Wolverhampton Joint Autism Strategy 2016 2021 - Meetings ...
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Wolverhampton Joint
Autism Strategy
2016 - 2021
Version 5: 16.12.15
Report Pages
Page 1 of 18The purpose of this strategy is to
Introduction provide a clear plan, outlining how
support will be delivered in
This is a high level strategy designed to Wolverhampton and to identify
support children and adults with autism objectives and actions which reflect
who live in Wolverhampton. local need and diversity and to reach
the vision together set out in the Think
Autism is a lifelong neurodevelopmental Autism 2015 Strategy:
condition, it is a ‘spectrum’ disorder
which means that individuals experience “All children, adults and older adults with
it differently and are affected in different autism are able to live fulfilling and
ways. There are however some rewarding lives within a society that
common challenges for people with accepts and understands them. They
autism. These include: can get a diagnosis and access support
if they need it, and they can depend on
social communication mainstream public services to treat
social interaction them fairly as individuals, helping them
social imagination make the most of their talents.”
People with autism can also experience For those individuals, who following an
sensory difficulties such as over, or assessment of their needs are eligible
under-sensitivity to sounds, touch, for social care support, or receive health
tastes, smells, light or colours. It is also services, the strategy provides a clear
more likely that people who have autism and consistent, joined up approach to
will experience higher levels of stress support throughout a person’s life. It
than someone who does not have highlights the importance of
autism. This makes mental health personalised services and support.
problems more likely. Offering individuals more choice and
control with a particular emphasis on a
Many people with autism are able to live clear plan and support when moving
independent lives. Others may need from children’s to adults’ services.
some support or the ability to access to
services in order to achieve their full The primary focus of this strategy is to
potential and lead fulfilled and happy embed autism services and the range of
lives. Approximately 50% of people with associated support available within our
autism have an accompanying learning existing provision. This will require the
disability and 30% of people with autism creative and innovative re-shaping and
experience mental health issues. Many re-design of current services, utilising
people can access mainstream services existing financial resources. It will be
with reasonable adjustments; however, achieved by collaborating with local
some people may need specialist providers to develop more innovative
support to access services positively. cost effective solutions to community
based provision and increase access
City of Wolverhampton Council and the and availability to local universal
Clinical Commissioning Group (CCG) services to ensure that both the Council
are committed to commissioning high and CCG channel the right resources, at
quality autism services and working with the right time, in the right place, to the
partner organisations, to improving the right people.
lives and opportunities for children,
young people and adults with autism.
Report Pages
Page 2 of 18This strategy builds upon earlier work It states that local authorities and the
within children’s and adults’ services, NHS:
the involvement of customers, carers Should provide autism awareness
and other stakeholders, as well as training for all staff
responding to and acting upon national Must provide specialist autism
law and guidance. training for key staff, such as GPs
and community care assessors
Statutory responsibilities Cannot refuse a community care
assessment for adults with autism
This All Age Autism Strategy will be based solely on IQ
influenced by national and local policy Must appoint an autism lead in their
and research, with particular reference area
to the following: Have to develop a clear pathway to
diagnosis and assessment for adults
The National Autism Strategy states that with autism
autism services for adults are shaped by Need to commission services based
the National Autism Strategy for Adults, on adequate population data.
Fulfilling and Rewarding Lives (2009).
This has five main areas for The Care Act 2014 aims to put people
development: and their carers’ in control of their care
and support and includes:
Increasing awareness and
understanding of autism A national minimum eligibility
Developing pathways for diagnosis threshold for care and support
and personalised needs assessment The right to receive a personal
Improving access to support services budget for people and their carers
in the local community who meet eligibility criteria
Helping people with autism into work New rights for carers, including a duty
Enabling local partners to plan and to offer them an assessment and to
develop appropriate services provide support if they have eligible
needs
The refreshed national strategy, Think A duty for councils to consider the
Autism (2014), maintains a similar focus physical, mental and emotional
for development, with three new key wellbeing of people needing care,
proposals. and to provide preventative services
and support.
Autism Aware Communities
Autism Innovation Fund General Equality Duty as established by
Better data collection and more S149 Equality Act 2010 states that
joined up advice and information public bodies covered by the Equality
services Act 2010 must develop policies and
strategies in line with the requirements
Statutory Guidance has been published of S149 of the Equality Act.
