NATIONAL ASSOCIATION FOR Advancing Autism Education 2024 - 2025 Impact Report
2024-2025 Impact Report
Table of Contents
01 02
03 Building a movement 06 2024-2025 impact
Introduction Our purpose
04 05 Founding Governance members 07 08
08 09 Annual report Financial results statements
Looking forward
01
Introduction
The National Association for Advancing Autism Education (NAAAE) is making education better for and with autistic and neurodivergent learners
We are the first national umbrella organisation bringing together the education sector , coalesced around one moral imperative – to make education better for and with autistic and neurodivergent children and adults.
We start from the premise that whilst education is predominantly delivered in building-based establishments (schools/nurseries/colleges), it doesn't always need to be. Access to education when only seen through a buildingbased lens creates boxes around learners and barriers to access. Access to education could and should be so much broader. Working across the education sector, to bring together best practice and to try new approaches, we will create exciting opportunities to think outside of the box, together.
Autistic voice is at the forefront. By bringing together education establishments, autism organisations, professionals and individuals across the education sector, the National Association fosters collaboration, knowledge sharing, and professional growth. We serve as a collective voice and provide a platform for our members to address common challenges, share practice they are proud of, and work towards common goals.
What is being developed is a network like no other . Rarely do universities talk to nurseries, or special schools talk to colleges, or boarding schools talk to Multi Academy Trusts. The cross-education sector membership of NAAAE is a unique opportunity to share practice, to reduce reinvention of the wheel and to connect education pathways for and with autistic and neurodivergent learners, no matter their age, stage or geography.
We are developing into a body that will play a crucial role in representing the interests of our members to government bodies, policymakers, regulatory agencies, and other stakeholders. We advocate for policies and legislation that support better education for autistic and neurodivergent children and young adults, and we engage in public awareness campaigns, and research initiatives to further our objectives.
Tracie Coultas-Pitman Founder and Chair of Trustees
02
Our purpose
Our Vision
A society that makes education better for and with autistic and neurodivergent learners
Our Mission
To influence policy and improve practice in autism education across the UK
We have identified these three pillars and convene sector-wide consultation with families, children and professionals to describe more clearly what schools and educational settings can do to support autistic and neurodivergent pupils.
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Early
identification
of need &
support
Action research
Training,
System
knowledge &
navigation
awareness
Listening to and engaging in the wider societal debate,
particularly around education and awareness to promote
equity for autistic people post education.
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We are beginning to lead the conversation between Government, Ofsted and education settings, to define and describe clearly the expectations we want to set, consistently for all settings.
We bring together organisations who develop and disseminate knowledge of what works for and with neurodivergent pupils, including the autistic and neurodivergent community, to help them develop a more coherent offer of advice and guidance to professionals, parents and stakeholders.
03
Building a movement
The increase in demand for assessments that lead to diagnosis has not lessened and in the meantime school refusal and avoidance has increased, exclusions have increased, SENDCos report being at breaking point and families are searching for the right support at the right time. Mainstream Schools are creating their own solutions, driven by a desire to do the right thing. Solutions already exist and we are connecting them.
Early identification of need & support
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System
navigation
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There is no such thing as “the system”
In a year that whipped up a storm of speculation surrounding a SEND Review White Paper, families and professionals have, in the main, gone on the defensive. NAAAE believes that something needs to change, that children and young adults are not consitstently being well served through their education. NAAAE is committed to challenging, and helping, all education provision, health partners, and government, to develop positive personal and environmental factors, to enable autistic and neurodivergent children to thrive.
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Knowledge,
training &
awareness
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Person-centred education that drives the question “I can see the child is struggling, how can I help? ”
Pupils with SEN make up 17% (Special Educational Needs in England, Department for Education, published 20.6.23) of the school population, yet account for 7 in 10 permanent exclusions and 6 in 10 fixed period exclusions (Great Britain, Department for Education 2015b).
Many schools are unable to provide an environment in which autistic children feel safe, comfortable and able to learn, and few teachers have sufficient awareness of the needs of autistic children to be able to make suitable provision for them. As a result, autistic and neurodivergent children are and will leave education not fulling their true potential.
Action Research
We seek to foster collaborative action research, bringing groups of practitioners together to find practical and sustainable solutions. Through this we also aim to generate valuable insights to inform broader knowledge in the field, alongside the opportunity for personal and professional development of participants
04
Founding members
Our founding members have been pivotal to shaping the future strategy and have been crucial in starting to host regional events.
05
Governance
Governance through our board of trustees provides oversight and decision-making, and plays a critical role in ensuring that the organisation is run ethically, legally, and in alignment with our mission, vision, and values.
Our Founding Trustees have been selected according to their connection with autism, with education and/or with lived experience.
The Board meets at least 4 times a year and has been working to set the long-term strategy and goals for NAAAE, ensuring that these align with the mission. It also oversees potential risks, ensuring that the organisation is prepared for challenges and that it maintains appropriate levels of insurance, legal protections, and compliance with regulations. A register of risks is discussed with trustees.
The work carried out by NAAAE during this reporting period (September 2024 - August 2025) continues to be a collaborative approach by Trustees, with the Founding Members.
The Founding Members have paid a reduced membership fee in recognition of their contribution to the development period for the organisation and have committed to attending meetings and to hosting regional events.
A generous grant donation from the Prism Charitable Trust, via our Patron Lisa Wood Binks enabled the employment of admin support during this year.
