National school competition ignites children’s interest in space and robotics
The online educational publisher Twinkl and the EPSRC UK Robotics & Autonomous Systems Network (UK-RAS Network), have joined forces to launch a national School Robot Competition and celebrated on Thursday 13th February with an out-of-this-world event. The competition invites classes and school groups to design space exploration robots using a specially created application or online. The launch fittingly took place beneath the 80ft-long Blue Streak Rocket at the National Space Centre in Leicester. A group of students aged 8 to 11 from nearby Mellor Community Primary School and Forest Lodge Academy were invited to meet robotics experts from the UK-RAS Network and try out the app, which was designed and created by Twinkl for the competition. The annual competition is open to groups of pupils aged 8-14. Each group needs to create virtual robots that can move across challenging space environments and complete a range of tasks. Schools can enter by downloading and creating an account through the augmented reality (AR) app, which is available from today (Thursday 13th February) on the Apple App Store and Google Play, or by using the web-based version. The competition will be accepting entries until midnight on Monday 4th May. Jonathan Seaton, CEO and Co-founder of Twinkl, said: “The competition is a really exciting way for children to explore STEM and test their collaboration and design skills. We hope that the competition once again gets children thinking about the future of robotics and inspires them to explore the subject further. We are really grateful to all the partners that have been involved and can’t wait to join them later in the year to judge the entries.” Karen Hammond, Headteacher of Mellor Primary School said: “We’re really interested in space, making robots, and anything to do with technology so we were really keen to attend the event. Some of the children here are digital leaders, they teach other children and also adults at the school how to use the latest technology. “You have to be very creative in this industry, you have to be creative to come up with innovative solutions. The more creative they are, the more creative the ideas so it’s wonderful to capture their interest at this age”. A pupil from Forest Lodge Academy said: “The app is so cool – I’m going to download it as soon as I get home. I can’t wait to tell my parents that I know how to build a robot!” The launch was also attended by competition partner Pipebots, a network developing micro-robots to fix problems in underground pipe networks and dangerous sites. Pipebots will be judging the competition with UK-RAS and Twinkl alongside a host of other organisations, networks, and research programmes that specialise in artificial intelligence, robotics and space. The winning robots will be chosen based on a range of different criteria. The overall competition winner will receive a MiRo-E Robot from Consequential Robotics, an entertaining and emotionally engaging robot that responds to human interaction. There will also be a range of exciting and unique prizes up for grabs, which have been generously donated by partners, including robot kits for students, robot laboratory tours, Lego EV3 systems and educational support for schools. Dr James Law, Director of Innovation and Knowledge Exchange, Sheffield Robotics and member of the UK-RAS Network said: “We’ve had quite a few children ask whether they can buy a MiRo-E Robot and if they could take it home, they love it! That’s one of the important things about this competition though, to expose children to the opportunities within robotics and to inspire them to get involved. “More than that, we’re coming to an age now where robots are becoming part of our everyday lives and this will only increase. Therefore, it’s important for children to learn about these technological developments as they’re going to get more exposure to them in the future.” More information can be found at twinkl.co.uk/robotics
Is there any value spending time making parent-friendly communication?