(2015) to ensure the implementation of
the adult autism strategy. It guides local There are three main aims of the
authorities, NHS bodies and NHS General Equality Duty that services
Foundation Trusts with regards to what must:
actions should be taken to meet the
needs of people with autism living in eliminate unlawful discrimination
their area. victimisation and harassment
Report Pages
Page 3 of 18 advance equal opportunities make up around 10,000 people in
Wolverhampton whose lives are
and foster good relations touched by autism every single day. It
will also be important that the equalities
Organisations will be able to profile of the diagnosed population is
demonstrate that they have had “due considered in relation to Partner’s wider
regard” by having evidence of having Equality Act responsibilities to ensure
considered relevant equalities data in that services are offered equitably and
proportionate detail and in a timely that outcomes are not significantly
manner before key decisions are taken. different for reasons unrelated to clinical
need.
This strategy and the services that
support people with autism are subject Between 2011 and 2015, 82 children
to the perimeters of the Equalities Act. under the age of 5 and 137 children
between the ages of 5 and 18 were
Vision diagnosed with autism. Around 75
children and 90 adults, 8 of whom have
Our vision is a City where people with High Functioning Autism / Asperger’s
autism of all ages and regardless of syndrome are known to the local
their equalities profile, have the same authority who meet the eligibility criteria
opportunities as anyone else, can live for social care services.
the life they choose, receive
personalised support when they need it, Population projections forecast a 4.8%
enjoy meaningful activities and be active increase in the number of people with
citizens and members of our autism in Wolverhampton by 2020 and
community. A City where autistic people an additional 3.5% rise by 2030.
feel safe, understood and supported. Services will need to adapt to the
Where the word autism means the growing number of people with autism
same to every member of our over the coming years.
community: ‘different .... not less’
(Temple Grandin, Ph.D., Professor of Based on the local population projection
Animal Science, diagnosed with High and the prevalence estimate of autism,
Functioning Autism/Asperger). the graph below shows the estimated
number of children, adults and older
adults with autism in Wolverhampton.
Needs Analysis
In order to meet the current and future
demand for services and support for
2015
people with autism, and in a diverse city 1400 1291
like Wolverhampton, it is important to 1200 1048
understand the national and local 1000
population profile and the prevalence of 800
autism. 600 428
389 347
400 316
243
Recent studies estimate that the 170209 171211
200 39 73 40 81
national prevalence is 1 in 100 people
0
have autism. This equates to about Age 0-5 Age 6-18 Age 19-24 Age 25-64 Age 65+
638,000 people in the United Kingdom Females Males Sum
suggesting that in Wolverhampton there
are currently about 2528 people with
autism and together with their families
Report Pages
Page 4 of 18National and the local data indicate that profile and the on-going dialogues this
people aged 55 and over with autism strategy sets out eight Strategic
who probably have never received a Objectives for the forthcoming five years
diagnosis are the least likely of all age in which we intend to progress to
groups to access the support they may improve the lives of all with autism.
require. Most people with autism will not
require long-term specialist health and Objective 1
social services, but they may need Information, advice and Support
support at certain stages of their life to
learn to manage and overcome their
social, communication and sensory
difficulties. In addition, the lives of OUTCOME
people with autism could be significantly
To provide high quality accessible,
enhanced if their needs are known and
easy to understand information
recognised and those who interact with
them have an awareness of the The City Council is committed to
condition. providing its citizens with good
information and support to enable them
Only 15% of autistic adults in the UK are to get the personalised care they need,
in full-time paid employment. make genuine choices and exercise
control over their lives and remain
At least one in three adults with autism independent and well.
are experiencing severe mental health
difficulties due to a lack of support. City of Wolverhampton Council has, for
a number of years, placed great
People with autism are more likely to be emphasis on providing access to
excluded from school. 27 per cent had information and advice to its citizens
been excluded from school and 50 per mainly via its public facing services,
cent had changed schools apart from word of mouth and the giving out of
normal transitions. leaflets etc. Since 2009, this philosophy
has helped to support and develop the
A study found that nearly 1 in 3 people specific requirements of the government
with autism is socially isolated and policy including the Autism Act 2009
nearly 40 percent of young adults with and the Care Act 2014.
autism never saw friends. The Care Act 2014 formalises many of
these requirements and this strategy
PRIORITIES sets out how the City Council will
Priority 1: To collect clear and respond to the new regulations
contained within the Act and enhance
consistent data that includes equalities
existing services on offer to anyone who
data; and analysis as a fundamental
would benefit from them, across the
practice across children and adults
City.
services
Priority 2: Organised information and A new Information Portal has been
intelligence sharing across a range of developed www.wolvesnet.info,
stakeholders Wolverhampton Information Network
(WIN) brings together existing
Strategic Objectives information and advice resources in a
single easy to use database for use by
Based on the Autism Act and the all members of the community. It aims
statutory guides, the Wolverhampton to support the reduction in dependence
Report Pages
Page 5 of 18on council services, by helping people information about local and national
to help themselves. By providing organisations that can provide
information and advice to people on a further support.
range of issues, such as personal
finances, healthy living, support groups Families (regardless of the outcome
and things to do It aims to help people of diagnostic assessment) will be
remain as independent as possible for signposted by the provider of the
longer and to find alternatives to assessment to services that may be
traditional Local Authority support. able to support them and their
families in their local community.
