Written evidence submitted by Ambitious about Autism (SFC0074)

1         The overall picture on the support available and outcomes achieved for those with SEN

1.1      The opportunity: We can and should be ambitious about autism

• Autistic children want the same things as every child – family, a caring environment to live in, love, job and a fantastic education[i]. One of their greatest barriers is low expectations.
• While autism is only the fourth most common special need (SEN) in England, representing around 2.5% of all pupils in England in 2023/24, it is the largest primary need for EHC plans in England, with 31.1% of EHC plans in England being for a primary need of autism. This means that understanding the specific needs of autistic pupils, and improving mainstream capacity to cater to these needs, should be central to the government’s plans on SEN.

1.2      Early intervention – meeting needs early

• Autistic pupils experience the world differently to their peers and so may face challenges that their neurotypical classmates will not – for example feeling overwhelmed by the environment in a noisy classroom. But when autistic pupils’ needs are accurately assessed, and appropriate interventions are put in place early, they can make real progress. Which is why it is essential that schools have a good understanding of what autism is, how it can affect children, and what strategies are more effective in engaging them to enable them to thrive.
• In 2006 Ofsted concluded that pupils with even the most severe needs were able to make excellent progress in all types of setting[ii], and research shows that pupils who benefit from more effective teaching not only learn more, but live happier and healthier lives[iii][iv], with better outcomes[v].
• Experience, both in the UK and elsewhere in the world, suggests that early and intensive intervention is key to reducing both the severity and incidence of SEN[vi], as well as leading to better outcomes and greater cost effectiveness[vii].
• Autistic and other pupils with special educational needs and disabilities (SEND) describe reasonable adjustments to their needs such as being flexible around things like course load, access to safe spaces and uniforms, and ensuring teaching methods consider a range of learning styles and preferences[viii].
• Without this understanding, autistic pupils can feel adrift in classrooms that seem unpredictable and chaotic and can become confused by learning inputs that lack meaning to them. The stress and anxiety autistic pupils experience in poorly adapted environments can lead to distressed behaviour (often categorised as “behaviour that challenges”) [ix], either as a response to or an attempt to secure escape from an overwhelming environment.
• This can turn into a vicious cycle of anxiety and autistic burnout that can lead to lost learning, low attainment, and impact on young people’s ability to transition into work.
• Right now, research from the National Autistic Society showed that only a quarter of autistic pupils feel happy (26%) or included (24%) at school[x]. And three in four (74%) parents or carers of autistic children said their child’s school place does not meet their needs[xi].
• The Children’s Commissioner reports[xii]  that some schools are struggling to make reasonable adjustments for pupils with SEND and provide suitable learning environments to meet their additional needs.

1.3      Preventing lost learning

• There are many ways autistic pupils can experience lost learning, whether they are physically out of school (e.g. absence, suspension, or exclusion), or functionally excluded even when at school (e.g. off-site direction and internal isolation). Often, less severe forms of lost learning (e.g. absence) are a precursor to later exclusions; and less accountable forms of lost learning (e.g. managed moves) can be used as direct alternatives to accountable forms of exclusions. It is vital to look into the entire ‘exclusions continuum’ as a whole in order to prevent autistic pupils’ lost learning.
• According to research[xiii][xiv][xv][xvi], lost learning in children with SEND could be prevented by meeting their needs in school through reasonable adjustments to environments and learning experiences, by building strong relationships between teachers and pupils and parents,[xvii], as well as by building a sense of belonging[xviii].
• Lost learning is not inevitable. But our 2022 research found that 1 in 3 (36%) of autistic young people have been out of education when they would have liked to have been at school.[xix]
• According to official government statistics for state-funded primary and secondary schools, 30.8% of autistic pupils were persistently absent in the 2022/23 academic year (10% or more missed), and 5.1% were severely absent (50% or more missed). They are more likely to be absent than the average pupil in England (20.9% and 2.0%), but on par with the average pupils with SEN (33.0% and 5.7%). There is minimal variation across regions.
• According to the Education Policy Institute research on post-pandemic absences in England[xx], following the pandemic the gaps between vulnerable children and their peers has widened considerably.
• Also according to official government statistics for state-funded primary and secondary schools, 29.5% of pupils with SEN and an EHC plan were suspended in the 2022/23 academic year, and 0.3% were permanently excluded, compared to 24.4% and 0.4% of pupils with SEN and without an EHC plan. This is significantly higher than pupils without SEN (6.4% and 0.1%), and it varies considerably across regions, with 42.6% of pupils with SEN and an EHCP suspended in the South West and 14.2% suspended in Inner London. While there is no data breakdown for autistic pupils, we know autism is the largest primary need for EHCPs in England.
• Unfortunately, we know these numbers do not reflect the full picture, due to the many other informal and less accountable forms of lost learning.
• There is growing evidence[xxi] that both primary and secondary schools were increasingly “off-rolling” children, asking parents to remove the child rather than go though a formal exclusion process. 
• There are also reports[xxii] that in some strict academy trusts some pupils spend over 40 days of the year in internal isolation, with autistic children more likely be sent repeatedly; and reports that some schools are using inappropriate adaptations for students with behavioural needs, such as part-time timetables[xxiii][xxiv].
• Strong relationships between schools and families is also recognised as a crucial factor in preventing school exclusions, mitigating risks to ensure a young person stays and thrives in education[xxv]. However, research by the Autism Centre for Education and Research found that 84% of parents felt their child’s autism was not taken into account when decisions on exclusion were made. 85% of parents felt unsupported and 93% thought the exclusion could have been avoided.[xxvi]
• Parents talked about the difficulty of getting the right support in school and that receiving support often hinged on getting an Education Health and Care Plan (EHCP), with children missing education while support was put in place. [xxvii] We need to stop this risk of exclusion right from the start by getting it right for those pupils who currently feel the sharp end of the exclusion guidance. [xxviii]