Winston Poyton, education, charities & commercial product director at IRIS Software Group discusses the best way for schools to engage parents of children with SEN. Fear of the unknown can make points in the education journey such as a new teacher or starting a new school an anxious time for pupils with SEN and their parents. At these times, a school’s natural response is to provide parents with plenty of information so they can help their children adjust to the new environment. In these ‘technologically rich’ days, parental communication can happen at the click of a button. This means that schools can often be competing with a plethora of other social media and marketing messages to get important, specific information through to families. When working with children and young people who have special needs, how can you establish clear communication lines and ensure parents get the information they need to support their children through each stage of their education? Back to basics Flooding parents with information can lead to confusion and disengagement. Pare it down too much and you risk the same outcome. Pupils with SEN tend to be more settled in school and make more progress when their families are informed and engaged. At the start of the academic year, for example, Year 7 parents want to know how to pay for school trips or who will help their child choose a healthy meal at lunch time. Assessment dates might not be important to them just yet so make sure your communications are targeted. Keeping communications relevant helps ensure parents remain connected and able to help the school meet their child’s needs. Reduce your communication channels It’s not just a matter of getting the right information to parents at the right time. In a survey conducted by IRIS Education, 62% of schools believed using two or more systems to communicate with parents can lead to reduced communication effectiveness. And yet, 45% admitted to operating more than one. Mobile devices offer a great opportunity for schools to put communication into parents’ hands. By simplifying your systems, parents can manage all school information in one convenient place and can check on school messages as easily as they can keep up to date with what’s happening with their friends on Facebook. Engaged families Implementing the right communication processes establishes and strengthens the important home school links. Whether you want to help a child adjust to a new learning environment or encourage a little extra help outside of school, informed and engaged parents are critical to success. To find out more about improving home/school communications, please visit https://www.iris.co.uk/suite/parentmail/
Literature, LEGO and learning to meet at national maths conference
Winnie the Pooh, Harry Potter, ‘maths dancing’ and LEGO will be among the wide variety of subjects introduced during the 80 original talks and workshops, at an annual national maths conference. 2020 Association of Teachers of Mathematics’ Annual Conference. Around 200 delegates – including subject teachers and lecturers, national educational policy makers, mathematics consultant organisations, businesses and others – are due to attend the Association of Teachers of Mathematics (ATM) Conference; to be held from April 6 to 9 (Monday to Thursday), at the Four Star De Vere Staverton Estate hotel in Daventry, Northamptonshire. With the theme of ‘2020 Visualising’, the 80 sessions and key speakers will see delegates explore new ideas and the latest developments in mathematics education, and make social and professional connections in a stimulating environment. Talks will explore how mathematics links to a very wide variety of other topics and subjects, and will include: · Defence against the dark arts (by speaker Anne Watson) – Drawing on JK Rowling’s book Harry Potter and the Order of the Phoenix, to show how the popular series can be used to develop children’s interest in mathematics. · The biggest Woozle in a Wizzle (by Derek Ball) – Using this Winnie the Pooh and Piglet story to explore geometry. · Maths in the ‘real world’ – learning with Lego (with Evelyn Hardy) and The mechanics of children’s toys (by Ian Hibbert) – Looking at how children’s toys can be used to teach even quite advanced mathematical ideas. · Dancing maths (with Rebecca Hart) – A physically active workshop where delegates will be active; ‘stomping out’ the times-tables, making number digits with their bodies, moving bar charts, etc. Other sessions will look at tackling people’s ‘maths anxiety’, how to reach students with ADHD (Attention Deficit Hyperactivity Disorder) and Dyscalculia (a persistent difficulty in understanding numbers), and helping young people understand maths and statistics as used in media stories. Delegates will also get involved in hands on activities such as using crafts to build geometrical solids. For full information on Conference speakers and sessions, and to book a place, go online to ATM website link www.atm.org.uk/2020-Conference OR contact the ATM office on 01332 977891 or email: admin@atm.org.uk Heather Davis, Chair of the Association of Teachers of Mathematics’ General Council, said: “There are a wealth of subjects being tackled, mathematically, at our 2020 ATM Annual Conference; showing how the world of numbers intersects with lots of other topics. “Our annual event is always a great opportunity for those involved in mathematics to hear from celebrated speakers and on the latest developments in the subject area. “I look forward to a great turnout at the Conference and a lively exchange of ideas, as usual.” There are a limited number of £100 bursaries available to offset the cost of attending Conference. These are open to all but priority will be given to student and newly qualified teachers, and first time Conference attendees, on a ‘first come, first served’ basis. Information, again, on the above 2020 Conference website page link. The Association of Teachers of Mathematics (ATM) was founded in 1952 by educators Dr Caleb Gattegno and Roland Collins. At a time when mathematics was generally taught in a fixed and traditional way, ATM’s founders believed young people should learn the subject through lively and interesting experiences. The educational charity now has almost 4,000 individual, schools, university, institution and business members; including at 13 active branches across the UK, with further branches in Singapore and Hong Kong. ATM’s Executive Officer is Samantha Walters. The Chair of its General Council of Trustees is Heather Davis. For more information on the Association of Teachers of Mathematics (ATM) see its website at www.atm.org.uk/
