The strategic priorities:
- are high level objectives
- will address a number of areas of development
- although numbered, are of equal importance and work will take place concurrently
- will have an action plan developed to determine tasks needed to achieve our objectives
The implementation of the strategy will be reported to the Health and Wellbeing Board and Place Committee.
Priority 1: improving autistic children and young people’s access to education
Why this is a priority
We want all children to enjoy and achieve at school. Children who feel well supported, have their sensory needs met, and have their individual learning approaches considered enjoy school more than those who don’t have those things. Whether that was in a mainstream school or a specialist school. A child-centred approach considers the individual needs and is widely recognised as improving, amongst other things, inclusivity and wellbeing.1 This approach aligns with the rights of the child as outlined in the United Nations Convention on the Rights of the Child.
Noise, sensory overload, busy places and no space to regulate can restrict the things children can do without feeling overwhelmed. Some children in mainstream schools felt there was a lack of awareness about their individual sensory struggles leading to conflicts in the classroom. For example, not being allowed to use fidget toys to help them self-regulate.
Some children told us in the surveys that they were being or had been teased or bullied by other children in school, giving them a sense of not feeling safe. 38% of children felt they could not be their true self at school (they needed to mask).
70% of primary school children said they had friends at school compared with 36% of young people in secondary school or college. There does seem to be a general desire among autistic young people to engage in going to school and college, social clubs, and pursue further education or well-paying jobs in the future. However, they have concerns for their future, including people having low aspirations for them.
Actions:
- develop initiatives for staff and children in school that will broaden understanding of what makes a difference and why
- continue to recruit mainstream schools to be part of the PIN project
- promote and implement the Bracknell Forest Graduated Approach in all schools and settings
- develop a culture of needs led individual child-centred support
- cascade Trauma Informed Practice across all schools
- make sure autistic children are aware of calm places to go in school
- continue to work with parents to understand their child's individual needs – develop consistent accommodations and aids together
- autism specific clubs and activities commissioned by Bracknell Forest should be at more appropriate times
- tailored clubs that align with children and young people’s interests, specifically 12 years and over
- accessible information for autistic young people about clubs and activities
Priority 2: tackling health and care inequalities for autistic people within our communities
Why this is a priority
All people should have access to appropriate healthcare. Some people said their GP practice doesn’t meet their needs. However, these same practices were also found to be most supportive by other people. This suggests a more tailored approach is needed. Improvements included longer appointments and being able to see the same doctor.
Many autistic people have co-occurring conditions and higher unmet health needs compared to the general population. Annual health checks are not offered unless they also have a learning disability. The NHS Long Term Plan made a commitment to health checks for autistic adults. National research, led by Autistica2 a leading autism research and campaigning charity, commenced in 2020 to determine what additional resources may be needed. They continue to campaign and lobby for recognition of health checks as a priority for research and practice by policy makers.
Almost 50% of autistic adults in our survey were diagnosed in adulthood. Post diagnosis, 2 people were referred to social services for a needs assessment. These were the only 2 who received any autism information post diagnosis.
The majority of parents and carers felt healthcare professionals did not understand their autistic child. They suggested learning about how an autistic person might describe their symptoms and interpret questions may be a way forward to better communication. Quiet waiting rooms, better lighting and video consultations have been suggested for better experiences in engaging with healthcare professionals.
Actions:
- make sure autistic children, young people and adults (and their families) receive accessible information and signposting irrespective of their diagnosis
- better promotions of Frimley ICS reasonable adjustments request forms
- explore video consultations with GPs and health practitioners
- raise awareness of the Oliver McGowan mandatory training to improve support for autistic patients across NHS practices, GP surgeries, dentists and healthcare professionals
- promote the health and care passport
- improve understanding and consistency of reporting autism across PCNs
- support campaigns for health checks for autistic people both physical and mental health
- support for parents, carers and siblings with their mental health and well being
- make sure that all communities can access support
- earlier assessment of children and young people for their health needs
- work with other local authorities to understand how they use data, to improve our understanding of the needs of autistic adults and children in Bracknell Forest
Priority 3: improving understanding and acceptance of autism within our communities
Why this is a priority
89% of our autistic young people visit Bracknell town centre regularly. Yet 75% found it can be too busy or challenging. Some suggestions to make things more comfortable for them included:
- quieter music in shops
- more scheduled quiet times
- sensory rooms
- quiet and green spaces or a mini park to regulate in
Other suggestions included:
- more awareness from staff in shops about autism
- more visual symbols on signs
- fewer flickering lights
- one way walking paths
Adults reported supermarkets, sport and leisure facilities and public transport as not being autism friendly.
Information about groups and support was often difficult to find and not accessible.
Parent and carers shared that information they were given regarding their child was sometimes difficult for them to understand because of their own autism or learning disability. 45% of parents and carers said their child or young person belongs to a club or group.
