The main output of this review for service users, their families, clinicians, services and policymakers, is that there is a lack of scientific knowledge on the extent to which PBS is effective for adult service users. This is consistent with the evidence review undertaken by NICE (2015) who did not explicate PBS in clinical guidance due to the scarcity of evidence."

Clinical outcomes of staff training in PBS to reduce challenging behaviour in adults with intellectual disability (March 2018)

"Staff training in PBS, as applied in this study, did not reduce challenging behaviour. Further research should tackle implementation issues and endeavour to identify other interventions that can reduce challenging behaviour."

Process evaluation of a randomised controlled trial of PBS-based staff training for challenging behaviour in adults with intellectual disability (Aug 2019)

"Therapists found it difficult to undertake all the elements of the intervention in routine care. Implementing a workforce training strategy is important to better define the active components of PBS, and resource implications if the intervention is no better than usual care". Can PBS be done with fidelity?

Clinical and cost effectiveness of staff training in the delivery of PBS for adults with intellectual disabilities, autism and challenging behaviour (April 2020)

"Results suggest lack of clinical effectiveness for PBS delivered by specialist ID clinical teams. Further evidence is needed from larger trials, and development of improved interventions."

Pervasive failure to disclose Conflict of Interest in ABA Autism Literature (2021)
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.676303/full

Addressing the wicked problem of behaviour in schools Armstrong (2019)

Review of PBS in schools in Australia, Canada, England, New Zealand and US concludes "Students with disabilities affecting their behavioural development or who have mental health difficulties (MH) frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. ... Evidence-based, initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support) are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage and discipline model by practitioners....Finally, this article advocates radical change in attitudes by teachers toward student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology."

US Dept of Defense 2020 Annual TRICARE Autism Report on ABA

This concluded (page 30) "there is no way to know if the relatively small change observed here is the result of ABA services, other services received, or if this simply a result of maturation.... This finding strongly suggests that the small changes noted are not related to ABA services"

Autistic People's Organisation A4A Ontario Summary ABA evidence 2020

The extent to which PBS is not supported is widespread

US National Council for Independent Living (2021) Resolution passed against all forms of ABA, considered to be abuse.

Critique of ABA and PBS: Labour Party Neurodiversity Manifesto Appendix (2018)

Autistic UK Does ABA therapy harm autistic people? (2018)

Autistic people should be listened to and autistic communities do not support ABA (2017)

Evidence that autistic people should be listened to and the extent to which autistic communities do not support ABA, including the Autistic Self Advocacy Network, the largest Autistic People's Organisation.

Therapist Neurodiversity Collective: organisation consisting of multidisciplinary therapists and educators:

Why the TNC does not support PBS
ABA goes against supporting neurodiversity
Why TNC do not support social skills training (with evidence)

"PBS, PBIS and Positive Reinforcement are all forms of ABA. Despite some industry changes in ABA and therapy models, ABA practices will always be based upon a foundation of compliance, coercion and behaviourist principles. It is impossible to practice ABA even gently or playfully, without attempting to control and manipulate a persons behaviour. The fundamental goal of ABA is compliance with the will of the person in position of authority. This is completely counter-intuitive to self advocacy, self-determination and upholding human rights and dignity".

Dr Damian Milton - ABA and The Autistic Community: Time to Listen

Webinar delivered in 2020 about the normative approaches of ABA PBS, nature of issues and alternatives.

New Jersey Autism Centre for Excellence

Has various resources and webinars discussing the issues of behaviourist approaches, how they are outdated and do not reflect current understanding of neuroscience and development, eg why positive reinforcement is not so positive, troubling questions about behaviourism

American Speech and Hearing Association article (2020)

Mentions harms of behavioural therapies and collaborative approaches with autistic people to support emotional regulation and energy levels.

Alliance Against Seclusion and Restraint (2019)

Hold panel discussions with other experts in neuroscience, child development and educational psychologists. Their 2019 paper on "The Problem with Behaviourism" sets out why it goes against current understanding and asks where is the evidence that it reduces restraint and seclusions?

Studio 3 Prof Andy McDonnell: The Recovering Behaviourist

Paper setting a journey from 1980s as an ABA user through the decades with lessons learned from supporting people with distress behaviours, including the problem of focusing on behaviours.

Polls of autistic people's views:

Bonello (2018) on ABA - "Generally speaking, I support ABA for autistic children?"

(n=3,431, agree 5%, disagree 52.5%, n/a or no answer 41.2%)

Memmott (2020) on PBS - "Should teams use PBS methods on autistic people?" (n=649, yes 7%, No 75%)

AutCollab international effort to ban autistic conversion therap/all forms of ABA

ABA in all its forms is considered autistic conversion therapy as it targets natural ways of being for not being typical or looking odd. This international collaboration includes a number of panel discussions about this.