As WIN develops and through feedback
from users, it has grown to include a Assessments are coordinated by a
range of support and advice services key worker from the panel, with
available to the people of support from the relevant services.
Wolverhampton, ranging from support to This section of the document relates to
interest groups. It currently serves the assessment and diagnostic care
adult population of Wolverhampton, but pathways for people with
it is in the process of being upgraded to neurodevelopmental conditions
include Families, Children and the including Autism and other conditions
SEND Local Offer to increase its offer to such as Attention Deficit Disorder.
City residents.
The clinical elements of the diagnostic
PRIORITIES and assessment services are currently
commissioned by the Wolverhampton
Priority 1; To ensure that local Clinical Commissioning Group provided
information networks such as WIN and following GP referrals.
the Local Offer have relevant
information about Autism These services are currently provided
by a range of providers including
Objective 2 regional based specialist services. In
Develop a clear and consistent some cases there are shared care
OUTCOMES
pathway including post diagnostic arrangements regarding prescribing
support support and monitoring of medication
with GP’s and the Black Country
Partnership NHS Foundation Trust both
Families will have access to timely
in terms of Adult Mental Health Services
diagnostic services that meet NICE
(AMHS) and Children’s and Young
guidelines.
Peoples Mental Health Services
Families will be supported through (CAMHS). This includes CAMHS and
their assessment by the referrer and AMHS Learning Disability Services.
the diagnostic service, recognising
that this is a time of stress for many Adults with learning disabilities are
people. assessed within the specialist learning
disability health service, and adults
Children and adults diagnosed with without learning disabilities are referred
autism will be given support to to a specialist diagnostic service who
understand their diagnosis and co-ordinate a multi-disciplinary
information about social care assessment.
provision (including for family
carers), educational assessment and As current diagnostic services are
support (where appropriate) and provided in a number of different ways
Report Pages
Page 6 of 18and by different providers this could assessment completion has been a
make it difficult for families and referrers challenge for both children and adults,
to navigate their way through the and there is no standard core
system, and could lead to information that is given to families post
inconsistencies of approach. assessment.
Some elements of the children’s We do not currently have robust ways to
diagnostic pathway are not formally determine the difference a diagnosis
commissioned and this has led to some makes to a family, and whether the
inconsistencies in the input by different outcomes sought through the pathway
professional groups into both are met. Adults (and in particular older
assessments and the diagnostic panel. adults) may not have had an
assessment for autism. Their life may
On-going clinical support and treatment have been affected by some of the
of people of all ages with difficulties associated with autism, but
neurodevelopmental conditions and co- never having been diagnosed they may
occurring mental health needs is also have been receiving inappropriate
provided by the Black Country support, or no support at all.
Partnership Mental Health NHS
Foundation Trust with core principles PRIORITIES
regarding:
Priority 1: In order to develop
Strengthening the user and carer excellence, consistency and to promote
voice a genuine understanding of the needs of
Wolverhampton families we strive to
ensuring health support in
commission one all-age pathway that is
educational and residential
embedded across our services, and led
settings
by our local commissioned providers of
speedy access to support in a
health, social care and education.
crisis as laid out in our local
Crisis Concordat
Priority 2: To ensure that referrers have
care close to home across information about how to support a
secondary and tertiary services person who has received a diagnosis,
particular attention regarding the and their family.
application of the care
programme approach and Priority 3: To ensure that post-
management of risks and assessment information about how to
vulnerabilities access support is accessible to families.
care pathways and support in
primary care Priority 4: To evaluate the impact of
care pathways and support that pathway and work with families to
regarding dual diagnosis shape the future provision.
(substance misuse) wherein
people with neurodevelopmental
conditions may have particular Objective 3
risks
Increasing awareness and
needs and requirements and understanding of autism
support during periods of
transition
OUTCOMES
Achieving the timeframes
recommended by NICE in terms of
Report Pages
Page 7 of 18To increase awareness and The level and structure of training
understanding of autism throughout currently offered could be improved to
the city workforce. support staff to identify people with
autism. Wolverhampton recognises that
People with autism say that they face
staff who have a role in recruitment
many difficulties as a result of a lack of
need an enhanced understanding of the
understanding about autism.
difficulties people with autism face
Mental health and learning disability through the process so that reasonable
services will need to ensure that they adjustments can be made.
