SASS referrals and transitions

Referrals and transitions

We work closely with B&NES settings to provide support at SEN/Targeted support level where needed, which includes assessing needs and providing recommendations, support with understanding diagnosis, contributing to the EHCP process and attendance at subsequent annual reviews and multi-agency meetings.

Referral process

Education settings are able to refer young people to our service if they meet our referral criteria, which includes ensuring that strategies have been implemented at Universal Level and that settings have received the AET: Making Sense of Autism Training. The young person must have a diagnosis of autism and a B&NES home address.

Our referral form can be downloaded  here.

  • When a referral form is submitted we will check that all parts of the form have been completed – including the APDR section.
  • If something is missing it will be returned to the education provider to complete it.
  • Once complete, the referral will be processed and will be in the system.
  • Referrals will be allocated to a SASS team member.
  • A school visit will take place during which the team member may observe the young person or meet with them and may ask them to complete the student voice questionnaire as appropriate. The team member will then meet with the SENCO or key person for 30 minutes to discuss strategies and the use of the AET progression framework.
  • Team member will arrange to meet with or speak with the young person’s family.
  • Following the visit, the team member will write a report summarising the visit and suggesting strategies, making recommendations and highlighting priorities on the AET progression framework.
  • The AET progression framework document will be sent to the SENCO or key person to continue using and the school should implement the suggested strategies.
  • A six-week follow-up will be arranged by phone between the team member and the SENCO or key person during which a discussion will take place on how things are progressing and the report can be updated and amended as necessary.
  • If further support is needed the school can re-refer.
  • The young person will always be invited to give their thoughts and perspective on their provision and how they are feeling, which will form a significant part of their support plan and recommendations. We recognise the importance of the young person’s voice and how they can communicate their individual needs.

The SASS team also provides direct, time limited support for some autistic individuals at specialist level where there is a significantly increased need for intensive support. The need for this will be assessed on an individual basis and specific support may be provided.

Transitions process

We provide transition advice and support where requested, to support young people to transition successfully to their next setting.

Our transitions referral form for 2024 will be available shortly.

  • When we receive a transition referral request, it will be processed and allocated to a team member.
  • Team member will make a visit to the young person’s current setting and make suggestions about strategies to ease the transitions and what will be needed at their new setting.
  • A report will be completed detailing the recommendations, sent to current and future settings.
  • A follow-up in the new academic year will take place to fins out how the young person is doing in their new setting.