How WiFi is Transforming the Student Experience
The generation that has never lived life without the internet and easy access to a computer, Gen Z-ers grew up during the ultimate period of digital transformation. They’re now students and pupils and whether it’s school, college or university, WiFi has changed the game of education for them like no other generation has experienced. From home-learning being more accessible than ever before to research being easy to do without even leaving their bed, education has been accelerated into overdrive with the handiness that is WiFi. It doesn’t just relate to learning either, but their mental health, their unique needs and ultimately their happiness. After all, they often spend the majority of their waking hours in the learning environment. Sharing is Caring The word to “share” has become just as much a verb – to do something – as it has an adjective. Sharing is fundamental to the way we learn – sharing ideas, sharing files and even sharing mobile hotspots. At university for example, one presentation can be sent to a group who are working on a project, and everyone can edit, comment and share inputs into the document in real-time with full visibility from everyone else. Say goodbye to the person who always bails on meeting for group projects! Mental Health One in ten children aged between five and 16 have mental health problems. Social media has been flagged up for contributing to mental health problems, but the internet is also one of the main parties helping to tackle the stigma and encourage conversation. Mental health apps in general have exploded in the past few years as the mindfulness conversation goes into full swing. From DreamyKid, which helps children to meditate, to Kids Yoga Deck and Breathing Bubbles which helps them with releasing their worries, there is an app for everything. With so many pupils using iPads at school, it is worth teachers setting aside an hour a week for these important apps. Concentration We all know that kids can get distracted easily – we all can. The internet can, of course, be one of the main culprits of distraction and procrastination, but that doesn’t mean it should be banished. It can also bring opportunity to help people to focus. Apps like Forest encourage you to focus, and if they don’t touch their phone while doing their homework they grow tree after tree. The Luxury of Choice There are now far more opportunities for geographically isolated or underprivileged students, ones which can help them to thrive. If they have access to WiFi at home, they can take advantage of Skype language lessons, online training courses, or simply classes being posted online for free. The internet can help more students than ever before to get an education, no matter where they are. If you want to learn about something but can’t afford the hefty tuition fee, the internet can give you a crash course in it through forums, search engines and an abundance of free resources. Self-education is thriving, and universities are taking advantage of this through the online courses. It means that there is still the importance of going to university for careers guidance, networking and life skills, but you also have the freedom to learn no matter where. Virtual Reality & Personalised Learning We are built to socialise and talk to people, learn from our peers and collaborate. So where does online learning and the luxury of choice come in there? Step forward, virtual reality. By being co-located in a classroom with their peers, once it is in place it will be one step ahead of the normal “online schools” and will take online learning into overdrive. It also means that younger children will be able to access personalised learning through a virtual reality setting, with AI teachers catered to their specific skills. Who knows, maybe one day information will be uploaded directly into our brains… Special Needs are Better Catered for Approximately 15% of the world’s population – or one billion people – have some form of disability. For teachers, having a one-size-fits-all approach to learning is not, and has never been possible, but they have had to make do with limited resources. With new developments, people with special needs can thrive in a way that they never previously have. Assistive technologies like electronic worksheets for dyslexics, phonetic spelling software and virtual social interaction learning for autistic students, technology has helped them to overcome many learning difficulties. Learning websites like BBC Bitesize have helped students learn for more than a decade, but education now has a new meaning. WiFi and digital mean students can work on the other side of the world from each other and be connected, and a good WiFi solution should never be compromised. If an education institution has poor or underperforming WiFi, it no longer means that people can’t just access websites. WiFi within education truly enables students to reach a wealth of up to the minute information, share information and collaborate. Most importantly, it allows the institutions to adapt to learner needs and embrace the latest educational resources. By Will Evans, Director at Performance Networks
One in ten children leave primary school unable to brush their teeth
