March/April 2016 229
● Whole-school speech and language approaches
● Self-awareness and leadership skills
● Literacy across the generations
● Meltdowns and pupil safety
Tourettes ‘I can always do what I am passionate about’ PULL-OUT RESOURCES Raising awareness of dyslexia ONE DAY NATIONAL CONFERENCE 28Th ApRIL 2016, LONDON
#oeReception Supporting Progress in Reception Effective Teaching, Play and Assessment www.oeconferences.com/reception16
Expert speakers include: Lee Owston HMI National Lead for the Early Years, Ofsted Anna Ephgrave FREE Assistant Headteacher for Early Years, Carterhatch Infant School Unlimited CpD Sue Robb members attend Head of Early Years, 4Children this event for free* Rekha Bhakoo CBE Headteacher, Newton Farm Nursery, Infant and Junior School
KEY BENEFITS
EARLY YEARS pRACTICE OFSTED BASELINE Know how to balance and Clarify Ofsted’s expectations for Interpret baseline data and combine teaching and play progress in Reception for 2016 understand starting points
Supported by:
*Unlimited CPD members are entitled to book a place for one delegate per conference. Additional delegate places can be purchased at a discount of 50% off the standard price. All conference places are subject to availability and books are taken on a first come, first served basis.
PA and Reception ads.indd 2 04/02/2016 17:24 Editorial
Extra funding for SEND reforms
In these days of ever-tighter budgets, in January. Tom has Tourette syndrome and Special Children is published by the government’s announcement Asperger syndrome, and the anxiety caused by Optimus Education, a division of of £80 million to support the his determination to suppress his tics on a date Optimus Professional Publishing Ltd. implementation of the SEND reforms was ruining his chances of taking the relationship is welcome news. further. Since the show aired, he has been Registered office: Optimus Professional Publishing Ltd, 2nd floor, 5 Thomas More Although this money isn’t actually coming to inundated with supportive tweets, including Square, London, E1W 1YW. schools, £35.8 million will go to local authorities invitations from girls keen to go out with him. to support the transition to EHC plans. The experience of Sophie Bevan, who Registered in England and Wales, One of the challenges facing schools in this features on the cover of this edition, is reg no. 05791519 context is getting to grips with co-production equally heart-warming. Watch her in Kitchen ISSN 0951-6875 and writing outcomes. The article on pages Impossible with Michel Roux Jr and read 30-32 gives a clear explanation of what is pages 14-16 to learn more about the condition Editors involved and step-by-step guidance on writing and how to support children who are affected. Alison Thomas good outcomes. You will find additional [email protected] insights into this and other aspects of the Communication skills
Sophie Chalmers reforms on the Optimus Knowledge Centre. Government figures reveal that 20% of [email protected] children starting school in England have Building character poorly developed language skills, and polling Managing editor ‘We believe teachers can support pupil shows that teachers are struggling to cope with Evelyn Prysor-Jones outcomes by developing their character, as well the impact in their classrooms. Meanwhile, [email protected] as developing their knowledge, understanding the Communication Trust has produced a new 020 7265 4140 and skills,’ states the Carter Review of Initial resource to help teachers monitor progression Teacher Training, January 2015. in spoken language in years 1-6 and identify Production manager More recently, a new study for the Sutton children with poor speaking skills so that steps Craig Young Trust, A Winning Personality, identified three can be taken to support them.
Design character traits as being particularly beneficial Some children’s communication needs are Charlie Thomas – Number Six Design for career success – extraversion (sociability, more severe, however, and we profile two Shine confidence and assertiveness), self-esteem and a a Light award-winners on pages 8-10 and 12-13. Senior marketing executive positive outlook (http://bit.ly/sc229-50). The first is a primary school, which gives children Martin Thomas These same qualities underpin a programme with significant SLCN specialist support while [email protected] for schools which motivates children to raise maximising their opportunities to integrate into their sights and take control of their lives. Read mainstream classes, and also implements a raft Advertising sales executive all about humanutopia on pages 34-36. of schoolwide strategies. The second is a special Chris Bell [email protected] school where pupils with complex needs are To advertise with us, call 0207 954 3127 E-safety matters immersed in a symbol-rich environment. Sustaining children’s self-belief in the digital age isn’t easy, however. According to the Dyslexia awareness counselling charity ChildLine, children report Dyslexia affects 10% of the population, yet there that their confidence and self-esteem are is widespread lack of awareness of what the being destroyed by a constant onslaught from condition entails. That was clearly demonstrated cyberbullying, social media and the desire to recently when a Starbucks employee won emulate the ‘perfect’ images they see online. a disability discrimination case against her Meanwhile, a survey of 1,200 young people employer. In her role as a supervisor, Meseret The paper used within this publication has for CBBC Newsround shows that more than Kumulchew had been responsible for keeping been sourced from a Chain-of-Custody three quarters of 10- to 12-year-olds have social a record of fridge and water temperatures at certified manufacturer, operating within media accounts, although the minimum age is specific times until she was demoted on the international environmental standards such 13. Over a third have befriended strangers and a grounds of having falsified the results. Ms as ISO14001 and EMAS. This is to ensure sustainable sourcing of the raw materials, quarter have been bullied or trolled. Kumulchew was able to demonstrate that her sustainable production and to minimise our These findings are reflected in research dyslexia had led her to make genuine mistakes carbon footprint. conducted by Sheffield Safeguarding Children and that she had declared her condition when Board and Sheffield E-Learning Service prior she took up the post. to the development of an e-safety curriculum Raising awareness in schools is the focus model for key stages 1-4. Find out what the of the pull-out resource on pages 25-28, while Printed in the UK by PENSORD PRESS children were saying and see an extract of the the article on pages 22-24 features a drama www.pensord.co.uk curriculum model on pages 18-21. production which children took on tour to spread the word amongst the wider public. Tourette syndrome Lack of self-confidence was also a stumbling www.optimus-education.com/special-children block for 26-year-old Tom Morgan before he appeared on Channel 4’s The Undateables www.optimus-education.com/sc229 229 Special Children 1 Inside SLCN Regulars A whole-school approach News Improving every pupil’s speech and language skills 8 The genome project helps with diagnosis; SRE 3 opens up access to the curriculum gaps leave children at risk; continuous blood glucose monitoring for diabetics, Passport Maths; work Total immersion experience for young people with physical disabilities The presumption of competence underpins rapid 12 advances in language and communication skills Pull-out resources Activities to raise awareness of dyslexia so that 25 these pupils can feel supported and flourish E-safety Letters The power of SENCO networking; more ICT 43 Staying safe online apps to support literacy; TAs and performance The development of an e-safety curriculum that is 18 management relevant to children’s online lives Book reviews 44 Understanding dyscalculia and numeracy Literacy difficulties; provision mapping made easier; helping children master the building blocks of language Bringing old and young together 22 Tried and tested products A children’s drama production raises Tracking first aid incidents; tackling mental 47 understanding of dyslexia and helps to recruit older health head on; enabling multimedia advocacy; volunteers for a reading support programme consolidating understanding in maths Talking point SEND reforms Turning pupils into film directors to engage them 52 in literacy Writing outcomes How outcomes differ from objectives and advice 30 on how to construct a good one Cover story Tourette syndrome 14 Life skills Supporting pupils who have this much misunderstood condition Self-awareness and leadership skills Profile of a programme that inspires pupils to 34 reappraise their approach to life and make choices March/April 2016 229
that will allow them to fulfil their true potential ● Whole-school speech and language approaches
● Self-awareness and leadership skills
● Literacy across the generations
● Meltdowns and pupil safety Behaviour Tourette syndrome: Meltdowns Sophie Bevan asks How to manage children and young people 38 employers to look beyond before, during and after these overwhelming her ‘label’ by proving she episodes has what it takes to work in Tourettes a kitchen with a Michelin ‘I can always do what I am Safety first passionate about’ 40 star chef PULL-OUT RESOURCES When is it acceptable to use reasonable force, and Raising awareness of dyslexia what is ‘reasonable’?