More would like to but timings, for example clubs at bedtime and teatime, made it difficult to attend.
50% of secondary school young people engaged in social clubs or groups and more would like to but found a lack of, or difficulty accessing information about club and activities.
50% of adults said they don’t have as much social contact as they would like.
Parent and carer forums and family were cited as the primary support for parent and carers. Some parents cited getting support for themselves was difficult because they work full time.
Housing
The biggest challenges were around noise (from neighbours in social housing accommodation where they had no choice) or busy households. 8 people had been involved in the criminal justice service in some way. Only 3 were aware of any support. The biggest issues were around noisy cells, communication and lack of understanding. Improvements included access to intermediaries from first point of contact or to people they know to make them feel safe.
Actions:
- improve accessibility in The Lexicon, having times when sensory input is reduced, safe places to self-regulate
- parent and carer support groups at times when working carers can also attend
- information for parents should be inclusive for parents who may have their own learning needs, dyslexia, autism
- accessible information for autistic people about clubs and activities
- promote autism drop-in to support autistic people to manage housing issues
- promote advocacy service
- improve awareness of the work Autism Berkshire are currently doing with Bracknell Forest police
- continued promotion of awareness cards and apps that autistic people can use to make other people are aware they are autistic
- tailored clubs and social groups that align with their interests
- support campaigns to promote community awareness
Priority 4: supporting more autistic people into employment and vocational opportunities
Why this is a priority
54% of adults who responded to the survey were employed, 4% were students. The main challenges in looking for work were lack of understanding about autism. Suggestions for improving experience of work included making reasonable adjustments normal and improving links with employers to help autistic people access work.
Support is needed when applying for work as application forms are sometimes the first barrier.
19 people who worked regularly needed reasonable adjustments including:
- noise cancelling headphones
- adjustable lighting
- reduced noise and smell
- more space
- clear communication
- notice of change, not rushed
- chunked information
More people were aware of Breakthrough Employment than any other local Bracknell Forest service. But more people used Autism Berkshire.
Actions:
- raising awareness of employee's rights with autistic people
- improving links with employers to help autistic people access work including volunteering opportunities and apprenticeships
- improve support for autistic people looking for work including signposting to training and vocational opportunities
- information post diagnosis (especially in adults) and communicated appropriately (chunked information, verbal and written instruction)
- promoting employers who have made a difference to successfully employing autistic people, from the employee's viewpoint
- supporting national campaigns to raise awareness of the needs and behaviours of autistic people and the benefits they can bring to the workplace
Priority 5: supporting positive transitions
Why this is a priority
Transitions is a clear theme that runs throughout, across the whole life journey from pre-school into adulthood. There are clear indicators that at key life stages autistic people need additional support. The number of autistic young adults who are not in education, employment or training (NEET) in comparison to their non autistic peers is evidence of this.3 Adults diagnosed later in life reported not receiving information post diagnosis and needed support in engaging with their employers and how to avoid burn out.
In the last year a programme was established to support autistic children transitioning from mainstream primary to mainstream secondary school. This has been highly successful and feedback from parents has been positive.
Further improvement across the local partnership is required to make sure of effective transition planning so that children and young people receive the right help and support they need at times of change and into adulthood.
Actions:
- empowering parents and carers so they know what to expect when their child starts school
- develop strategic approaches to prepare children for their next steps
- develop a pathway 0 to 14 years
- support for transitioning into employment, vocational training, apprenticeships when they reach 16
- raising awareness of the approaching adulthood team
- develop a pathway for adulthood 14 to 25
- strengthen transition into secondary school (from primary and in-year)
- develop support pathway for late diagnosis transition
- develop support pathway for retirement and end of life
How we will measure success
The strategy has been co-produced with people with lived experience, the parent and carer forum, professionals from both health and social care, early years, education and partners in the voluntary, community and social enterprises (VCSE) sector. Going forward this steering group will be reformed into the Autism Strategy Partnership Group.
The information we have received from autistic children, young people, their parent and carers, autistic adults and other stakeholders will help inform how we support autistic people within the community going forward.
Just as this strategy has been co-produced, delivering the strategy will also require joint working, Adults and Children’s Services working together with our Health partners, VCSE sector, schools, colleges and local businesses to deliver the best outcomes possible for autistic people in Bracknell Forest.
To effectively monitor the strategy a detailed action plan will be developed which will run alongside it. This action plan will reflect the priorities which have been identified and determine how these will be met, who will lead on the actions and agreed timescales and responsibilities for ensuring actions have been achieved.
The 5 workstreams arising from the priorities will be driven forward by an Autism Strategy Partnership Group. They will monitor progress and provide quarterly reports to the Place Committee and the Health and Wellbeing Board who will have overall governance of this strategy.