1.4      Improving attainment

• Low attainment is disproportionately correlated with SEND, but this is not inevitable. Research from the Joseph Rowntree Foundation and from the Department of Education[xxix] demonstrates that low attainment may be reflective of inadequate support rather than severity of leaning need. Although some children with SEND need specialist resources and expertise, the majority simply need to be taught more effectively[xxx], with studies finding that pupils taught by a good teacher can learn a full grade level more than students with an ineffective teacher[xxxi];
• Furthermore, it seems that the inclusion of SEN pupils can lead to the development of teaching skills that benefit all children, particularly low attaining, non-SEN pupils – for example the sensitivity to individual learning needs and an ability to adapt and personalise the curriculum to a wide range of abilities[xxxii].
• There is a clear relationship between attainment, behaviour, and lost learning. Studies consistently demonstrate that improving attainment correlates with improving behaviour[xxxiii].
• Research also found stark negative relationship between being suspended and GCSE grades for secondary pupils[xxxiv], and between suspensions and exclusions in primary school and outcomes at Key Stage 4[xxxv], even when accounting for demographic characteristics, economic disadvantage, prior attainment and school characteristics.
• According to government statistics,48.8% of autistic pupils achieved a Level 2 in England and Maths by age 19, and 33.1% achieved a Level 3 by age 19. This is higher than the average pupil with SEN (42.9% and 29.9%), but still lower than the average pupils without SEN (84% and 62.8%).
• Autistic pupils, and other pupils with SEN, still attain less than disadvantaged pupils in general (60.2% and 40.1%), than pupils with FSM (Free School Meal) status (57% and 37.7%), and compared to pupils from the 25% most deprived areas (67.3% and 47.3%). Attainment amongst children with SEND has not improved since the introduction of landmark reforms in 2014[xxxvi].

1.5      Transitioning into employment

• In our survey of autistic young people and their parents and carers[xxxvii], over two thirds (71%) of those currently unemployed said they would like to be in work. We also know form our experience with our Employ Autism programme[xxxviii] how to support autistic people to enter and succeed in the workplace. We believe the solutions lie in creating an effective bridge from education into employment, as well as increasing support for autistic people in the workplace.
• Similar to education, inflexible hiring practices, non-inclusive workplace cultures, and lack of access to good quality careers advice, can create significant challenges for autistic young people entering the workplace. And even if they manage to secure employment, lack of understanding about differences in how autistic people process information and experience the workplace environment can impact on their ability to thrive in work.
• For example, they might need more time to process interview questions or find bright lights or noise overwhelming. Without simple adjustments autistic people can experience real difficulties carrying out their duties and succeeding at work. 
• This is not inevitable. According to government statistics, 48.1% of autistic pupils progressed into a sustained education destination, with is significantly higher than the average pupils with SEN (34.7%), and on par with the average pupil without SEN (46.7%). Yet, according to government statistics, only 17.5% of autistic pupils progressed into a sustained employment, which is significantly lower than the average pupil with SEN (26.5%) and the average pupils without SEN (28.8%).
• As a result, autistic people have one of the lowest employment rates of all disability groups at around 29%, compared with 53.3% of disabled people and 81.6% of non-disabled people[xxxix] [xl].
• Analysis from Pro Bono Economics shows that doubling this rate would generate benefits of up to £1.5 billion each year, far outweighing the cost of investing in supported employment pathways and making adaptations in the working environment[xli].