2 Special Children 229 www.optimus-education.com/sc229 NewsNews
Genome project helps in diagnosis
The fi rst genome diagnoses are being made, thanks to the 100,000 Genomes Project. This was set up by the government to map the genomes of people with rare diseases or cancer. When the human genome was mapped back in 2001, everyone thought it would transform medicine. Now the NHS is starting to benefi t from information generated by the project – the fi rst health system in the world to do so. Jessica Wright has a rare, genetic condition that causes epilepsy and affects her movement and development. But which disease is it? Her clinicians had used MRI scans, EEGs and lumbar punctures in an attempt to identify her condition to enable them to decide on treatment. In desperation, her parents turned to the 100,000 Genomes Project, which examined DNA from her Jessica’s condition is not inherited from her parents and might be controlled with diet rather than medication blood and compared it with that of her parents to try and identify the genetic Jessica’s mother, Kate Palmer, says: controlled. Hopefully she might have changes that might be responsible for her ‘Now that we have this diagnosis, there better balance so she can be more stable condition. are things that we can do differently and walk more. She’s now four years old She has now been diagnosed with glut 1 almost straight away. Her condition is one and still looks like a wobbly toddler trying defi ciency syndrome: it seems her body that has a high chance of improvement to move around!’ does not produce enough of the protein on a special diet, which means that her Over 135 rare diseases are included in that transports glucose from her blood to medication dose is likely to decrease the project. Find out more: the fl uid around her brain. and her epilepsy may be more easily www.genomicsengland.co.uk
Gaps in SRE leave children at risk
Campaigners at the Sex Education between safe and unwanted touch from Lucy Emmerson, coordinator of the Sex Forum are calling for mandatory discussions at home (45%) than at school. Education Forum, says: ‘The odds of a status for sex and relationships When asked about their school SRE as young person learning vital information education (SRE) in schools, after its a whole: about equal, safe and enjoyable survey of young people found that • 53% of young people had not been relationships are no different from the their safety is being undermined taught the signs of someone being toss of a coin. The ultimate consequence by dramatic variations in what is groomed for sexual exploitation of this is that many children don’t know taught. • 46% had not learned about how to how to recognise abusive behaviour or The survey of over 2,000 11-25 year-olds tell when a relationship is healthy or how to seek help.’ showed that many young people have gaps abusive Dr Mary Bousted, general secretary, in their SRE. Many were missing out on • although sexual assault is something Association of Teachers and Lecturers, key information, such as knowing where that a signifi cant minority of young says: ‘As members of the Sex Education to turn to for help if they experience sexual people experience, lessons about sexual Forum, ATL fully supports its call for abuse, information about female genital consent are not routinely covered in mandatory and inclusive SRE. We know mutilation (FGM), or sexual consent. schools that education staff want high-quality 50% of those surveyed had not learned • 50% of young people had not discussed training so that they can deliver lessons about how to get help if they experience real-life scenarios about sexual consent that will enable young people to keep unwanted touching or sexual abuse while • 34% had been taught nothing at all themselves safe.’ at primary school, 16% had not learned about sexual consent Full details about the survey can be found the correct names for genitalia, and • only 24% of young people said they in: Heads or Tails: What young people tell 17% had not learned that the genitals had learned about FGM, but the fi gure us about sex and relationships education at are private – all key to recognising and increased to 40% amongst 11-13 year www.sexeducationforum.org.uk reporting abuse. Young people were more olds, suggesting things are starting to The next edition of Special Children will likely to have learned about the difference change. be looking at SRE for children with autism.
www.optimus-education.com/sc229 229 Special Children 3 News
Passport Maths Let Teachers
warn that the UK education system is SHINE failing to provide the basic maths skills 228 January/February 2016
November / December 2015 227 needed for everyday life and work ● How to a write social story l Boosting engagement with Minecraft
● Creating a ‘listening’ school l How classroom design affects learning
● Using Lego to improve social skills l Swimming and ASD (http://bit.ly/sc229-23). ● Exam access arrangements l Goalball for all ● Nurture for older students l Evidencing progress for children with SEND The report Building Skills for All: A Review of England has found that, while England is around average for adult literacy compared to other OECD countries, it is well below average for numeracy skills,
Pull-out PULL-OUT resources New interventions have been with around nine million people having Creating personal RESOURCES learning profiles Storywalks Accessible maths for struggling Generating the learners developed to support children who diffi culty with everyday tasks, such as passion to write have diffi culty with maths. A better estimating how much petrol is left in the You have read about some of the grounding in the subject will help tank from looking at a gauge winners of the Let Teachers SHINE them for the rest of their lives. (http://bit.ly/sc229-22). awards recently in these pages. A new joint UK and US study warns To help address these matters, the UK Items include Story Walks, and that older people with poor numeracy charity National Numeracy is developing teaching with augmented reality (Special skills may be at greater risk of fi nancial a number of resources to support the Children 228), as well as Active Phonics exploitation. Researchers from Plymouth teaching and learning of maths. Materials (Special Children 227). University and Scripps College in for primary schools will be ready later in The search is on once again for California found that individuals with the year. teachers who have developed some great poor numeracy are more prone to certain For secondary schools, it has introduced interventions that really ought to be biases when making decisions, including a Passport Maths, a proven intervention rolled out to other schools for the benefi t greater risk of being manipulated verbally aimed at students starting Year 7 who are of other pupils. Ideas might involve by those around them. The study also not secondary-ready in maths. It helps after-school programmes or clever use of found that because individuals with low them to master the basics they may have technology, and work with whole classes, level numeracy are less likely to engage missed at primary school and supports small groups or individuals. with or interpret numerical information progression from level 3 to level 4 so Entries for the competition, run by the accurately, they are more likely to make students can go on to get better results at education charity SHINE, and supported conclusions that are not in their best GCSE maths. by Capita SIMS, close on Sunday 17 April. interests, particularly when it comes to Teacher training is £750 and National Each of the 10 winners will receive up money (http://bit.ly/sc229-24). Numeracy says that many of the schools to £15,000 from SHINE to enable them Meanwhile, a report from both the it works with in England and Wales use to develop their intervention further. Organisation for Economic Co-operation their pupil catch-up funding for this This might be to trial it in local schools and Development (OECD) and the UK intervention. Pupil progress booklets and or develop online resources to facilitate Commission for Employment and Skills log-ins are £10 each. http://bit.ly/sc229-21 rollout. www.capita-sims.co.uk/shine-3
