Views & Opinion


Just wait and see Comment by ALICIA BLANCO-BAYO,


Early Years teacher, Kirkham Grammar School


What if we looked at every-day learning as an actual story with a moral at the end? What if we stopped worrying about what we should learn, and waited to discover what it is we are going to learn? What if there was more to life at school than simply a list of expectations to work towards? The world of research takes me yet again on a journey I had not planned but somehow supports that sense of curiosity that makes me who I am. When I enter my classroom, I observe children’s responses and, although I usually have an idea how I plan to approach learning, when I let children be I understand how they feel. As they engage in play I monitor their responses and what it is that keeps them engaged. What a fascinating adventure this is!


Imagine you put the long list of government targets to one side and focus on the children. Let’s turn this into one of those lists of instructions you follow when you are assembling a piece of furniture but with added spontaneity to the set of steps.


In our Early Years classroom, we believe it is important to offer time to settle before our day begins, and children have free access to some areas every morning without any kind of introductory input when they first come into school. Taking this into account, I have developed a system that might be worded as a set of instructions for those who need things to work in some kind of order. Step 1: Walk around the classroom and observe and/or interact with


Being Learning g Doing Fr Human development Freedom to achieve


children as and when opportunities arise. Remember that it is essential to have some understanding of emotional development so that you do not interfere with what’s taking place unless your being part of what is happening is likely to benefit the child. Step 2: Try to take some brief notes about what you see children do (e.g. building a tower, knocking tower down and laughing). Do not spend too much time analysing their actions. This is the time to watch children so that you can observe what their choices might be and how they react during activities they have chosen themselves. It will soon be time to start the day and the information you gather will be crucial. Step 3: Whilst you revise your initial plan for the day check if the activities you had thought of match any of the responses you noted. Looking back at the example – had you planned any building activities? Let’s say your answer is “yes”, and your notes show that there were children who were particularly interested in building during your initial observations. This would explain that you had already thought about those children who learn when they are given the freedom to be themselves so they can make choices. What you do with those responses is what matters. Step 4: Adapt your planning by adding new activities and challenges you may choose as you remember what you saw children do and how learning had occurred during the time they had the freedom to simply be.


“Employability and autism – how far have we really travelled?” Comment by ANIA HILDREY, Headteacher, Abbot’s Lea School in Liverpool


I have long been fascinated by the socio-cultural change across the western world over the centuries. The more I learn about some of the historical practices, the more pride I feel in our collective work in education. Counterintuitively, I also humbly accept and, strangely, I sincerely hope that, in some 50 years from now, my successors will look upon today’s practice with disbelief. Such is the beauty of change and human progress. Such is the hope for betterment!


Today, the employability of people with disabilities, and autism in particular, remains at a very low level. The empirical evidence continues to show that people with autism have highly restrictive opportunities for attaining adulthood status, especially access to the open labour market.


A range of local success stories should inspire and yet, the 2017 research by National Autistic Society confirms that just 32% of adults with autism are in paid employment with merely 16% in full time paid work. This compares unfavourably to the working lives of those without disabilities, 80% of whom are in work. Considering that 70% of adults with autism


February 2018


expressed their desire to work, the barriers do not appear to be linked to motivation.


The tension between the equal opportunities to work and the employment market’s readiness to offer jobs to people with autism certainly needs further exploration.


With 60% of employers confirming that they did not know where to go for support or advice about employing people with autism, and equal numbers concerned about “getting it wrong”, perhaps we are dealing here with a fear rather than unwillingness to employ. It therefore appears to be a problem of a skills set, not a mindset. I start 2018 with a renewed sense of professional urgency to do the right thing by the young people with autism I work with. Our school already provides supported work experience, and we employ some of our leavers. This year, we are implementing supported employment apprenticeships and traineeships but there is so much more to do. As the employer of some one hundred staff, I feel very strongly that we can transform the lives of our students even further. I would consider 16-32% employment rate a failure, not success for my ex-students. It all starts with a belief: raising the aspirations


and expectations of every person with autism who wants to work being able to do so is key. Family advice and ongoing support are vital and, despite the budgetary pressures, we have invested in posts which will be integral to our success: Head of Care and Safeguarding, Family Adviser and, soon to join us, a Job Coach. Additionally, our own HR practices need to be more flexible: job carving, to make the role accessible, and non-traditional job trials (as oppose to job interviews or tests) of candidates with autism can help lower anxiety and showcase the true talent behind an often difficult to de- code façade.


Lastly, when an employee with autism joins the organisation, it is about seeking to understand their needs and making reasonable adjustments. It is crucial that we all do some soul-searching and stay true to what we believe is possible. We must continue to aim higher than ever before. It is only through our own professional conviction, courage and hard (multi-disciplinary) work that we can successfully promote employment of all. Deeds not words. No excuses.


headteacher@abbotsleaschool.co.uk www.education-today.co.uk 19


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48