1.6      Families cost of living

• Exclusions can have a substantial impact on the parents and carers of affected pupils[xlii]. Some parents spoke of having to give up work, and therefore jeopardising their family’s financial security, in order to supervise their child while off school.
• Unsurprisingly, families with a disabled child, including those who are autistic, are twice as likely to live in poverty[xliii].
• A 2019 survey by Ambitious about Autism found that[xliv] a fifth (22%) of parents have had to give up their job as a result of school exclusions, and a fifth (20%) of parents have missed days from work.

1.7      Benefits to teachers and schools

• As previously stated, when autistic pupils’ needs are not accurately assessed, and appropriate interventions are not put in place early, the stress and anxiety autistic pupils experience can lead to distressed behaviour (often categorised as ‘behaviour that challenges’). Various research shows that these behaviours are a common factor behind teachers’ stress levels, well-being, and job satisfaction, impacting on their decision to stay, leave, or join the profession.
• In 2023, nine in ten teachers said that their SEND responsibilities have caused them to experience workplace stress in the last 12 months. They said the increased complexity of pupils’ needs, managing the behaviour of pupils with SEND, and the increased number of pupils with additional needs were the most common factors behind increased stress levels[xlv]
• The former government’s 2019 Recruitment and Retention Strategy[xlvi] identified high workload and stress as a key barrier to recruiting and retaining teachers, with those largely being caused by a lack of ‘positive school culture’, including ‘good’ pupils behaviour.
• In 2022, 37% of the teachers and school leaders who rated pupil behaviour as ‘poor’ were more likely than average to report considering leaving the profession in the next 12 months when compared to the 21% who reported behaviour as ‘good’[xlvii]
• At the same time, teachers have a key role in accurately assessing autistic pupils’ needs, and ensuring appropriate interventions are put in place early. Which is why, for their own benefit and for their benefit of autistic pupils’, teachers and school staff need to feel well equipped and prepared with the tools to prevent and manage challenging behavioural circumstances.
• The Department of Education 2023 research into the ‘Working lives of teachers and leaders’[xlviii]  indicated a feeling of lack of preparedness to handle poor pupil behaviour amongst early career teachers (ECT). Just over half (54%) of ECTs reported feeling well prepared for managing poor behaviour or disruptions in class. One in six (17%) felt badly prepared for this, with one in twenty (5%) saying they felt ‘very badly’ prepared.
• In 2022, 70% of the teachers surveyed who ‘always’ or ‘mostly’ felt supported to deal with disruptive behaviour were satisfied with their job ‘all’ or ‘most of the time’ compared with 27% of those who felt occasionally or never supported. Of those teachers and leaders who reported that they were considering leaving the profession in the next year those who reported ‘occasionally’ or ‘never’ being supported to deal with disruptive behaviour were more likely to be considering leaving compared to those who felt ‘always’ or ‘mostly’ supported (41% vs 20%).

2         Government action to create a sustainable SEN system and restore confidence

2.1      The situation: A self-fulfilling crisis

• Numerous recent independent reports conclude that the Children and Families Act is broadly the right legal framework for SEND, but that, collectively, we have failed to implement it effectively[xlix]. Overall, there is very little new about the crisis in the SEN system – and little mystery on what is needed to create a sustainable system and restore confidence.

• It was 54 years ago, with the implementation of the 1970 Education (Handicapped Children) Act, that conversations around the need to increase mainstream capacity on SEN started. The Act transferred responsibility from educating children with severe and complex disabilities from the Department of Health to the Department of Education. In response, Higher Education Institutions (HEIs) introduced significant, although mainly optional, SEN elements to their Initial Teacher Training (ITT) programmes[l]. However, in 1978, this approach was failing as Newly Qualified Teachers (NQTs) often reported feeling unprepared for their duties in relation to children with SEN. These concerns were picked up by Mary Warnock in her 1978 report which recognized that the integration of pupils with complex needs into the education system had placed significant demands on teachers and that increasing their knowledge base was of the utmost importance.
• For the following decades, the quality of SEN training at ITT which did exist tended to be determined by something of a postcode lottery, partly because of the lack of central direction from government.[li] With the introduction of the national curriculum in 1989, there was a shift away from a sustained focus on SEN in ITT programmes as HEI’s were tasked with spending more time on improving the subject knowledge of trainees.

• In 2022, the Audit Commission's report ‘Special Educational Needs—a mainstream issue’ highlighted a number of continuing challenges, including that ‘children who should be able to be taught in mainstream settings are sometimes turned away and too many staff feel ill equipped to meet the wide range of pupil needs in today’s classrooms’[lii]. Then over 20 years ago, the previous government’s SEN strategy[liii], asserted that: "Every teacher should expect to teach children with SEN ‐ and we must ensure that they are equipped with the skills to do so effectively.”