Lords and ladies of the dance
severe and complex learning diffi culties, and those who are non-verbal in schools across south and south-west London. The sessions are led by highly experienced specialist dance teachers. The nature of dance particularly suits these children’s more visual, non-verbal learning style, enabling them to benefi t creatively, physically and socially. They learn all the action words found in dance by physically A RADiate dance class at Paddock Primary School doing them, and use Makaton signing to Michael Nunn joins a RADiate class at Paddock enhance the rich language of storytelling. Primary School Children on the autism spectrum Michael Nunn OBE, co-founder of in London can now benefi t from BalletBoyz, has recently joined RADiate social exploration. My son has autism, specialised dance classes. as an ambassador. He says: ‘Dance, by its and I know how important initiatives like The RADiate project – led by the Royal very nature, is a natural mode of language. this are in nurturing children in a creative Academy of Dance and with new funding It stimulates the mind and allows us environment at their own pace.’ from the City of London Corporation’s to communicate both emotionally and While the RADiate project has a full charity, the City Bridge Trust – is offering cognitively in non-verbal ways. RADiate quota of London schools enrolled this year, subsidised dance classes to children offers children with special educational to register your school’s interest for the next with autism, children with moderate to needs a tool for personal expression and academic year, email: [email protected]
4 Special Children 229 www.optimus-education.com/sc229 ONE DAYwww.oeconferences.com/SENCO16 NATIONAL SENCO UpdateOne Day NationalOne Day Conference NationalOne Day Conference National Conference www.oeconferences.com/SENCO1614Th ANNwww.oeconferences.com/SENCO16uAL SENCO upDATE Speakers IncludeSpeakers IncludeSpeakers Include SENCO UpdateSENCO Update CONFERENCE conference 24 May 2016 24 May 201624 May 2016 CONFERENCE24Th MAY 2016, BIRMINghAM conferenceconference 24Th MAY 2016, LONDON Embedding the SENDEmbedding Code of the EmbeddingPractice SEND Code the of SEND PracticeLondon Code of PracticeLondon London Wendy Smith André Imich Lesley Cox HMI #oeSENCO Wendy Smith Wendy Smith André Imich André Imich Lesley Cox HMILesley Cox HMI and supporting pupiland supporting outcomesand pupil supporting outcomes pupil outcomes #oeSENCO #oeSENCO Paralympian Paralympian ParalympianSEN and Disability ProfessionalSEN and Disability ProfessionalSENNational and Disability Lead for Professional Special EducationalNational Lead Needs for SpecialNational Educational Lead forNeeds Special Educational Needs Adviser, Department for Education and Disability, Ofsted Aft er suff ering a spinal injuryAft at theer suff ering a spinal injuryAft er atAdviser,suff the ering Department a spinal injury for at Educationthe Adviser, Department for Educationand Disability, Ofsted and Disability, Ofsted #oeSENCO age of 17 and being told she wouldage of 17 and being told sheage would ofSince 17 and April being 2010, told André she would has worked Since April 2010, André hasSince workedLesley April Cox 2010, has André been has one worked of HerLesley Majesty’s Cox has Inspectors been one ofLesley Her Majesty’sCox has been Inspectors one of Her Majesty’s Inspectors never walk again, Wendy Smithnever walk again, Wendy Smithnever forwalk the again, DfE in Wendy the role Smith of SEN andfor the DfE in the role of SENfor theofand Schools DfE in the (HMI) role since of SEN 2012. and She of Schools has taught (HMI) across since 2012.of Schools She has (HMI) taught since across 2012. 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Book online and receive1. instant Book online confirmation and receive instant confirmation Book before Book aftBook er before BookBook aft erbefore BookHow aft er to meet new expectations OPTIMUS team and represented her country in Athen’s at the its inception as a Green Paper in 2011, and is now referral unit judged to be outstanding. She has Prices Prices Prices OPTIMUS OPTIMUS team and represented her countryteam in and Athen’s represented at the her countryits inceptionin Athen’s asat thea Green Paperits in inception2011, and asis nowa Green Paperreferral in 2011, unit and judged is now to be outstanding.referral unit She judged has to be outstanding. She has www.oeconferences.com/SENCO16www.oeconferences.com/SENCO16www.oeconferences.com/SENCO16 15.04.16 15.04.1615.04.16 15.04.1615.04.16 15.04.16 2004 Paralympic games. 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Fax: 0845 450 6410 (UK bookings) Primary £269 + VAT £299 + VAT £269 + VAT £299 + VAT CPD MEMBERS to find their passion in life and toaspire find theirto achieve passion their in lifeto and find aspire their topassion achieve in theirlife and aspire to achieve their currently a National Lead for Disabilitycurrently anda National Special Lead currently for Disability a National and Special Lead for Disability and Special 2. Fax: 0845 450 6410 (UK bookings) CPD MEMBERS CPD MEMBERS goals. Wendy is passionate about helping others ‘be the Educational Needs within Ofsted. +4420 7954 3512 (Non-UK bookings) CAN ATTEND THIS goals. Wendy is passionate aboutgoals. helping Wendy others is passionate ‘be the about helping others ‘be the Educational Needs within Ofsted.Educational Needs within Ofsted. +4420 7954 3512 (Non-UK +4420 bookings) 7954 3512 (Non-UK bookings) Secondary/FE Secondary/FE £349 + VATSecondary/FE £379 + VAT £349 + VAT £379 £349 + VAT + VAT £379and + VAT tackle key challengesCAN ATTEND in THIS 2016CAN ATTEND THIS best’ and find their pathway to success. best’ and find their pathway tobest’ success. and find their pathway to success. EVENT EVENT EVENT 3. Email: [email protected]. Email: [email protected]. Email: [email protected] LAs £399 + VATLAs £429 + VAT £399 + VAT £429 £399 + VAT + VAT £429 + VAT Join us at our flagship event for SENCOs to ensure you areFOR successfully FREE!* managingFOR FREE!* FOR FREE!* 4. Post: SENCO Update4. Post: conference, SENCO Update4. Post: conference, SENCO Update conference,Others Others £429 + VATOthers £459 + VAT £429 + VAT £459 £429 + VAT + VAT £459 + VAT Gareth D Gareth D GarethAnita D Devi Anita Devi AnitaElizabeth Devi BurnsElizabeth BurnsElizabeth Burns Optimus Education, 2nd OptimusFloor, Education, 2nd Optimus Floor, Education, 2nd Floor, change and crucially, continuing to support good outcomes for students with SEND Special Educational Needs SENCO, St James’ Catholic High Unlimited CPD* Unlimited (This event CPD* is part of Unlimitedyour subscription) (This CPD* event is part of your subscription) (This event is part of your subscription) Morewood Morewood MorewoodSpecial Educational Needs Special Educational Needs SENCO, St James’ Catholic HighSENCO, St James’ Catholic High 5 Thomas More Square, 5 Thomas More Square, 5 Thomas More Square, DirectorConsultant of Curriculum Support Consultant ConsultantSchool School School Director of Curriculum SupportDirector of Curriculum Support London E1W 1YW London E1W 1YW London E1W 1YW (SENCO), Priestnall School (SENCO), Priestnall School(SENCO),Anita Priestnall Devi is Special School EducationalAnita Devi is Special EducationalAnitaElizabeth Devi is Special has worked Educational in SEN for Elizabeth over has worked in SENElizabeth for over has worked in SEN for over Needs Consultant, Policy Developer, Needs20 years.Consultant, She set Policy up and Developer, runs a very 20 years. 