Merryfields School have achieved both Advanced and Beacon status for our Autism practice.
What is “Autism Accreditation”?
The Autism Accreditation is an autism-specific quality assurance programme through the National Autistic Society. It began in 1992 with the overall aim to improve autism practice across social care, health and education.
Since then, they have worked with over 1,000 different service providers and at present their work is impacting on over 35,000 autistic people’s lives.
The Autism Accreditation Programme consists of three different awards: the Autism Specialist Award, the Autism Inclusion Award, and the Autism Friendly Award. It is the UK’s only autism-specific quality assurance programme of support and development for all those providing services to autistic people.
Merryfields School has been awarded the Autism Specialist Award- Advanced Status in 2019 and again in 2024 for our excellent practice and provision for pupils with a diagnosis of Autism and their families.
In 2025 we were awarded the prestigious Beacon Award. This recognition was a testament to the exceptional work and significant impact on the understanding and support of autistic individuals.
Feedback from the National Autistic Society has included….
“The Autism Accreditation Committee found clear evidence that staff have a robust working knowledge of evidence informed approaches associated with good autism practice. They can adapt these specialist approaches so that support is highly person centred and tailored to individual abilities, interests, preferences and challenges.”
“Autistic pupils develop skills in communicating and socially interacting with others. They become more confident in carrying out tasks independently and being empowered to make their own choices which helps them to have greater control and self-autonomy in later life.”
“Your dedication and hard work are truly inspiring.”
“Your workshops and training sessions have empowered families with the knowledge and tools they need to better understand and support their loved ones. The feedback from participants has been overwhelmingly positive, with many expressing how your programs have transformed their approach to supporting autistic individuals.”
“The bespoke training delivered to professionals from educational and charitable sectors across four counties has increased autism awareness and understanding of practical strategies for inclusion. The training on ‘Understanding Autism and sensory processing’ has been particularly well received, with 100% of participants reporting increased knowledge and a commitment to adapting their approaches.”
“Your collaboration with Staffordshire Police to adapt their primary-aged PHSE scheme has ensured the inclusivity of programme materials for autistic children. The adapted resources are now available to all trained officers, and the programme is being delivered throughout the county. This project has increased the safety of autistic children by helping them understand how to avoid dangers in the community
Find out more about Autism Accreditation on The National Autistic Society website:
Feedback from the Autism Accreditation is shown below.
“PECS is widely established across the school, pupils were observed to be independently using PECS at different levels. Some pupils were observed to find a symbol and exchange the symbol for a biscuit while other pupils were observed to build a sentence to ask for some strawberries. One pupils was observed using a tablet to ask for food during dinner.”
“In all observations autistic pupils are supported to do things for themselves rather than needing to be directed by a member of staff. It was evident throughout the observations that the school places great importance on promoting independence. “
“Autistic pupils are supported to regulate sensory experiences for example across all observations where required pupils were observed with chews, fiddle toys and ear defenders, adaptive seating such as wobble cushions and zoomer chairs, wobble bands and therapy bands.”
Autistic pupils develop skills in communicating and socially interacting with others. They become more confident in carrying out tasks independently and in being empowered to make their own choices which helps them have greater control and self autonomy in later life.
The Autism Accreditation Committee found clear evidence from the report that staff have a robust working knowledge of evidence informed approaches associated with good autism practice. They can adapt these approaches so that support is highly person centred and tailored to individual abilities, interests, preferences and challenges.