are making reasonable adjustments for
Wolverhampton will aim to actively
people with autism. We recognise that
involve people with autism, their family
this will only be possible if all services
and carers in the development and
have autism on their agenda and if the
delivery of the autism training and
awareness and profile of autism is high.
refresher programmes. It is anticipated
High quality training not only ensures that an increased awareness of public
that all staff have a good understanding sector staff could support the early
of the main characteristics of autism but identification of the difficulties people
also equips staff with the knowledge with autism face thus increasing their
about how to treat people with respect prospect of receiving an appropriate
and dignity and enables the team to referral, diagnosis and support.
make reasonable adjustments to take
PRIORITIES
into account the multiple needs issues
people with autism may experience. Priority 1: To ensure that various levels
of training are developed and delivered,
A well-trained public sector workforce
including a specialist autism programme
can be the foundation of wider societal
to increase awareness across all
changes by improving the way services
relevant agencies and enable key
are planned and delivered.
professionals to recognise, assess and
At present, the City of Wolverhampton support people with autism.
Council offers four e-learning materials
Priority 2: To ensure that all
for its own staff: Autism Awareness,
commissioned services include
Autism Awareness - Asperger's
requirements for providers to train their
Syndrome, Autism and Challenging
staff appropriately so that reasonable
Behaviour and Autism and Education.
adjustments can be made for people
There are online e-learning packages with autism.
available for GPs, health and other
public sector services. However, it is Priority 3; To support services including
recognised that autism awareness GP’s, hospital, leisure, criminal justice,
within the general population, as well as and housing have appropriately skilled
the emergency and public services, is staff to support people with autism so
likely to be under developed. that reasonable adjustments can be
made
There is a need for basic autism
awareness training to be available for all
staff, whilst specialist training should be Objective 4
provided for professionals in key roles Preparing for Adulthood
including GPs, social workers, personal
assistants, occupational therapists,
commissioners and those in leadership OUTCOMES
roles.
Report Pages
Page 8 of 18All young people aged 13- 25 years enable them to learn and progress and
who are on the autistic spectrum are maximize their potential.
able to or are supported to make
informed decisions about their Another challenge is the need for young
future. people to be exposed to the demands of
an employment setting to successfully
Young people on the autistic spectrum navigate their employment pathway.
are in a range of provision both within
and outside the city this includes; PRIORITIES
special schools and mainstream
secondary schools and units within the Priority 1: Young people on the autistic
city, the local college, and special spectrum and who are not in receipt of
schools and colleges outside the city. an Education Health and Care plan are
identified early and are fully supported
Young people should have access to to maximize their potential.
independent and impartial careers
education, information, advice and Priority 2: All young people on the
guidance, throughout their preparation autistic spectrum who are preparing for
for adulthood, from their school, and adulthood should have access to quality
where appropriate from the Connexions assured work experience to help them
service. Information is also available prepare for their transition into further
through the Local Offer for young education employment or training.
people and their Parents/Carers.
Support throughout preparing for Objective 5
adulthood is provided through a multi-
Lifelong learning, increasing
agency approach underpinned by the
skills and inclusive
principles of person centred planning.
employment
For those young people for whom an
Education Health and Care (EHC) plan
is appropriate early support to develop OUTCOMES
vocational profiling leading to a Career
Pathway Plan will help inform the All exclusion will comply with
outcomes from the completed EHC plan national guidance and good practice.
Advocacy is available through All children and young people with
Connexions for all young people and in autism will attend a school that has a
particular for those over 16 years who good understanding of their
may wish to indicate their preferences. condition, and have skills and
resources to meet their needs.
Challenges exist where a young person
is not in receipt of an Education Health Nationally, 2.8% of children and young
and Care Plan but is in need of effective people in education have a statement of
careers education information advice Special Education Need (SEN) or an
and guidance. Education, Health and Care Plan
(EHCP)1. Of these 24.5% have an
Challenges also exist where a young Austism Spectrum Disorder (ASD)
person with autism is not in receipt of an identified as their primary area of need,
Education Health and Care plan but is in
need of wrap around support, 1
DfE (2015). Statistical First Release: Special
particularly in mainstream settings, to Educational Needs in England: January 2015.
London: Department for Education.
Report Pages
Page 9 of 18making ASD the most common category The prevalence of autism and the
of primary need for pupils with a significant variation across the autism
statement/EHCP. 15.4% of pupils are spectrum has implications for education.
identified as requiring SEN support Firstly, all schools are likely to include
without having a statement/EHCP. pupils on the autism spectrum. Second,
Fewer than 5% of these have ASD however, a “one size fits all” approach
identified as a primary need. to education for pupils with autism will
not be appropriate.