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She continues to deliver * Optimus Unlimited CPD* Optimus members Unlimited are entitled* CPDOptimus to membersbook Unlimited a place are forentitled CPD one membersdelegate to book pera are place conference. entitled for one to bookdelegate Unlimited a place per CPD conference.for members one delegate Unlimited can purchaseper conference. CPD members Unlimited can purchase CPD members can purchase years to post graduate provision in the UK yearstraining to post on graduate the Barnet provision NQT programme in the UK on Language training on the Barnet NQT programme on Language September 2002. During this timeSeptember he has shaped 2002. During thisSeptember time he has2002. shaped During this time heyears has shaped to post graduate provision in the UK training on the Barnet NQT programme on Language additional delegate places at a discount of 50% off the standard price. Contact us on 0845 450 6404 for more information. and overseas. www.AnitaDevi.com andand overseas. 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Elizabeth was a member of NASEN mini-project 2014 on outstanding SEND of NASEN mini-project 2014 on outstanding All SEND conference places are subject to availability All and conference bookings places are taken are subjecton a first to come, availability first served and bookings basis. are taken on a first come, first served basis. of other schools and Local Authoritiesof other acrossschools the and UK Local of Authorities otherTwitter: schools across @Butterflycolour and the Local UK AuthoritiesTwitter: across @Butterflycolour the UK Twitter: @Butterflycolour of NASEN mini-project 2014 on outstanding SEND All conference places are subject to availability and bookings are taken on a first come, first served basis. practice in schools. She is a member of the NASEN practice in schools. She is a member of the NASEN and Ireland through support, research,and Ireland training through and support, and research,Ireland through training support, and research, training and practice in schools. She is a member of the NASEN SENCO Advisory Group. SENCO Advisory Group. consultancy. Gareth also regularlyconsultancy. supports Gareth parents also and regularlyconsultancy. supports Gareth parents also regularly and supports parents and SENCO Advisory Group. carers with SEND legislation andcarers provision, with SEND as part legislation of hiscarers and with provision, SEND legislationas part of his and provision, as part of his Please register the followingPlease register delegates thePlease following (Please register write delegates the in BLOCK following (Please CAPITALS) delegates write in BLOCK (Please CAPITALS) write in BLOCK CAPITALS) wider interests in equality andwider opportunity interests for in all. equalitywider and opportunity interests in forequality all. and opportunity for all. Twitter: @gdmorewood Twitter: @gdmorewood Twitter: @gdmorewood First Delegate First Delegate First Delegate I am a member of Optimus EducationI am a member of OptimusI am Education a memberONE-DAY of Optimus Education NATIONALONE-DAY ONE-DAY NATIONAL CONFERENCE NATIONAL CONFERENCE CONFERENCE Title: Title:Forename: Title: Forename: Forename:Surname: Surname: Surname: Amjad Ali Amjad Ali AmjadMaria Ali Maria MariaMohamed Mohamed Mohamed Assistant Headteacher, CheneyAssistant Headteacher, CheneyAssistantConstantinou Headteacher, Cheney ConstantinouConstantinouAbdallah Abdallah Abdallah Job title: Job title: Job Email: title: Email: Email: Twitter: Twitter: Twitter: School School unlimited School Specialist Leader for SEN, Specialist Leader for SEN,Specialist Director Leader of Student for SEN, Engagement, Director of Student Engagement,Director of Student Engagement,
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SEN programmes across 265 schools in the UK. packages to help empower students to take control SEN programmes across 265 schoolsSEN programmes in the UK. across 265 packagesschools in to the help UK. empower studentspackages to taketo help control empower students to take control Twitter: @ASTsupportAAli Twitter: @ASTsupportAAli of their lives, well-beingHave and education. you done The the NationalHave SENCO you done Award? the :National Have Yes you SENCO No done Award? theIn progress National : Yes SENCO No Award? HowIn progress : many Yes years No have In you progress How been many a SENCO?: years have How you many been yearsa SENCO?: have you been a SENCO?: SENCO Update Twitter: @ASTsupportAAli of their lives, well-being and education.of their lives, The well-being and education. The SENCO Update Twitter: @MariaStMarys SENCO Update Twitter: @MariaStMarys Twitter: @MariaStMarys department acts as brokers, facilitators,department catalysts acts as brokers,and department facilitators, acts catalysts as brokers, and facilitators, catalysts and collaborators to challenge unequalcollaborators outcomes. to challenge collaborators unequal outcomes. to challenge unequal outcomes. Organisation to invoice Organisation to invoiceOrganisation to invoice Twitter: @abdallah_amz Embedding the SEND Code of Practice Twitter: @abdallah_amz Twitter: @abdallah_amz EmbeddingEmbedding the SEND CodeKtheEY SENDBENEFITS of Practice Code OF ofATTENDIN Practiceg Organisation: Organisation: Optimus OptimusOptimus Organisation: What happens now?What happens now?What happensand now? supportingand supporting pupiland outcomes supporting pupil outcomes pupil outcomes SteveAmanda Newton Hipkiss Amanda HipkissAddress: Address: Address: 1 Fill in this booking form1 and Fill in this booking1 form Fill and in this booking form and Steve NewtonSteve Newton Amanda Hipkiss SEND LEADERShIp UnlimitedUnlimited InclusionUnlimited Coordinator, LittleportInclusion Coordinator, LittleportInclusionFormer Coordinator, Secondary SENCOLittleportFormer Secondary SENCOFormer Secondary SENCO post or fax it back to us post or fax it back to uspost or fax it back to us DfE OFSTED Community Primary School Community Primary SchoolCommunity Primary SchoolAmanda was the SENCO at MullionAmanda was the SENCO atAmanda Mullion was the SENCO at Mullion 2 An invoice will be raised2 and An invoice will be raised2 An andinvoice will be raisedHear and vital updates on progress Learn how to meet your new Join our panel to discuss what SteveCPD began teaching is career here! asSteve a began teaching careerSteve Schoolas begana on teaching the Lizard career Peninsula as a School in on the Lizard PeninsulaSchool in on the Lizard Peninsula in CPD is here!CPD is here! secondaryCornwall English for twenty-five specialist years,and a Cornwall for twenty-five years, a sent to your organisation sent to your organisationsent to your organisation secondary English specialist andsecondary English specialist and Cornwall for twenty-five years, a Postcode: Postcode: Postcode: so far and key challenges moving expectations and what evidence an inclusive school should look worked in roles as diverse as Headworked of in roles as diverseworked as timeHead in when of roles the as diverseSENCO roleas Head grewtime of when the SENCO roletime grew when the SENCO role grew Now you can attend all our 3 You will receive joining 3 You will receive24 joiningMay 2016,24 May London 242016, May London 2016, London Now you can attend Nowall our you can attendSixth Form all andour as an outreachSixth behaviour Form and specialist as an outreach Sixthand Formbehaviour developed and as specialist an with outreach changing behaviourand developed specialist with changingand developed with changing 3 You will receive joining into year 3 of implementation inspectors are looking for like in 2016 in light of changes conferences for one annualconferences cost... for oneconferencesin annual Pupil Referral cost... for Units. one Moved annualin to Pupil the primary Referralcost... sector Units. 