Surprising numbers of children in the UK are leaving primary school without basic life skills such as being able to brush their own teeth, dress themselves without assistance and tell the time. According to a new study, one in ten (10%) children are leaving primary school unable to brush their own teeth, dress themselves or tell the time. The research by watch and sunglasses specialist, Tic Watches, also revealed that almost one in six (16%) primary school leavers are unable to swim, despite the national curriculum stating that all children should be able to swim 25 metres by this time, and 13% are unable to ride a bike. The most common basic skills that UK children leave primary school without are: Swimming (16%) Knowing their times tables (13%) Riding a bike (13%) Reading full sentences (10%) Brushing their own teeth (10%) Whilst previous studies have suggested that girls outperform their male peers on all levels, the new research suggests that boys are more advanced when it comes to more practical life skills*. A concerning one in seven (15%) girls leave primary school unable to brush their teeth without assistance, compared to just 4% of boys. Equally worrying, 10% of girls of the same age are unable to dress themselves, compared to 8% of boys. The research also showed one in ten boys left primary school unable to ride a bike (10%), compared to one in six girls (16%). Meanwhile, one in ten girls are unable to tell the time using a watch (10%), in comparison to 8% of boys at this age. Mya Medina, Chief Education Adviser at online tutoring service, Tutor House, commented: “The stereotype is that girls are better at language and verbal communication, including reading, while boys are better at technical subjects like science and maths. Equally, it’s been said that girls take better care of themselves and behave more maturely, thus taking on tasks, such as dressing themselves and brushing their teeth, with greater success. “This research should be seen as proving the importance of nurture over nature in developing skills. While few scientists would try to claim that male and female brains are identical, it is increasingly being proven that the difference is so minor that you would not see a difference in their skills. Increasingly, science is showing that nurture has a far greater effect on a child’s skills, knowledge and ability than we had acknowledged. She concluded: “Perhaps parents are becoming more aware of the stereotypes and are investing more time in teaching sons to dress themselves and brush their teeth. Alternatively, this could be a symptom of a crisis of confidence in young girls and an ongoing issue where girls can be overlooked or take a back seat in early-stage schooling, thus receiving less support.” Danny Richmond, Managing Director of Tic Watches, said: “It’s concerning to see just how many children are leaving primary school without basic life skills, in particular swimming, a skill which is taught as part of the curriculum. “This research shows how important it is that kids are given the opportunities to thrive both at home and at school, to ensure that they are fully prepared when they move on to high school.” For more of this research, including more information on the basic life skills, please visit https://www.ticwatches.co.uk/blog/2020/01/%ef%bb%bfa-study-into-basic-life-skills-in-primary-school-leavers/
Transform floors, walls and lives – Rhino UK Talk Inclusive Play
Sensory Activities are becoming a hot trend, and we couldn’t be more excited that people are coming around to an inclusive style of play. Why? Well, because Sensory Activities are brilliant at engaging children’s minds, muscles and social sides, opening them up to new experiences; all whilst aiding their emotional, mental and physical development. You’ll find an abundance of listicles online providing fun filled sensory activity inspiration that you could try for yourself. Although, are they fun for everybody? Sandpits can be a bit messy. You might not have a nice garden or large playground for children to run around and explore. And finding space for a sensory room might sound like an impossible quest. Sensory activities should be both practical and inclusive, so that every child can properly explore their senses. This is something that we champion at Rhino UK, and it’s why we’re proud suppliers of Om Interactive technology, who are pioneers of inclusive play. The extraordinary OmiVista system turns any wall or floor into a fully interactive sensory playground. The sophisticated projector technology decorates the intended surface in dazzling HD colour, as dull floors transform into oceans filled with fish, giant sandpits, or even galaxies scatted with stars. Every projected surface is fully interactive, allowing users to discover for themselves the new worlds at their feet. Whilst each unit comes with 300 preloaded games that are specifically designed to engage your mind and senses, providing a fun space for learning. Installing this device is easy, as the whole process is completed by Rhino UK’s friendly team. Once installed the system is simply activated by the click of a button, so there are no set up times getting in the way of play! If you’d prefer a more flexible type of play, the OmiVista Mobii allows you to cart around your sensory playground, as its adjustable height settings allow you to project onto tables and desks. Offering children the chance to explore their senses in a safe and familiar environment. These devices are suitable for all sorts of educational settings; schools, pre-schools, nurseries and day care. Ensuring its inclusive use for children’s educational development. The team at Rhino UK would be happy to talk you through our Omi collection, and can answer any questions that you may have – so be sure to get in touch with us on 01270 766660. www.rhinouk.com
How coloured radiator covers can be used in autism education environments