• Unfortunately, in 2006 the National Autistic Society reported that while teachers support inclusion in theory, in practice they increasingly believed it to be unworkable because of a lack of expertise and professional help[liv]. While there had been the development of 18 SEN modules which the TDA disseminated amongst ITT providers to deliver, these modules were not compulsory. In 2008, one survey found that the time given over to SEN in ITT courses at HEIs varied from just one afternoon to one week in total.[lv]

• When in 2014 the Children and Families Act started to be implemented, mainstream schools were still unprepared to respond to the needs of pupils with SEN, particularly autistic pupils. On top of that, the reforms replaced statements of SEND with education, health and care plans (EHCPs), which more emphasis on personal goals, clearly describe the support pupils will receive to meet those ambitions, and were extended to 16 to 25-year-olds. And these improved rights were not supported with the commensurate funding or strategy to build mainstream capacity.

• In 2015, the SEND Code of Practice stated that when it comes to improving practice and staff training, “Early years providers, schools and colleges are responsible for deciding what external support to seek and for setting their own priorities for the continuous professional development of their staff.[lvi]” The Carter Review (2015) also recommended that ITT should “introduce trainees to the most common issues they will encounter – for example, Autistic Spectrum Disorders, Severe Learning Difficulties and Dyslexia – and provide practical strategies for addressing these needs.”

• Yet, while the 2016 Framework[lvii] responded to these recommendations, the 2019 Framework[lviii] walked them back, stating in its own works that the new framework “deliberately does not detail approaches specific to particular additional needs”. The Government’s 2019 Teacher Recruitment and Retention Strategy made no mention of the significant need for SEND expertise in the workforce.

• Then again, the 2021-2026 Autism Strategy stated that one of its principle aims is to improve educational professionals’ understanding of autism. It says: “We want education settings to provide better and more inclusive support to autistic children and young people so that autistic people are better able to achieve their potential. We want more teachers and educational staff to understand the specific needs of their autistic pupils, ensuring that more school placements can be sustained.”[lix] And in 2022, the government’s SEND green paper admitted one more time that early years and mainstream schools were “ill-equipped” to identify and support pupil’s needs.

2.2      The way forward: Teacher and staff training

• According to a survey of more than 11,000 autistic people and their families, six in 10 autistic young people said the main thing that would make school better for them would be having a teacher who understood autism[lx].
• The National Autistic Society recently reported that only 39% of teachers had received more than half a day’s autism training. This fell to just 14% for secondary school teachers[lxi].
• In the APPGA’s Autism and Education in England report, fewer than five in 10 teachers said that they felt confident about supporting a child on the autism spectrum[lxii].
• Recent Ofsted research found that training on ‘Teaching students with SEND’ was top of teachers list of priorities for CPD.
• The ONS[lxiii] has also undertaken qualitative research on the educational experiences, preferences and needs of young people with special educational needs and disabilities (SEND) between the ages of 11 and 16 years. Among the main points from the research, the ONS found that: Participants felt that schools could be more responsive to young people’s needs through providing more training to help staff identify needs and understand how best to meet them; ensuring support plans were appropriate, up to date and adhered to; being flexible around things like course load, access to safe spaces and uniforms; and ensuring teaching methods considered a range of learning styles and preferences.
• The Health and Care Act 2022 made training on autism and learning disability mandatory for all health and social care staff. Following this example and based on the experiences of autistic children we strongly believe that training on autism should be mandatory for all school staff. This could be best and most effectively achieved by boosting the training offered by the Autism Education Trust (AET)[lxiv] and rolling this out across England.
• The SEND Code of Practice 2015 currently states that when it comes to improving practice and staff training, “Early years providers, schools and colleges are responsible for deciding what external support to seek and for setting their own priorities for the continuous professional development of their staff.[lxv]” The current training provision and requirements are significantly missing the mark and autistic pupils are suffering as a result.
• The Government must expand its plans for a ‘Teacher Training Entitlement’ so all school staff at all levels are enabled to develop their skills, and ensure evidence-based, high-quality autism training is recommended as a high priority training for schools’ workforce, mirroring the Oliver McGowan mandatory training on learning disability and autism for healthcare professionals.
• To improve understanding of autism among all teachers and provide them with the tools they need to help their pupils reach their potential, autism-specific training also needs to be added back into requirements for ITT programmes. Introducing autism-specific training back into ITT would ultimately lead to a more confident and inclusive workforce, which may allow more autistic children to have their needs met in mainstream schools.