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Units. sector Moved In particular, to theequality primary she developedlegislation. sector In particular,equality legislation.she developed In particular,Phone: she developed Phone: Phone:Fax: Fax: Fax: instructions by email and instructionspost 3 by email andinstructions post 3 by email and post 3 three years ago aft er completingthree the years National ago aft SENCO er completing threethe years school’s the ago National aftresponse er completingSENCO to enabling thethe school’s thoseNational with response SENCO special to enablingthe school’s those response with special to enabling those with special weeks before the conferenceweeks before the conferenceweeks before the conference as well as having fullas access well as having asfull well access as having full access Awardeducational in a secondary needs setting. and / or disabilities to have the educational needs and / or disabilities to have the Award in a secondary setting.Award in a secondary setting. educational needs and / or disabilities to have theFinance Department Email:Finance Department FinanceEmail: Department Email: to our Knowledge Centreto our and Knowledge to Centre our Knowledge and Centre and access arrangements they needed.access This arrangements expertise, theyaccess needed. arrangements This expertise, they needed. This expertise, over 40 download-and-deliver built up over many years, has builtformed up theover basis many of years, her built has formedup over the many basis years, of her has formed the basis of her Find out moreSUPPORTED at www.oeconferences.com/SENCO16 BY SUPPORTED BYSUPPORTED BY over 40 download-and-deliverover 40 download-and-deliver PhD research in a partnership with the University of PhD research in a partnership with the University of Please see http://www.optimus-education.com/terms-and-conditions for our substitutions, cancellations and refund policy. 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SENCO ads_2.indd 2 08/02/2016 16:11 News
Continuous blood glucose monitoring for diabetics
‘Children and young people with 26-week trial involving over 300 people use it at least 70% of the time to see this diabetes are being set tighter blood aged eight to 72. kind of benefi t. It’s a useful tool and can glucose targets – the evidence Libby Dowling, senior clinical advisor make management easier and better. shows that this helps reduce the risk at Diabetes UK, says: ‘If your child uses Some people can’t do without them. of serious complications in the long CGM, you will know their blood glucose ‘It is not hard to use and involves the term.’ levels without having to do a fi nger prick insertion of a sensor below the skin once So says Barbara Young, former blood test. More importantly, you will be a week, which is attached to a transmitter CEO of Diabetes UK, when giving her able to see trends, so you can see when about the size of a 50p piece; most reaction to the new NICE guidance on glucose levels are starting to go up or children get used to the discomfort. It recommendations for children with down and can intervene earlier. The NICE doesn’t take away the need for testing, as diabetes. She continues: ‘However, guidelines made it easier to make a case the device needs to be calibrated twice the government needs to ensure that for getting CGM on the NHS, especially a day. Meanwhile, the sensor measures appropriate support is available to help for children who have frequent hypos, who the glucose levels in the interstitial fl uid children and their families to achieve this. are very young or doing lots of activities, between the cells, rather than the blood, We know that the majority of children or who have anorexia. However, even if so pupils will still need to do a fi nger prick with Type 1 diabetes already struggle to you can make a case for it, it is not always blood test to check precise levels before achieve current blood glucose targets. The available because the device is expensive proceeding with an intervention. If a pupil most recent fi gures reveal that less than and the hospital may not have the funds wants CGM, and fi ts the NICE criteria, one in fi ve manage this.’ to pay for it or enough personnel to train they should be able to get one.’ It was known back in 2008 that adults families and users to operate it.’ For more information, Diabetes UK with Type 1 diabetes who use continuous There are currently 38 different has produced a Type 1 Technology Guide. glucose monitoring (CGM) devices are blood glucose meters on the market. http://bit.ly/sc229-36 able to manage their diabetes better. ‘Not everyone will need or want CGM,’ Joanna Templeton thinks CGM should Research funded by the Juvenile continues Ms Dowling. ‘While research be more readily available on the NHS and Diabetes Research Fund and presented at shows that CGM can reduce the amount has started a government petition. If you the European Association for the Study of of hypos children get and improve their want to support her, sign it here: Diabetes at the time was based on a control, research suggests they need to http://bit.ly/SC229-37
Basketball for hearing impaired pupils
The National Deaf Children’s • if needed, writing information down for Society has teamed up with the deaf player to read. Basketball England to give deaf children an opportunity to play, Jon Stonebridge, disability participation thanks to new deaf-friendly offi cer for Basketball England, says: basketball tips. ‘This resource will enable coaches The new resource has been developed and clubs to increase their knowledge of to make the game more accessible for the deaf basketball and to raise awareness 45,000 deaf children and young people in general. The resource is about letting in the UK. The perceived barriers can be coaches know that, with a few minor easily overcome with small and simple Tips include ensuring the deaf player is looking alterations to the way they already coach, steps, such as: directly at you before talking they will open up their sessions to a • asking coaches, team managers and wider audience.’ even opposition players to raise their • ensuring the deaf player is looking Download the resource: hand when the whistle is blown directly at you before talking to them http://bit.ly/sc229-17
Children start school struggling to speak in full sentences
A poll of more than 500 teachers results and making it harder for them to follow simple instructions (65%). from across the UK has revealed deliver the curriculum for all children. As a result, more than three quarters that children are joining primary According to the survey by Save the of teachers voiced concerns that, despite school without the speech and Children – which belongs to the Read their best classroom efforts, these children language skills needed to learn in On. Get On. literacy coalition of leading may never catch up. 24% of teachers the classroom or start to read. charities, teachers, parents and businesses – believe being behind in speech and Teachers surveyed said that many 75% of primary school teachers see children language at age fi ve will still affect children children never catch up and that this early arriving in Reception class struggling to when they enter secondary school, 14% language gap was dragging down school speak in full sentences, read (81%) or even expect the impact to be life long.