Colour psychology studies how hues can impact the human behaviour. This is vital in an autism specialist unit or school. This is due to senses normally being heightened and behaviours closely monitored by onlooking staff. As well as supplying low surface temperature radiators, Contour also supply anti-ligature radiator covers which have numerous additional safety benefits. This can make an excellent choice for an autism unit. Overloaded sensors Both children and adults who have autism experience heightened senses. These include sight, sound, touch, smell, sunlight and even colour has been found to create a variety of effects on people with autism. An example of this would be that smells are much stronger, sounds are louder, lights are more glaring and colours seem more colourful. This demonstrates how radiator covers can contribute to a surrounding environment as when focusing on interior design, walls are normally the priority. However to meet regulations and lower risks, radiators need to be protected. Radiator covers can be a part of the interior design, for example if you have a colourful wall, you could have colourful radiator covers to match. As opposed to standard white radiator covers which would take away the impact of the coloured wall and loose the continuous flow. Which colours are best for autistic children? Although children with autism can tolerate varying levels of colour, sound and patterns, no two children are the same. The level of their autism will also vary over a broad spectrum. However, there are some colours that have been found to better suit children with autism, for example toned down colours as opposed to bright, garish colours. Bright colours and autism is a very well researched topic. Studies show that colours show a lot more vibrant to children with autism. This is because the components of the eye vary due to chemical imbalances or neural deficiencies. The National Autistic Society suggest avoiding bright colours or busy patterns. This is due to them increasing anxiety or even cause people to become fixated. Past projects have seen the use of a pale green used in a children’s hospital ward. Child psychologist, Lynne Harrison, suggests that soft green is one of the best colours to use in environments of autistic children. To conclude Low-surface temperature and anti-ligature radiator guards are predominantly installed to provide physical protection. However as mental health awareness continues to grow, colour should be considered in more public and educational environments. Contour are experienced in supporting specifiers with their projects, including SEN schools, nurseries, children wards and more. To find out more about colour psychology, view Contour’s guide.
Becoming a Thinking School helped our pupils become self-motivated learners
Judith Stephenson is Thinking Schools & Research Lead at Barbara Priestman Academy, Tyne and Wear. Here, she discusses the philosophy behind Thinking Schools and how it has helped her pupils, who are all on the Autism Spectrum Disorder (ASD). Our journey to becoming a Thinking School began back in 2008; it has been a complex and demanding process, but the impact on our school and its pupils has been dramatic. What prompted you to become a Thinking School? We had observed that a vast number of our students, who are aged 11-19, were passive learners. They were being given information in order to pass exams but there was little opportunity for them to discover things for themselves. What we wanted was to raise the level of challenge and for them to become self-motivated and lead their own learning. All our students have a diagnosis of Autism Spectrum Disorder (ASD) and/or complex needs and this was an added factor we needed to consider when trying to find an approach that they would be able to connect with. Our students like things to be right or wrong and find it difficult when there isn’t a ‘right’ answer. The majority of our students see subjects as very separate entities and compartmentalise skills; they find transferring skills between subjects difficult. We started off by introducing two tools from the Thinking Schools approach: David Hyerle’s Thinking Maps and Edward de Bono’s Thinking Hats, both of which attracted us because they were such visual ways of learning. We also introduced Philosophy for Children (P4C) and Dramatic Enquiry, which is a fusion of P4C and drama. We saw a difference almost immediately: as soon as we introduced the thinkingmaps, there was an almost immediate increase in the level of classroom talk. Many ASD children are very solitary and find group activities and working co-operatively very difficult. It takes them out of their comfort zone and they feel enormous pressure. Using visual mapping (the maps) and having something tangible on which to record their ideas gave them more confidence during discussion as they didn’t have to remember what they wanted to say. In addition to improving students’ independent learning, we also wanted to challenge them in the difficulties they had with empathy and seeing things from other people’s perspectives. In Dramatic Enquiries, learners are placed in the centre of a fictitious dilemma and they have to decide for themselves about the questions they need to ask and the rights and wrongs of the given situation. It encourages them to be active, inquiring individuals. Initially some staff thought that some of our ASD students would really struggle with the idea of taking on a role and pretending to be someone else as empathy is an area that a lot of students with ASD find very difficult. But Dramatic Enquiry was so powerful that we now run a session every term. We also got involved in the National Theatre’s Connections programme which provides a director to come into the school and work with pupils on a play. After performing in a local venue we were among just 12 groups – chosen from 500 – to perform at the Dorfman Theatre in London as part of the National Theatre Connections Festival. The boost to the students’ self-esteem was immense, and we had letters from those involved in the programme commenting on their professionalism and the standard of their performance as an ensemble. In December 2011 we became the first special school in the country to gain recognition as a Thinking School and in July 2016 achieved Advanced Thinking School Status. When we began our journey, we needed to consider what was essential in the leading of a Thinking School. For us, it was the fact that it was a shared vision; written together as a whole staff team so that everyone had ownership. From that vision came a shared ethos that involved all staff, students and stakeholders thinking creatively and critically and continuously reflecting on their learning while developing a culture where this happens naturally. The Academy worked with Thinking Matters. Thinking Schools are accredited by Exeter University. For a list of accredited schools, see socialsciences.exeter.ac.uk