In Wolverhampton children and young
people with ASD are educated in a There are a number of different
range of settings, both mainstream and evidence-based approaches and
specialist. Wolverhampton has one frameworks for teaching children and
special school designated for pupils with young people with autism. Research
ASD as a primary need. There is also a does not support the primacy of one
specialist nursery/ KS1 school approach over others, and tends to
designated for pupils with ASD or suggest that individualised approaches
severe learning difficulties. Across all based on the child or young person’s
Wolverhampton’s special schools there needs, incorporating certain core
are 105 pupils identified with ASD as a features is most appropriate.
primary area of need, and 56 with ASD
as a secondary need. ASD is identified The Autism Education Trust2 has
as a category of need for approximately undertaken research into good practice
one fifth of the 760 pupils in in education for children and young
Wolverhampton special schools people with autism. They identified eight
themes or features that were important
There is significant variation in the way to ensuring good education for pupils
that children and young people with with autism:
autism are affected by their condition.
Approximately half have additional High ambitions and aspirations
learning difficulties, which may Monitoring progress
sometimes be severe. Others will not Adapting the curriculum
have learning difficulties and some may Involvement of other professionals/
have very advanced cognitive skills. services
Language skills of children and young Staff knowledge and training
people with autism can also vary Effective communication
greatly. For some, spoken language is Broader participation
extremely limited or absent altogether,
Stronger relationships with families.
meaning that they require augmented or
alternative methods of communication
When a child or young person’s needs
to help them to understand others and
relating to autism are first identified, it is
express themselves. Other children and
important to ensure a robust, effective
young people with autism may be very
and consistent graduated response to
fluent talkers, but have difficulties with
meeting those needs. Research shows
their use of language in social contexts.
that access to specialist approaches
Children and young people with autism
and expertise are more important in
are also more likely than their peers to
ensuring good education for pupils with
experience other developmental
SEND than whether pupils are taught in
conditions such as dyspraxia or
attention deficit hyperactivity disorder.
2
Autism Education Trust (2011). What is good
practice in autism education? London: Autism
Education Trust.
Report Pages
Page 10 of 18specialist or mainstream provision3. It is placement is required. It is a challenge
important to ensure that all educational to ensure that the right support is
settings are aware of good practices for available to intervene early when
supporting pupils, are able to implement complex needs are identified, to build as
these, and are able to access much capacity as possible at home and
appropriate specialist support (including in the school, and to ensure that there is
outreach and therapies) to enable local provision that can meet these
children and young people’s needs to pupils’ needs.
be met as early and as locally as
possible. Leaving school and progressing into
further and/or higher education, and on
In addition to the difficulties that children into employment can be a significant
and young people with autism may challenge for learners with autism. In
experience in accessing learning, addition to the academic skills to make
research suggests that they are more these transitions, young people will
likely than others to experience need to develop social and
exclusions from school (both independence skills to enable them to
formal/legal exclusions and illegal cope with less structured environments
exclusions)4. Pupils with autism are also and a broader range of relationships.
more likely to experience bullying5.
Therefore, it is a challenge to ensure not People with Autism may require support
only that pupils with autism receive the throughout their life in order to obtain
right support to enable them to access and retain paid work. This support and
learning and make progress, but also to those who will provide it are shown on
ensure that they do not experience the Wolverhampton Supported
social exclusion. Employment pathway on the Local offer.
Support is required in schools and at
There are a small number of children home to raise the possibility of
and young people with autism in employment with young people. This
Wolverhampton with the most complex must be built on as part of Education
needs, who may display behaviour that Health Care plans using vocational
can be challenging, where it has been profiles, Connexions service
difficult to make effective educational involvement and work experience
provision within the city. Some of these opportunities.
pupils will have had a number of
different educational placements before After school each person should have
the right solution is found. For some an individual plan to support them
their complex needs may make it towards paid employment and this may
difficult for them to remain at home all involve further training, work
the time, so a residential educational experience, an internship and support
from job coaches.
3
OFSTED (2006). Inclusion Does it matter
where pupils are taught? London: OFSTED. PRIORITIES
4
National Autistic Society (2003) Autism and Education:
the on-going battle. London: NAS. Priority 1; Support all educational
5 settings to be autism aware and autism
Humphrey and Symes (2010). Perceptions of social
support and experience of bullying among pupils with
friendly settings, and embed a
autistic spectrum disorders in mainstream secondary
consistent, evidence-based graduated
schools. European Journal of Special Needs Education response to supporting the needs of
pupils with autism when these are first
Vol. 25 (1), 77–91. identified.
Report Pages
Page 11 of 18reshaping of mental health services for
Priority 2; Review of SEND educational children and young people, and will
provision across the city to ensure the support young people with autism who
availability of inclusive options and in- are require support with their mental
city provision across the full spectrum of health.
need.