6 Special Children 229 www.optimus-education.com/sc229 News
Work experience for young people The elephant’s with physical disabilities tea party
In a survey of young disabled Statistics from Child Bereavement people, the Trailblazers group at UK indicate that 92% of pupils the charity Muscular Dystrophy will experience a signifi cant UK found that over half had bereavement before the age of 16. Up experienced barriers when looking to 70% of schools have a bereaved for work experience. pupil on their roll at any time. To address this, the charity has Talking about death and dying as a developed a work experience scheme, normal, natural subject can help bereaved thanks to new funding from the City children to develop better coping skills. Bridge Trust. This will enable 30 disabled Giving them support from familiar, young people aged 16-30 to receive trusted adults will mean that most will not mentoring, support and hands-on work need professional help. Schools are well experience in a range of departments placed to provide this support. at the charity’s London offi ces. Work Consequently, the charity has developed placements might include advocacy, a free Elephant’s Tea Party Activity Pack communications and press, event (www.elephantsteaparty.co.uk) to help management, fundraising, IT, web primary schools equip pupils with coping management, social media, policy and skills for bereavement. The pack includes campaigns. activities and lesson plans which can be One of the fi rst young people to benefi t differentiated for different age groups and from the scheme is a young man with abilities. These include the following. a muscle-wasting condition, Rupert • A lesson focusing on the social bonds and Prokofi ev. Rupert, 28, worked in the Rupert Prokofi ev wanted to do something positive family groups in elephants – it is now but found it diffi cult to get any work experience charity’s care and advocacy department, well recognised that elephants grieve for working on cases on behalf of people who family members who have died. Pupils have problems with housing or healthcare. what I learned really valuable and I’ve explore how they think the elephants feel He says of the scheme: ‘I wanted to get gone on to use those skills in lots of ways after the death of a family member. out from home and to be doing something in my life.’ • A lesson based on the theme positive, but found it diffi cult to get work While the work experience is currently An elephant never forgets. experience. The Trailblazers scheme limited to people able to come into the Grieving is about remembering was a great opportunity, allowing me to London offi ce, over the next year, the not forgetting the person who develop my writing skills in a friendly and charity has plans to extend its network of has died, so pupils learn the supportive environment. It also gave me businesses and other charities that pro- the vocabulary they need to valuable insight into how organisations actively support disabled young people to articulate deep feelings of loss by like Muscular Dystrophy UK work, and get work experience. considering the ways elephants the chance to input into that. I’ve found Find out more: http://bit.ly/sc229-41 might remember a family member.
And fi nally…
Attainment gap for deaf Autism and sport Supporting effective teaching and children narrows The National Autistic Society is running assessment of reading in your Reception The latest government figures issued a practical, one-day course on autism classrooms; SEN: making the most by the Department for Education and sport in various locations. It will of your budget; Continuous provision show that GCSE attainment levels for help delegates recognise and understand in the Foundation Stage – play as a deaf young people in England have the key areas of difference in autism, as differentiation strategy and What’s great improved. well as looking at supportive strategies about autism? www.education-show.com In 2015, 41.1% of deaf young people in practical situations to reduce the achieved fi ve GCSEs (including English diffi culties experienced by participants How is life different? and maths) at grades A* to C, compared to and session leaders. While not a SEN matter, Action Aid’s 36.3% of deaf children in 2014. http://bit.ly/sc229-33 new teaching resources on what life is However, that still leaves 58.9% of deaf like for many child refugees are certainly children who are failing to achieve the The Education Show 2016 topical. The worksheets, presentations, government’s expected benchmark of fi ve This takes place at the NEC Birmingham teacher’s notes, apps and blogs are aimed GCSEs at grade A* to C, compared to just from 17-19 March. The wide array of at improving literacy, and teach children 35.8% of other children with no identifi ed SEN seminars includes: Risk assessing about respecting difference. special educational need. and managing challenging behaviour; http://bit.ly/sc229-35
www.optimus-education.com/sc229 229 Special Children 7 A pupil uses Shape Coding to practise building sentences
Speech and language: a whole-school endeavour
Maxine Whitmore shows how her school’s approach to speech, language and communication is having an impact on all pupils
Aerodrome Primary Academy in their language develops, particularly a practitioner, perhaps a speech and Croydon has an above-average for lessons in PE, music, art, maths language therapy assistant (SLTA), works proportion of pupils with SEN, and and literacy. They are supported in this with the child using early Makaton sign in particular with speech, language by a TA, who helps differentiate the language and early language. The child and communication needs (SLCN). curriculum to their level. is encouraged to look at the adult, who The fi gures for social disadvantage takes sensory items out of a bucket, one are also higher than the national by one, to explore with the child. If the norm. bucket contains pretend snow, the child However, the school’s focus on Everyone has may indicate that they want more or ask communication ensures that every pupil’s a grasp of Makaton at for it to stop when it is sprinkled on their schooling gets off to a strong start. Part some level head, and the adult builds on this early of our success is down to the Enhanced communication. Learning Provision (ELP), a specialist Children starting school in Reception unit at the heart of the school for children are also screened for language delay and with severe SLCN. This was set up in An early start other language diffi culties, and those 2010 when the academy opened in new Speech, language and communication who will benefi t are put on a Wave 2 premises following the amalgamation are critical to opening up access to the intervention called the Just Arrived at of two schools. Pupils from Reception curriculum, so we screen every child School Language Programme, which I onwards are referred to it by a speech for speech and language delay when developed to accelerate the acquisition and language therapist or an educational they arrive at the nursery, which is for of early vocabulary. I deliver this with psychologist. Some return to mainstream children aged three to four. Priority the assistance of an SLTA, who repeats schooling within a couple of years, while pupils are then supported as a group by each session on her own a few days later others need specialist teaching for longer. highly trained staff. to give pupils maximum exposure to One of the school’s strengths is its Children with severe SLCN receive a new words. We also run this eight-week philosophy of integration. Children with lot of one-to-one support. Here, a typical programme for children entering Year 1 SLCN join their mainstream peers as activity might be Bucket Time, where who require it.
8 Special Children 229 www.optimus-education.com/sc229 SLCN
Extending vocabulary In Year 2, teaching staff use the Talk for Writing programme in class. Developed by Pie Corbett, this encourages expressive storytelling by getting children to practise reproducing the key language they need for a topic orally, before committing their ideas to paper. Meanwhile, an SLTA runs the Partners in Talking Programme (introduced by Croydon NHS) for everyone in the school, taking small groups of pupils out of class at a time. This 10-week intervention is designed to improve speaking and listening skills across the curriculum, and we fi nd it really helps build pupils’ confi dence when it comes to speaking in front of larger groups and the class.
