Autism Audit - Best Endeavours and Reasonable Adjustments

Leicester City Council

The BERA Autism Audit is to be completed on an annual basis by each school, detailing the support provision for each individual child or young person who has or is felt to have autism.

The BERA Autism statement and the Best Endeavours and Reasonable Adjustments Framework provide details what schools must do to meet SEND needs and comply with their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.

Where a child or young person with a diagnosed or suspected SEND need has other diagnosed or suspected SEND needs an audit will be completed for each need with which the child or young person presents.

Schools must also submit a Whole School Audit covering whole school SEND practice and an All-Needs Audit – covering action required to support all those with a SEND need, irrespective of type.

Schools will benefit from the accurate and detailed completion of these audits which provide a clear picture of where school is meeting needs and help identify areas where further work is required to fully meet the BERA requirements.

The BERA Audit is therefore very much part of the ‘Assess, Plan, Do, Review’ cycle (graduated approach), that is an excellent way to plan SEND support in schools. It can also help identify progress, support staff allocations and training needs and support schools’ applications for Element 3 top-up funding. It has also already been used to support schools in successful OFSTED inspections.

No.	Requirement	Fulfilled	Evidence / Comment	Action
This is the requirement number	This is the audit item.	This is the check box to confirm the requirement has been fulfilled.	Give the name and source of any documents that demonstrate this requirement has been fulfilled. Enter any extra information here relating to the fulfilment of this requirement.	Define any actions that need to be taken to fulfil this requirement or to ensure it continues to be fulfilled.

Name:	Click or tap here to enter text.
School / Setting:	Click or tap here to enter text.
Auditor:	Click or tap here to enter text.
Date of Audit:	Click or tap to enter a date.

No.	Requirement	Fulfilled	Evidence / Comment	Action
All staff who are supporting the child or young person have completed Autism Education Trust (AET) Making Sense of Autism training, this is regularly updated / refreshed and staff confidence levels, understanding and knowledge of autism is known.	Click or tap here to enter text.	Click or tap here to enter text.
Appropriate staff have had formal training on specific / targeted interventions for the SEND needs of the child or young person and this is regularly updated / refreshed.	Click or tap here to enter text.	Click or tap here to enter text.
Personalised visual systems are in place and used consistently to meet the needs of the child or young person. These may include:	Click or tap here to enter text.	Click or tap here to enter text.
Attention pictures, e.g., good listening/sitting.	Click or tap here to enter text.	Click or tap here to enter text.
Individual mats or cushions etc. to indicate where the children and young people need to sit.	Click or tap here to enter text.	Click or tap here to enter text.
Timers to indicate how long the children and young people needs to focus.	Click or tap here to enter text.	Click or tap here to enter text.
Whole class and personalised visual timetables.	Click or tap here to enter text.	Click or tap here to enter text.
First-then boards.	Click or tap here to enter text.	Click or tap here to enter text.
Choice boards.	Click or tap here to enter text.	Click or tap here to enter text.
Personalised reward system.	Click or tap here to enter text.	Click or tap here to enter text.
Objects of reference.	Click or tap here to enter text.	Click or tap here to enter text.
Task planners.	Click or tap here to enter text.	Click or tap here to enter text.
Mind maps.	Click or tap here to enter text.	Click or tap here to enter text.
Writing frames.	Click or tap here to enter text.	Click or tap here to enter text.
Emotion fans.	Click or tap here to enter text.	Click or tap here to enter text.
5-point scale or Zones of Regulation.	Click or tap here to enter text.	Click or tap here to enter text.
Time out cards.	Click or tap here to enter text.	Click or tap here to enter text.

4	Support for transitions and managing unpredicted changes to routine have been put in place for the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
5	The child or young person’s strengths, special interests, and favourite activities are used to motivate and encourage them to engage and achieve. Please identify the special interests / favourite activities.	Click or tap here to enter text.	Click or tap here to enter text.
6	The child or young person is helped and supported to understand and navigate their learning environment. Please detail any tactile, visual, or auditory cues used to ensure the learning environment is clearly organised to support the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
7	Social Stories are used to support the child or young person’s understanding of the environment, including how and when this (the environment) may change.	Click or tap here to enter text.	Click or tap here to enter text.
No.	Requirement	Fulfilled	Evidence/Comment	Action