The plan’s ambition is to develop and
Priority 3; Ensure sufficient and deliver appropriate and bespoke care
consistent access to specialist support pathways and evidence based
services, including outreach and intervention for vulnerable children and
therapies, for all children and young young people, ensuring those with
people with autism in all educational autism are not turned away from
settings. services and ensuring that they receive
care as close to home as is possible.
Priority 4; Review approaches to
education and access to specialist The NHS England Transforming Care
support to ensure that all children and Programme is a new delivery plan which
young people access a range of was launched in October 2014 with
evidence-based approaches and actions taking place nationally,
interventions. regionally and locally, each with the
intention of making significant longer
Priority 5: Work with employment and term improvements which enhance the
Access to Work to support people with quality of life for people with learning
autism to employment. disabilities and autism who are either at
risk of becoming an inpatient or already
an inpatient in specialist local mental
Objective 6
health hospital, or low, medium or high
Keeping Healthy secure provision.
With a new target of reducing the
learning disability and autism inpatient
People with autism are able to population by 50% by April 2015, CCGs
access mainstream primary, acute were asked to organise a new
and specialist health care as required programme of reviews. These reviews
are called Care and Treatment Reviews
Children and adults with autism (CTRs). They are organised and chaired
detained or at risk of being detained by the lead commissioner, each is
in secure care are supported by the expected to last a full day and
Transforming Care Programme. comprises of a team including
representation from both the local
National data indicates that 1 in 3 authority and CCG, an independent
people with autism will also experience expert and an expert by experience (a
mental health issues. Mainstream person with a learning disability or a
health services, including primary acute family carer). Each review is expected
and mental health should be accessible to consider:-
to all, including those living with autism.
1. Is the person safe?
The Wolverhampton Local 2. Is the care and treatment the person
Transformation Plan for children and is getting good?
young people’s mental health and 3. What are the plans for the future
wellbeing is the plan that is driving the (discharge planning)?
Report Pages
Page 12 of 184. Does this person need to be in People with autism and their families
hospital now? have clear information & advice
about housing options, including
Wolverhampton has now embedded a financial information to support
system of Care and Treatment Reviews financial capability among people
to occur wherever possible pre- with autism and how to manage
admission or as soon after admission as personal finances and household
is possible. This will enable all budgeting.
stakeholders to work together to ensure
that outcomes are clear and that clear There is a reduction in the number of
processes are in place to enable people with autism living in
effective assessment, treatment and residential care because there are a
discharge planning for all young people range of other housing and support
and adults with autism who require options available for them.
specialist health services.
Keeping Safe - Community safety is a
Priority 1; To ensure that all young key issue for people with autism. People
people and adults with autism have a with autism are more likely to become
Care and Treatment review prior to any victims of crimes, bullying (school,
admission to specialist health care workplace, public), hate crime,
establishments. exploitation (sexual and criminal) and
different forms of abuse. Safeguarding
children and adults who may be
Objective 7 vulnerable is a priority in
Living well and Increasing Wolverhampton.This includes protecting
Independence (Keeping Safe people with autism and their carers
Criminal Justice, Housing within the city or placed out of area.
Support,)
Independent advocacy, including peer
OUTCOMES advocacy, is a key way of ensuring
safety and support for people living with
To reduce the vulnerability and risk autism. Some areas have developed a
of harm to individuals with autism by Safe Places scheme which has given
creating an autism friendly city. people with autism more confidence in
the community. The Safe Places
People with autism are appropriately scheme in Wolverhampton is designed
supported with reasonable to support people with a learning
adjustments through the criminal disability, however there is scope to
justice system whether they are extend and develop the scheme to
victims, witnesses or suspected of include people with autism.
committing a crime.
Criminal Justice – It was identified in
People with autism who have or who “Fulfilling and Rewarding Lives:
might be at risk of coming into Evaluating Progress 2011” - adults with
contact with the criminal justice autism can face particular difficulties if
system have access to they come into contact with the criminal
specialist multi-disciplinary health justice system. In some cases, this
and social care support and have reflects an adult with autism reaching a
their needs reviewed regularly. crisis point. In some others, incidents
occur or escalate largely or partially as a
result of social and communication
Report Pages
Page 13 of 18difficulties: had the situation been also prevents them going ‘out and
handled differently – and the individual’s about’.
autism been recognised – the outcome
may have been different. PRIORITIES
What’s more, once in the system, adults Priority 1: Provide appropriate advice to
with autism may make their situation individuals, carers, staff teams, schools
worse through their behaviour – for on staying safe by promoting the city’s
example, struggling to respond in Safe Places scheme with individuals,
interviews. carers and more generally within the
community.