Harnessing signs and symbols Everyone has a grasp of Makaton at Singing assemblies give pupils a chance to practise their signing some level, as we use it throughout the school and across the curriculum. show Mum or Dad what they have been Signifi cantly, the lunchtime Makaton club doing. This not only helps parents keep is particularly popular with mainstream Children with abreast of what their child is learning but pupils, who get a lot of fun out of being SLCN integrate with their helps them support their child’s learning able to communicate this way. mainstream peers as their at home. There are lots of opportunities for At a more specialist level, we have everyone to practise their skills, as the language develops regular meetings for parents of children school’s head of music regularly stages in the ELP to teach them Makaton. Other Makaton-signed assemblies. In addition, strategies we teach them include Shape last year pupils from the ELP teamed Coding, a visual means of representing up with their mainstream peers to sing Engaging with parents sentence formation developed by Susan Christmas carols supported with Makaton Seeing parents in class fi rst thing in Ebbels. This is based on the notion that signing. the morning, huddled over an exercise children with language delay don’t pick up The school also makes conspicuous book with their child, is a common sight language patterns simply through hearing use of symbols, using Communicate: In – we encourage parents to stay for a few other people talk, and need to be taught Print from Widgit. Being surrounded minutes every day when they drop off the rules of syntax and grammar explicitly. by displays that contain symbols their child to share their learning with The strategy may also help children improves pupils’ fl uency, supports their them. If a child is working on a piece of with ASD, Down syndrome and hearing understanding of instructions and tasks, writing, they’ll get out their book and impairments learn how to construct and encourages independent learning. sentences, although the effi cacy of this A few pupils need help with sound has yet to be studied. production itself, and all staff are trained in Cued Articulation, devised by Extensive training Australian speech pathologist Jane Passy. None of this would be possible without Because children with SLCN respond extensive staff training. In fact, everybody better to visual support than oral or verbal in the school receives some level of speech, support, Cued Articulation helps children language and communication training. see, sequence and pronounce sounds with For example, non-teaching staff are the aid of hand gestures. The position trained in Shape Coding as well as Cued of the hand indicates where the sound Articulation. is made, the shape and movement of Kitchen staff support children in a the hand indicates how it is made, while different way. When pupils from the ELP the use of one or two fi ngers indicates come to choose their lunch, for example, whether it is voiced (e.g. ‘g’) or unvoiced one of the dinner ladies will name all (e.g. ‘k’). Thus all the features of the 49 the items on offer and help them make phonemes can be described with one cue. choices. Cued Articulation is used throughout the school, primarily when working with Coming together as a whole children who have SLCN, but also when Importantly, the whole school regularly teaching phonics in the main school. comes together for events like the Because it is so visual, pupils quickly pick Children from the ELP enjoy their role as Chatterbox Challenge and No Pens Day it up. the No Pens Day Wednesday police Wednesday. The latter gives everyone
www.optimus-education.com/sc229 229 Special Children 9 SLCN
Top tips ● Involve the whole school community, from the headteacher to the caretaker. ● Undertake regular staff training, whether this is in house or external, delivered by specialists or provided through peer-to-peer observation of best practice. ● Work closely with your nursery. ● Screen for language delay on entry. ● Encourage language development through stories, songs and creative activities. ● Use whole-school visual support systems including Communicate: In Print, Shape Coding, Cued Articulation and Makaton. ● Take part in regular whole-school speaking and listening activities.
Maxine Whitmore is the specialist speech A pupil takes his turn to develop vocabulary during a session of the Just Arrived at School Language Programme and language therapist responsible for the a break from writing, and offers some describe as quiet or, in some cases, non- Enhanced Learning pupils a chance to showcase some verbal, came forward to tell their joke. Provision at Aerodrome Primary of their creative skills – on previous Academy in Croydon, and also supports occasions, a few pupils have put together Successes language development in the main school short fi lms while others have created Tracking from the Nursery shows books of photographs. In this way, other progress in communication and language, pupils start to see that their peers may and the post-intervention measure for have strengths and skills that may not pupils in Reception provides evidence of a FIND OUT MORE normally be evident in lessons. The wider vocabulary and rapid progress from ● Talk for Writing: www.talk4writing.co.uk pupils in the ELP enjoy their special role signifi cantly low scores on school entry. ● Cued Articulation: http://cuedarticulation.com on No Pens Day Wednesdays, acting as Year 2 Sats results improve year on year. ● Cued Articulation in practice. Watch the no-pens police. Thanks to the Talk for Writing programme, teachers from Aerodrome Primary Academy all pupils have demonstrated signifi cant modelling the alphabet: http://bit.ly/sc229-04 progress in reading, writing, and maths, ● Communicate: In Print. The site contains lots of video tutorials, and Widgit runs free, The school makes but particularly those children with SLCN. Meanwhile, standardised assessments show 45-minute online training sessions on how to use the software to support the curriculum: conspicuous use of that 85% of pupils in the ELP are making www.widgit.com symbols progress in line with the rest of the school. ● Shape Coding. Susan Ebbels talks about the While these outcomes speak for Shape Coding system: http://bit.ly/sc229-07 themselves, it made every member of ● Teaching grammar to school-aged children The whole school took part in another staff stand a little taller when our efforts with specifi c language impairment using national event back in November. This were formally recognised at the 2015 Shape Coding by Susan Ebbels was was Voice Box 2015, a joke-telling Shine a Light Awards, where we were published in Child Language Teaching and competition run by Giving Voice in presented with the Primary School of the Therapy Journal, 2007: http://bit.ly/sc229-06 conjunction with The Communication Year Award in recognition of outstanding ● Giving Voice is a campaign by the Royal Trust. The aim was to show that practice in supporting communication College of Speech and Language Therapists to demonstrate the unique importance of the communication is fun, and children were development. SLT’s role and evidence their value for money invited to tell their joke in front of a panel to national and local decision-makers: of judges. Our winner was a young girl http://givingvoiceuk.org with autism who has been in the ELP for ● No Pens Day Wednesday encourages three years. Her joke was sent off to the schools to put down their pens and run a Royal College of Speech and Language day of speaking and listening activities. The Therapists to compete with entries from Communication Trust provides downloads of schools all over the country; she is among everything required to run the day: the winners who have been invited to tell http://bit.ly/sc229-08 ● their joke to the Houses of Parliament on Chatterbox Challenge. I CAN’s annual, educational fundraiser for under-fi ves: 2 March. http://chatterboxchallenge.org.uk There is always a buzz around the ● The Shine A Light Awards are organised by school when we hold these events. What Pearson and The Communication Trust: impressed us in this instance, however, The day the ‘Queen’ – Maxine Whitmore all dressed http://bit.ly/sc228-16 was that children we would normally up – came to visit the ELP
10 Special Children 229 www.optimus-education.com/sc229 Ability World Enables Your Learners ... Velcro-friendly portable choice / display boards, communication books and folders.