Our Patron
Lisa Wood Binks
Founder & Chair of Trustees - Tracie Coultas Pitman
Our Trustees
Jonathan Fingerhut Vice Chair
Jaz Kaur
Ruth Zimmerman
VAdm Edward Ahlgren OBE MA
Kiran Hingorani
Seamus Murphy
Alex Stainton
Louise Blythe
Marie Bond Treasurer
Advisor
Ava Green (forrmerly a trustee)
The trustees recognise the importance of maintaining an effective and diverse Board with the appropriate balance of skills, experience, and perspectives to govern the charity successfully. Trustee recruitment is conducted in line with the charity’s governing document and reflects a commitment to equality, diversity, and inclusion. Vacancies are identified through regular skills audits of the Board, and new trustees are recruited through open and transparent processes, including outreach to relevant networks and communities. All prospective trustees are selected based on their ability to contribute to the charity’s purposes and are appointed following appropriate due diligence. New trustees receive an induction to ensure they understand their roles, responsibilities, and the work of the charity.
06 2024-2025 impact
1 2
Membership is representative of the entire education ecosystem
The membership has grown, albeit not yet representing the entire sector. We have been building our profile through targeted meetings with MATs, independent schools and colleges. The founder members continue to be pivotal to hosting regional events, creating the environment for sharing pracitce we are proud of, across a diverse geographical backdrop. Membership benefits continue to develop. Three regional events were held this year hosted by members.
Identifying and sharing good practice, challenging the gaps
A group of founding members formed to progress the idea of a “go to” practice guide or journal. They reached out to the membership for case studies and examples of good practice, with a low response rate. There were a number of barriers to collecting and sharing good practice identified:
Concern about judgement - who determines whether something is good practice?
The time to collate and write a case study for wide distribution Appropriate consent for sharing in the public domain Maintaining clear autistic voice
The group also determined that printed/written publications were time intensive and costly, developing the idea of a podcast series “The Happiness Series”. The format and framing for the series has been agreed, with part funding achieved from the Podcast Foundry. Further match funding is being sought so that the series can be recorded.
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The
Happiness
Series
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3 System navigation - building key partnerships Regional events were hosted by Breckenbrough School in Thirsk, Dixons Academy Trust in Bradford and The Sheiling Ringwood. Each event included, where appropriate, visit around the host school, 4
Training, knowledge and awareness - populating the SPARK (Shared Practice and Resource Kits), including practical packs for parents Pulling together practical packs and information to populate the SPARK has not been as successful as anticipated this year; linked to the barriers identified in sharing good practice and a lack of funding. We have been supported by DeBeer Digital to develop the SPARK online platform, embedded in our website and have learnt from the feedback this year. There will be a number of initiatives introduced in 2025-2026 including sharing “Practice you are proud of” and the first National Knowledge Exchange event.
Regional events were hosted by Breckenbrough School in Thirsk, Dixons Academy Trust in Bradford and The Sheiling Ringwood. Each event included, where appropriate, visit around the host school, hearing a parent story, sharing practice, meeting professionals from across the sector and agreeing to take an action away. 100% of feedback responses found the different elements of the event to be very valuable.
Cross-sector representation at regional events
07
Looking forward to 25-26
Objective
KPI
At least 10 members from each constituent part Membership is representative of the entire education ecosystem At least 5 new members as a result of event participation Increased engagement with practice to be proud of Identify and share good practice, challenging Event participants rate sharing the gaps practice as highly effective Online/roundtable events tackle identified challenges Membership body engaged in development of at least 2 resources Resources developed together and signposted The Happiness Series podcast gains an increased following New partnerships are agreed Data gathering is consistent at 2 points in the academic year A locality model is developed by knowing who the learners are Network map is used to enhance inclusion
08
Annual Report Statements
Public benefit statement - The trustees of the National Association for Advancing Autism Education (NAAAE) have had due regard to the Charity Commission’s guidance on public benefit and are satisfied that the charity’s activities advance autism education for the public benefit. NAAAE supports autistic and neurodivergent individuals by promoting inclusive, accessible, and alternative approaches to education, sharing resources, training, and guidance to educators, families, and organisations. Its work helps reduce barriers to learning, improves equality of opportunity, and enhances educational outcomes for a section of the public with specific needs, while also benefiting society more broadly through increased understanding, inclusion, and participation. The trustees ensure that the charity’s services are appropriately accessible and that all activities further its charitable purposes
Remuneration policy - The trustees of NAAAE serve on a voluntary basis and receive no remuneration for their role as trustees. Any expenses incurred in carrying out their duties may be reimbursed in line with the charity’s expense policy. The trustees are satisfied that this approach ensures that the charity’s resources are applied solely in furtherance of its charitable purposes
Related party transactions - The trustees confirm that there were no related party transactions during the reporting period and that no trustee had any financial interest in the activities of the charity. The trustees are satisfied that appropriate procedures are in place to identify and manage any potential conflicts of interest, ensuring that the charity operates with integrity and in accordance with its governing documen
Tracie Coultas-Pitman Founder & Chair of Trustees
Jonathan Fingerhut Vice Chair of Trustees
09 Our financial results
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£12,000
Donated to provide
admin support
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13
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Member organisations
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46
Event Participants
We thank all our supporters and team.
If you’d like to join our exciting journey:
Become a member
S onsor an event p
Make a donation
NAAAE PO Box 2459 Salisbury SP2 2UB admin@advancingautismeducation.org.uk www.advancingautismeducation.org.uk Charity number: 1205797 Registered address: Ashurst LLP. London Fruit and Wool Exchange, 1 Duval Square, London. E1 6PW