TRACKS autism commissioned the School of Education at the University of Hertfordshire to carry out an evaluation in order to identify the uniqueness, in a systematic way, of TRACKS autism and to highlight the benefits that engagement with TRACKS has on children, their families, and the wider community. Taking TRACKS autism as the unit of analysis, its uniqueness has been explored through an evaluation that looked at the Centre from different viewpoints, namely that of: the children, the family, and TRACKS staff and trustees. This report summarises the evaluation’s findings. Following a section on the background to TRACKS autism, the report focusses on the following areas:
The impact of TRACKS autism on the individual child;
The impact of TRACKS autism on the child’s family;
The impact of TRACKS autism on the community. The main findings from these sections are brought together in a section that draws out the key features that make TRACKS autism unique. In addition to identifying the uniqueness and impact of TRACKS, the evaluation is also formative in nature, providing feedback on areas for development and enhancement. This report is a snapshot of current practice at TRACKS autism. In order to continue to enhance and develop provision, an ongoing formative evaluation and impact measurement process should be put in place. The report ends with some questions to consider in relation to establishing a continuing evaluation and impact measurement process. A toolkit to support this process is provided in an appendix. |
