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New beginnings at Ethos


Academy Trust Appointed as CEO of the Ethos


Academy Trust in January 2025, CHRIS DAVIS reflects on the challenges and


rewards he’s experienced in his first term since transitioning from a large mainstream trust to a growing six-school Special/ AP trust.


It’s only been a few months since I joined the trust in January, so I’m still settling into the rhythm of Ethos, and getting to know the incredible people I’m working alongside. As we all know, there are many challenges for the sector, whether we’re talking mainstream or specialist provision, and there’s plenty of work to do, so it’s crucial that we lay the groundwork properly.


My immediate focus is on building the right team because, for me, that is key to our success. I’m delighted to have made some key senior appointments, some of whom I’ve worked with previously, and all of whom bring a wealth of experience from both mainstream and special provision. These appointments will allow us to move forward at the pace required. That said, it’s equally important to recognise the truly talented individuals who have grown with the trust. Retaining their expertise and passion is imperative as we continue this journey together.


Accountability is also something I learned from playing team sport. It’s essential that we share accountability if we want to create something really special – it has to be a real team effort. As a trust, we’re all responsible and accountable for the 480 children in our trust.


One thing that immediately struck me is that working in special schools or alternative provision offers rewards you won’t find anywhere else. The impact on young people’s lives is visible every single day, in ways that can be less obvious in mainstream schools. That said, you need a strong desire to make a real difference for these children every day, even when you are dealing with significant challenges. As we grow, we need to find those who have this desire and these qualities. Some of our children have been through considerable traumas, and some need one-to-one care and 100% patience.


So I think on a wider scale, first and foremost, leaders should have high expectations. Leaders in the AP and special sector should still have the same high expectations of what young people can achieve and what staff can do and deliver. How we help nurture children to get to that same endpoint is very different from mainstream. But the end goal should not be watered down.


Obviously, in AP and special schools, staff are working with smaller class sizes, and a much higher staff-to-pupil ratio. Like all children, no two children here are the same. They have unique life experiences and varying degrees of complex needs. So, now with proportionally larger staff teams that I’m used to supporting in mainstream - and more specialists on board - I’m keen to see how we can utilise different expertise and experiences and how best to share this knowledge in the classroom, across our schools, trust and beyond.


As I’m still a new face, it’s really important that I’m present and on the ground as much as possible. I met with all of our staff at our Festival of Learning – our annual whole-trust event. Ethos is a really kind trust, and I’ve been overwhelmed by the welcome I’ve received in my first term. Right now, I’m on a mighty steep learning curve. I’m tweaking things that are necessary along the way, but my aim is to make sure we are completely September-ready.


We’re having a trustee and central team strategy day in June, where we will be setting out our three or four pillars of excellence that we will achieve over the next three years. One of the things we’ll be discussing is our plans for growth. We’re excited to start planning the development of our two brand-new special free schools in the near future. I also want us to explore growth in terms of our development and expertise, and by building stronger, wider partnerships which could either support us or benefit from our support, all with the aim of delivering even better outcomes for more children across the country.


May 2025 Addressing the


EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, discusses the implications of underdiagnosed autism in girls.


TResearch suggests that girls continue to be far less likely to receive an autism


diagnosis during childhood than boys. In fact, boys are around four times more likely to be diagnosed as autistic than girls. Growing evidence indicates this gap may be more to do with gender bias and diagnostic limitations than actual prevalence. Some reports suggest that as many as 80% of autistic girls remain undiagnosed by the age of 18. Many only receive a diagnosis when they have reached crisis point. In 2022 a Swedish study revealed more than 22 percent of autistic women - five times the rate of non-autistic women and nearly double that for autistic men - were hospitalised for a psychiatric condition by age 25.


One key reason for this is that autism presents differently in girls. Diagnostic tools were developed largely around male traits and behaviours, meaning they often fail to capture the female experience. For example, girls may have intense interests that appear more socially acceptable - like animals or pop culture - so they are less likely to raise concern. Similarly, traits like social anxiety, sensitivity, or perfectionism, may be mislabelled as anxiety or personality disorders rather than seen as part of the autistic profile.


Clinicians and educators may also hold unconscious gender biases. Traits like shyness, emotional sensitivity, or repetitive behaviours, might be explained away or seen as ‘normal for girls’. As a result, many girls are left without answers or access to the support they need.


Another major factor is masking. Many autistic girls learn from an early age to hide their difficulties in order to fit in. They may copy peers, script conversations, or suppress behaviours that might seem unusual. This ability to blend in, makes it harder for teachers or even parents to identify concerns. While masking can help girls navigate social settings, it can often come at a cost - leading to exhaustion, anxiety, depression, and even trauma over time.


The consequences of missing or delaying a diagnosis are significant. Without the right support, many autistic girls struggle with their mental health, relationships, and education. Some may be punished for behaviours they can’t control, or feel deeply misunderstood. Others grow up with a persistent sense that they are ‘different’ but don’t know why. A diagnosis, even in adulthood, can be transformative - providing clarity, self-acceptance, and allowing access to services and accommodations.


To improve these outcomes, there needs to be a shift in how autism is recognised in girls. This includes developing more gender-sensitive diagnostic tools, educating professionals on the unique ways autism presents in females, and listening to the voices and lived experience of autistic girls and women. Only by addressing these gaps can we create a more inclusive system - one that ensures all autistic people, regardless of gender, are recognised, understood and supported to thrive.


For further information, visit www.outcomesfirstgroup.co.uk. www.education-today.co.uk 27


underdiagnosis of autism in girls


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