This continues to be an issue in 2015
and further support and joint working Priority 2: Undertake vulnerability
with Police and probation services is assessments on premises for those
required to improve the situation for living independently.
people who come into contact with the
criminal justice system. Priority 3: Ensure that the local health
and social care services know children
Housing - When exploring housing and adults with autism who have or
options for people with autism, the who might be at risk of coming into
location of local accommodation and contact with the criminal justice system
support is an important factor which and ensure that they have access to the
needs to be considered. same services as the general population
(including prevention teams, youth
People with autism should be offered a offending teams, liaison and diversion
range of housing options including schemes, troubled families schemes
shared living models, as not everyone and programmes such as those for drug
wants to live alone. It is important that and alcohol misuse) in addition to
housing and support providers specialist multi-disciplinary support
understand the housing needs of people where appropriate.
with autism and these are taken into
account in housing plans, applications Priority 4: Work with the Housing
and allocation processes. The Options Team and the Housing Strategy
Wolverhampton Housing Strategy Team to increase the housing options
recognises the housing needs of available for people with autism.
vulnerable people and is committed to
providing a range of housing options,
and support to enable vulnerable and
disabled people to live independently in
our City.
Objective 8
Families of children and young people Support for families,
with disabilities including autism parents and carers
identified that the lack of accessible and
affordable transport in the city is a key
barrier to them using all of the sports OUTCOMES
leisure and recreational activities
Families feel supported to continue
available as a family, and is a barrier to
in their caring role.
them being active citizens in the city.
Adults with disabilities report feeling Short breaks providers are skilled to
vulnerable on public transport and this support people with autism.
Report Pages
Page 14 of 18Carers must be respected as expert Help to participate in discussions
care partners and have access to the and decision making
integrated and personalised services Liaising with other services and
they need to support them in their caring organisations
role, and carers need to be supported to Looking at positive outcomes
stay mentally and physically well and be
treated with dignity. The Information, Advice and Support
Service can offer support to families
Families, parents and carers say that until their family member is 25, which
they want access to good quality importantly means that families are
information that is provided in a timely supported through the transition period.
way, that is easy to find and relevant to
their circumstances. The Council also has a duty to provide
short breaks provision for disabled
Parents of children and young people children and their families, as part of the
with autism in the city can access the Children’s Act 2008, this includes
Information Advice and Support children with autism. The City Council
Service. Every Local Authority has to with the Clinical Commissioning Group
provide an Information, Advice and funds a range of short breaks services
Support Service. This is a statutory to support parents and carers. These
requirement, set out in the Children and services are provided either in the
Families Act 2014. community, the family home, a
residential unit or via a direct payment.
The Information, Advice and Support
Service offers free and impartial Under the Care Act 2014, carers are
information, advice and support on entitled to an assessment of their needs
matters relating to a child or young in their own right. However, any
person's special educational needs or assessment of carers’ needs must be
disability including autism from birth to integrated with any services which are
25 years. to be provided for the person they care
for.
They offer information, advice and
support about:- Carers often describe feeling isolated,
and unsupported. Local peer support
Education, health and social care groups have proved successful in
matters and relevant law providing low level support for carers
Support available in schools, early that enable them to continue in their
years and post 16 settings caring role and build social networks.
Funding arrangements
How needs are identified and met Wolverhampton Council is in the
Disagreements and moving forward process of developing a Joint All Age
Exclusion from school Carers Strategy which will be launched
in June 2016. Following consultation
Based on a family’s circumstance the this five year strategy will outline the
team can offer individual support which council’s approach to supporting unpaid
may include: carers of people with Autism.
Support at and preparing for
meetings PRIORITIES:
Help to understand and complete
paperwork Priority 1; To work with the Third Sector
to develop opportunity within
Report Pages
Page 15 of 18communities to arrange support groups people with autism, it is proposed that
and local and informal networks. an Autism Action Alliance group is
established. This group will have
Priority 2; To make sure carers of responsibility for the delivery of the
people with autism are offered a carers strategy and will be made up of a range
assessment. of stakeholders including people with
autism, parents, family carers, and any
Priority 3; To make sure that the parents other organisation that can support the
and carers of people with autism are delivery of the strategy. As this is a wide
encouraged and supported to influence ranging strategy that affects numerous
and shape future services. people and organisations,
considerations should be given to the
Conclusion appointment of an independent
chairperson to chair the Autism Action
As mentioned throughout the strategy, Alliance. This proposal will also form
how autism is experienced and impacts part of the consultation.
on an individual can be very varied. It is
therefore really important that Glossary
individuals can access the right support
at the right time for them. Whilst Advocate - An advocate is someone
producing this strategy, a number of who works with someone to identify
themes emerged. it is clear that people what they want, and speaks up for them
wanted much more awareness and if they have difficultly doing so
understanding about autism in the themselves
community at large and amongst
professionals and services. Increased Assessment - The way of working out
awareness and understanding what a person’s needs are.
underpins many of the other themes
Carer - A person who provides unpaid
identified, such as equality of access to
support to a partner, family member,
services and opportunities, proactive
friend or neighbour who is ill or disabled
interventions and social inclusion.
who could not manage without this help.