Trauma informed care and intellectual disability 2021

Article in Learning Disability today raises issues of behaviourism

Physical and petition protest against the BiLD PBS International Conference 2021
https://www.change.org/p/hilton-worldwide-stop-pro-abuse-conference-at-doubletree-by-hilton-glasgow https://m.facebook.com/events/doubletree-by-hilton-glasgow-central/protest-the-bild-international-pbs-conference/553535232625187

Harms and Risks of behaviourist interventions

The National Autism Dividend report (2017)

An extensive review into autism interventions noted on page 93 "There are also concerns strongly expressed by some autistic people and their families and carers that some behavioural therapies (and this would include ABA and PBS) are unethical, trying to force people to adopt (or stop) certain behaviours, even when it causes considerable discomfort or even pain, and therefore can cause harm."

The psychological risks of behaviourist methods have not been looked at in ABA literature

Dawson & Fletcher Watson 2021 research paper, When Autism Researchers Disregards Harms, "Failures in addressing harms have proliferated across autism research...for reasons such as the embrace of low standard by journals, and the omnipresence of unchecked conflicts of interest. Disregard of harms has in turn wrongly been interpreted as evidence of no harms, with consequences rippling out to other areas (e.g. early detection and screening), distorting research and practice. Despite a large literature spanning decades, accumulated knowledge about potential or actual harms to autistics from interventions that may occupy many of their waking hours, for years, is negligible. Indeed, conflicts of interest entangled with low standards in research and practice would undermine future efforts to accurately capture harms via routinely collected data. Nothing justifies these multiple failures on the part of autism researchers.

We welcome the attention to harm. But this attention is as rare as it is terribly overdue. We are left with an influential literature lacking fair tests of the benefits versus harms of autism interventions that have been widely implemented for decades. Autism researchers should be deeply troubled by this comprehensive failure to apply fundamental standards. We must recognize, understand, take responsibility for, and reduce the unacceptable biases that have led to autistics being considered unharmable, such that anything can be done to them."

PBS focus on stress, trauma and regulation is inadequate

Functional assessments (avoidance, access to something, social attention, other (feels good) , Antecedents, Behaviours and Consequences (ABCs), documentation of immediate triggers etc are an oversimplification and reductionist approach to understanding autistic (and human) behaviour generally, going against what we understand about stress and neuroscience and what is needed for autistic learning and regulation.

Research showing clear links between role of the sensory environment and resulting anxiety and stress, especially for those with higher levels of autistic traits (behaviours).

This tweet about a PBS manual shows how the role of trauma (more common amongst autistic people) takes a back, rather than front seat:

April 2020 research paper looking at autism and trauma, concluded that autistic people are more likely to have PTSD from traumatic life events and noted few service providers consider this.

Autistic people are more likely to be victims of traumatic events, due to treatment by others in society. Targeting the victim for their behaviours is the wrong target.

Need to move beyond "trauma-informed" approaches to "trauma-focused" ( FULD 2018). Too many are applying behaviourist interventions before understanding mental health co-occuring conditions.

"Mounting evidence for stress and trauma as a risk factor for comorbidity and the worsening of core ASD symptoms may intimate a shift in the way clinical social workers and other clinical practitioners conceptualize and approach work with this population to include trauma-focused assessment strategies and clinical interventions".

Study suggesting behaviour therapies may lead to an increase in trauma/PTSD symptoms ( kupferstein 2018) and response to the ABA field who dismissed the study ( Chown et al 2019)

Using Functional Analysis (ABA) to treat Self-injurious behaviours is unethical and beyond scope (Scheldy 2019)

Masking/camouflaging costs to mental health

Behavioural interventions reward/reinforce individuals to act in ways that are considered culturally more appropriate, including how stress is manifested, repetitive and stereotypical behaviours, engaging in activities mainstream society values. There are significant costs to mental health from camouflaging/masking and not being accepted for natural ways of being:

Cassidy, Baron-Cohen et al 2018 research concluded "camouflaging and unmet support needs appear to be risk markers for suicidality unique to ASC"

2021 research paper on poor mental health outcomes and burnout from living in authentic lives, including links between masking and suicide

2021 Journal American Medical Association Article discussing problem of autistic individuals masking to conform with societal expectations, "....Quantitative and qualitative research studies show that such camouflaging is exhausting and is associated with poor mental health, including suicidal thoughts and behavior. This has important implications for many interventions" with a "risk of exacerbating a disconnect between the true self and performing self, potentially increasing anxiety and decreasing self-esteem."

ADR: Anti-Ableism 101 Facebook group (1,800 members)

A basics/beginner Facebook group set up in the last year to learn about the harms that ABA can cause clients, particularly autistics. This group educates about anti-ableism, pro-neurodiversity, autistic experiences and voices.

McGill & Robinson research 2018 into Experiences of Applied Behaviour Analysis - emerging themes :'removal of autistic self', 'increased vulnerability', 'missed empathic response' and 'autistic led alternatives', a clear antithesis between ABA practices and perceived wellbeing in comparison to experienced quality of life. "

Autistic Science Person - why ABA is harmful to autistic people.