Liverpool headteacher up for National Autistic Society Award
Mrs Ania Hildrey, headteacher of Abbot’s Lea School in Woolton, has been shortlisted for the National Autistic Society’s prestigious Autism Professionals Awards, in the Achievement by an Individual Education Professional category. The annual awards recognise people, services and schools across the UK who are making a difference to autistic people and their families. The winners will be announced at a special ceremony on 27 February 2020 at Birmingham Town Hall, following the first day of the National Autistic Society’s Professionals Conference. Mrs Hildrey was shortlisted by an independent panel of Autism specialists, who were looking for high standards of innovation, creativity, impact and sustainability. By celebrating their achievements, the National Autistic Society hopes to increase public understanding of Autism and inspire other people and organisations to make a difference too. There are thirteen awards for individuals and organisations, covering education, health, social care, employment, and volunteering. Mrs Hildrey was born in Lublin, Poland. She graduated from the University of Marie Curie-Sklodowska, earning Honour’s Degree in Special Education and moved to Denmark to learn about alternative teaching approaches at Det Nødvendige Seminarium. She later completed her postgraduate research studies based on pedagogical practice in special schools in Denmark and as a result, gained a Master’s Degree from Warsaw Academy of Special Education in 1998. Her interest in special education took her to the UK in 1999, where she has settled both personally and professionally, teaching and lecturing in a range of schools, FE Colleges and at the University of Glasgow. She took up her first senior leadership position in 2003 and progressed to leading special schools as a Headteacher since. In 2016, she joined Abbot’s Lea School as its current headteacher – one of the largest and most successful special schools in the country, which caters for over 250 students, age 3-19, with Autism and associated learning support needs. Her vision is to create an International Centre of Excellence in Autism Education, Research and Professional Development and to make Abbot’s Lea the best specialist school in the world! She is passionate about research-led practice and driven to improve the quality of lives of those with complex needs. In particular, her work focuses on improvement of the transition from childhood to adulthood, independent living, personal autonomy and empowerment, freedom of choice, self-determination, economic wellbeing, employability and family planning for people with learning difficulties. There are around 700,000 known autistic adults and children in the UK. Many more autistic people, and girls and women in particular, are undiagnosed and often misunderstood. Many people living with Autism need extra time to process information, like questions or instructions, feel intense anxiety in social or unexpected situations and may find sensory stimuli painful or distressing. Every autistic person is different and will have their own strengths and challenges. Some autistic people might need 24-hour care; others may need clearer communication or a little longer to do things at school or work. Without the right support or understanding, autistic people can miss out on an education, struggle to find work and become extremely socially isolated. Mrs Hildrey said: “I’m truly delighted and humbled to be a finalist in the Achievement by an Individual Education Professional category at the National Autistic Society’s Autism Professionals Awards – it came as a total surprise and I was very moved by the announcement. “It is my absolute goal – personal and professional – to help the lives of those with Autism and associated communication, interaction, social imagination, sensory and learning differences. “At Abbot’s Lea, we are proud to deliver the highest quality of specialist holistic education for students, ensuring they are given the same opportunities students in mainstream education receive, with particular focus on learning key life skills, receiving career guidance and work experience opportunities that will set them up for life. “As ever, whilst I thank whomever has felt it was right to nominate me, I am merely a representative of the whole school community and as such, I wish to thank, in turn, the entire team of exceptional professionals with whom I am privileged to work.” Carol Povey, Director of the National Autistic Society’s Centre for Autism, said: “Our awards celebrate exceptional people, schools and services making a huge difference to autistic children and adults, and their families. “All the finalists should be commended for impressing the judges and standing out among so many excellent nominations. “We want to celebrate their achievements and share their stories, so we can promote innovative autism practice and inspire other people and organisations to help create a society that works for autistic people.” Find out more about autism, the Autism Professionals Awards and the Professionals Conference by visiting: autism.org.uk/professionals