Specialist themes included the need for
a single clear diagnostic pathway, which Co-produce - When you as an individual
is something both professionals and are involved as an equal partner in
people living with autism have called for. designing the support and services you
receive.
Next Steps
Commissioning - How services are
In order to make sure that this draft planned and paid for and checked that
strategy responds to the needs of they are of good quality.
people with autism and their family
carers/ parents, it will be subject to a Consultation - To seek
period of consultation. The main focus information/views from people about a
of this consultation will be an Autism topic or theme.
Strategy workshop close to National
Criminal Justice System - The system
Autism Day on 1st April 2016.
through which people are dealt with who
are suspected or found guilty of
In recognition that people with autism
committing a criminal offence.
need support from both specialist
services and access to universal Diagnosis - The process of finding out
services that underrated the needs of the nature and cause of a medical
Report Pages
Page 16 of 18condition through looking at a patient’s or people with care disabilities who
history and through carrying out medical require 24-hour care. Care homes offer
assessments. trained staff and an adapted
environment suitable for the needs of ill,
Direct Payments - A Direct Payment is frail or disabled people.
money your local authority can give you.
It is a different way of getting the Safe Places Scheme - Safe Places are
support you need. You use it to buy the local community places e.g. shops,
support you want. Social Services give libraries, cafes which have been set up
you the money instead of a service. You to help people if they are feeling
spend the money on getting the support vulnerable or unsafe by supporting them
you need. to call for help from parent/carer or
police.
Eligibility - When your needs meet your
council’s criteria for council-funded care Safeguarding - Making sure that adults
and support. Your local council decides who may be at risk of harm are not
who should get support, based on your being abused or neglected.
level of need and the resources
available in your area. The eligibility Sensory - Problems with working out
threshold is the level at which your sensory information such as sounds,
needs reach the point that your council sights and smells.
will provide funding. If the council
Signpost - Pointing people in the
assesses your needs and decides they
direction of information that they could
are below this threshold, you will not
find useful.
qualify for council-funded care.
Strategic Objective - A goal or action
which are set to achieve a plan
GP - General Practitioner: A doctor
(Strategy)
whose practice is not limited to a
specific medical speciality but instead Strategy - A plan
covers a variety of medical conditions in
patients of all ages. Supported Living - Where people live in
their own home and receive care and/or
Outcomes - In social care, an ‘outcome’ support in order to promote their
refers to an aim or objective you would independence.
like to achieve or happen – for example,
continuing to live in your own home, or Transition - The process of change a
being able to go out and about. You person goes through, for example
should be able to say which outcomes growing from childhood into adulthood.
are the most important to you, and For people with disabilities this process
receive support to achieve them. of reaching adulthood can mean
changing the services from which they
Personal Budgets - An amount of receive support and this can take place
money allocated to meet a person’s over a long period.
needs identified through a person’s self
or supported assessment and support Wolverhampton Information Network -
plan. This may combine resources from Online webpages with information about
different funding streams to which the local organisations, groups and
individual is entitled but is most often agencies that provide activities, advice,
related to meeting social care needs. services to people who are looking for
services & support.
Residential Care - Care in a care home,
with or without nursing, for older people
Report Pages
Page 17 of 18Bibliography
Autism Education Trust (2011). What is
good practice in autism education?
London: Autism Education Trust
DfE (2015). Statistical First Release:
Special Educational Needs in England:
January 2015. London: Department for
Education.
DH (2011) Fulfilling and Rewarding
Lives The Strategy for Adults with
Autism: Evaluating Progress
Humphrey and Symes (2010).
Perceptions of social support and
experience of bullying among pupils
with autistic spectrum disorders in
mainstream secondary schools.
European Journal of Special Needs
Education Vol. 25 (1), 77–91.
National Autistic Society (2003) Autism
and Education: the on-going battle.
London: NAS.
OFSTED (2006). Inclusion Does it
matter where pupils are taught?
London: OFSTED.
Acknowledgements
Many thanks to everyone who
contributed to the writing of this strategy
including:
Mental Health Empowerment Service
Voice 4 parents
The Information Advice and Support
Service
WCC Commissioning Teams
Clinical Commissioning Group
Educational Psychology Service
Early Years’ Service
Wolverhampton Safety Partnership
Connexions
Library Service
Report Pages
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