Dr Beurkens podcast, US (2020)

"The serious problem with behavior management approaches". Interview wiith OT expert in neurologically supportive approaches. Discuss "how many approaches used for challenging behaviours are outdated, not supported by current research, and there are many adults on the autism spectrum and with related kinds of issues who have started to speak out about the trauma they experienced during these kinds of therapies when they were kids. Unfortunately, these types of approaches continue to be recommended in schools, in some therapy settings, and at home"

As set out in A (6) above, the values in PBS training are normative and create unhealthy mindsets.

A 2019 thesis review of ABA research showed the existence of oppression violence within ABA research articles reviewed in one month of the Journal of ABA, and that autistic people resisting ABA highlights agency and dignity.

Behaviour analysis links to gay conversion therapy

Disturbing behaviours: Ole Lovaas and the queer history of autism science (2018)

Treating autism as a problem the connection between gay conversion therapy and ABA (2018)

The main behind ex-gay conversion therapy started out trying to make autistic children "normal" (2021)

Building a person legal and clinical personhood for autistic and trans childrenin Ontario (2020)

LGBTQ+ conversion therapy and applied behavior analysis: A call to action (2021)

Societal changes and expression of concern (2020)

Autistic Conversion Therapy (2016)

How ABA methods go against autistic learning

The problem with PECS (ABA communication tool)

Hyperlexia: a systematic review, neurocognitive modeling and outcome (2017) - why many assumptions about autistic learning are not supported by current understanding.

Should we change methods and targets of early intervention in autism in favour of a strengths based education? (Mottron 2017) how ABA methods have been called into question in the last decade due to poor standards, and evolution of ethical and societal standards, illustrating various areas where assumptions ABA makes about autistic learning are not supported.

Perceptual learning in autism: overspecificity and possible remedies (Oct 2015) repetition of information ( a key feature of ABA) hinders ability to apply learning to new situations.

Learning in autism (Section 2.38.5) sets out history and incorrect assumption what lead behaviour analysts to believe ABA methods are a good way of learning for autistic people, inconsistent with more up to date research

Alfie Kohn - child development expert speaks out against the use of reinforcements ( punished by rewards) and behaviourism and autism.

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September 2021 Supplementary Evidence (download as PDF) PBS is a brand of ABA PBS does not support human rights PBS is not supported by quality evidence The extent to which PBS is not supported is widespread Harms and risks of behaviourist interventions PBS is a brand of ABA Positive Behaviour Support and Applied Behaviour Analysis...

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We are experiencing issues with the postcode lookup across the website. We are working to resolve this as quickly as possible. You can still use the "go to local information" link. We apologise for any inconvenience this may cause.

Introduction

Background

The Workforce Equalities Profile 2021-2022 explores the workforce profile of council departments (excluding schools) at Buckinghamshire Council (BC) over the past year to demonstrate our compliance to the Public Sector Equality Duty (Equality Act, 2010), and also compares this to the data contained in our previous years' Workforce Equalities Profile (2020-2021) [PDF, 4 MB]

The Equality Duty requires public bodies to publish information which demonstrates our due regard to:

eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010

advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it

foster good relations between persons who share a relevant protected characteristic and persons who do not share it

Equalities policy

In April 2020, as we launched the Buckinghamshire Council, we adopted our Equalities Policy 2020-2023 and published the following equalities objectives which support the Council's strategic priorities (as identified in our corporate plan):

develop, commission, and deliver inclusive and responsive services

foster strong relationships within our communities so everyone feels safe, supported to live independently, and residents are encouraged to get involved in improving local services

develop and support a highly skilled workforce who are collaborative and ambitious in the work they do, whilst valuing diverse perspectives

ensure leadership and organisational commitment to equalities

This year we have demonstrated our maintained commitment to Equality, Diversity and Inclusion (EDI) with our EDI steering group and four staff networks delivering multiple actions as highlighted in our framework to embed EDI within the culture of the council.

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Workforce equalities profile 2021 to 2022

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We are experiencing issues with the postcode lookup across the website. We are working to resolve this as quickly as possible. You can still use the "go to local information" link. We apologise for any inconvenience this may cause.

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Recipe for Masking and snowballing frustration- Abliest 

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Recipe for Masking and snowballing frustration- Abliest 

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https://earlyyears.buckscc.gov.uk/training-and-qualifications/

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For MS Teams
By signing up to this course you are providing consent to the email address you provide at the point of booking to be shared with the trainer to contact you regarding this specific course only. Microsoft Teams joining instructions will be provided by email within 5 days for of the event start date.

Webinar training via MS Teams
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Reading material will be provided by email prior the main session.

Online Evaluation
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Certificate
After submitting an online evaluation you can download a personalised attendance certificate which will be available on your CPD online account. For any assistance email eycpd@buckinghamshire.gov.uk

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For MS Teams By signing up to this course you are providing consent to the email address you provide at the point of booking to be shared with the trainer to contact you regarding this specific course only. Microsoft Teams joining instructions will be provided by email within 5 days for of the event start date.