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Proven assessments for children with SEND
• Exam access • Dyslexia • Cognitive assessment “It probably • Working memory saved us • Literacy approximately 100 LSA hours of marking and processing”
Contact us on: SENCo Maidenhead 01482 882 121 [email protected] www.lucid-research.com Part of SLCN
is that unless we immerse them in a communication-accessible environment, they have very little chance of picking it up. Language doesn’t just happen. Typically developing children are surrounded by language and spend a long time soaking it all up before they actually start using it. If we expect children to be able to use symbols without fi rst immersing them in a symbol-rich world, then we are asking more of them than we do of their typically developing peers.
Expanding opportunities ‘A child who uses speech will independently select the words she wishes to use from the vast array of words she hears/sees used everyday. A child who uses AAC will independently select the words she wishes to use from the vocabulary other people have chosen A member of staff talks to a young boy to model and, for aided symbols, made about a book he is thinking of reading available for her to use.’ This quote from Porter & Kirkland (Integrating Augmentative and Alternative Communication into Group Programs: Utilising the Principles of Conductive Education, 1995) has Total immersion been our inspiration. Children who use augmentative and alternative Rosie Clark explains how her school’s approach is communication (AAC) are usually exposed to the symbols they need as making a difference for children with communication required, and the result can be quite limiting. What would you like to eat: an diffi culties orange or an apple? What would you like to play: bowling or ping pong? Four years ago, I joined Woodlands want, whenever they want. 97% are So now, AAC has become a second School in Surrey, a school for making the expected progress in listening language in the school. Our pupils are pupils with severe learning and 95% in speaking. immersed in it, with staff using exactly diffi culties and complex needs. the same tools as they do to converse, While developing speech, language A presumption of competence constantly modelling good communication and communication skills had Fundamental to this transformation has so that children learn to use language always been a priority, there was been the change in our expectations. We expressively to the best of their ability. To a discrepancy between progress now start from the presumption that every this end, every child is assessed for a full in receptive and expressive pupil has the potential to communicate AAC system when they join us. communication, with 79% of pupils with competence. All the staff have their own achieving the national targets for When pupils fi rst arrive at Woodlands, communication book for use with the listening and 65% for speaking. nobody knows how each individual will children – whether this is to talk about At the time, the school was using learn to communicate. However, one choices, opinions and ideas or something mainly PECS, Makaton signing and, thing every teacher knows for certain related to the curriculum. They also in the case of a few pupils, high-tech communicate through the children’s communication devices, but these were individual AAC devices, modelling how to mostly used in lesson activities. Since use these, high tech or paper based. They then, we have introduced the principles focus on language that the pupils themselves of aided language stimulation and total would want to use, rather than adult talk. language immersion to give pupils the Whilst some children go on to develop some opportunity to learn how to communicate speech, most of our pupils never will. But in natural situations. Instead of limiting with AAC, we can still give them a voice. them to just making choices, the aim is to give every child access to full language. Aided language displays Three years on, the outcomes speak To support full communication, we have for themselves. Children who weren’t created an aided language environment, communicating autonomously are now Children discovered that even Father Christmas with symbols posted up around the school saying what they want, to whoever they knows how to communicate using symbols covering useful words and expressions
12 Special Children 229 www.optimus-education.com/sc229 SLCN
associated with different contexts, A comprehensive activities and subject areas. training programme For example, in the Play-Doh® area, Staff training in all the strategies a wall display provides all the symbols and tools we use is crucial. In the child and teacher need in order to addition to regular in-school converse when using modelling materials. training, new teaching staff In the dinner hall, posters illustrate the complete a two-day PODD symbols that anyone and everyone uses course and then learn on the when talking about food and drink. job from experienced staff, Meanwhile, the children’s own who show them how to model communication books contain enough language to the children. Other symbols to enable us, as adults, to extend classroom staff undertake at their passive – and ultimately their active least a one-day PODD training Staff and many students wear communication devices on a – vocabulary. If we provided them with course and everyone, including harness so that it is readily accessible only a few symbols, say to make choices at administrative and premises staff, lunchtime, then we would not be able to attends at least an introductory everyone around her. To do this, she uses model language they can use at any time, session in using AAC. her PODD communication system on her whether it is to express their emotions and Classroom staff are also trained in iPad, which has speech output, so when ideas or engage in general chat. Gradually the use of high-tech devices and other she presses the button, it speaks for her. the children refl ect this modelling back to communication strategies, including This gives her independence and her iPad us and we start to have a conversation. touch cues and PECS. Meanwhile, a goes everywhere with her. teacher who is a trained Makaton tutor ‘In the past she used Makaton, which Language for multiple contexts delivers regular training to staff and proved very limiting because not many Our approach to language immersion parents, and we have a Makaton choir, people know it and she had to rely is based on PODD (Pragmatic where pupils have the chance to develop on us to translate for her. Now she is Organisation Dynamic Display), a fl exible their signing profi ciency through music. unstoppable. She chats to people in shops communication system developed by As important as this formal training and on the train and shares her ideas with Australian speech pathologist Gayle is the time we set aside to enable staff anyone she wants to reach out to.’ Porter, which can be adapted to cater for to practise their new skills – we even Meanwhile, the school recently scooped the needs of a huge range of children. practise in staff meetings. the 2015 Augmentative and Alternative Available in book form or for use on Communication Award at the Shine a high-tech devices, it involves selecting Light Awards, an annual event organised and organising symbols in a way that We start from the by Pearson and The Communication facilitates communication between people Trust to celebrate outstanding practice in with complex communication needs and presumption that every supporting communication development. their communication partners, providing pupil has the potential I think the judges appreciated the way we all the vocabulary needed: to communicate with have turned language and communication ● for continuous communication on its head. Many schools wait until children ● for a range of messages competence prove they can understand symbols before ● across a range of topics they introduce them to a full symbol-based ● in multiple environments. language system. Instead, we give children To enable parents to build on our work language from the fi rst day they join us, Powerful as it undoubtedly is, PODD is at home, we run termly one-day training and then they show us what they can do. just one of a range of tools we have at our courses and more frequent informal drop- This makes our pupils very confi dent. disposal. Children use what is appropriate in chat sessions, which are both very well At Christmas, we put on a play and many for them and a few may start off using attended. Siblings, grandparents and the were able to use their communication other systems such as PECS. However, we extended family are encouraged to come systems to enable them to take part. They move them onto a full language system too, and we often have fi ve or six family are young people with complex special such as PODD as soon as possible to make members on a training day. needs who communicate very well. sure we don’t limit their development. As the fi nal element in our training Victoria speaks for them all when she All pupils, whatever their portfolio, we offer free training in says: ‘I like to talk.’ communication strategy, start with aided language and communication to the language stimulation, with staff modelling respite centres many of our pupils use, the Rosie Clark is assistant the language they want them to learn local colleges they move on to when they head teacher at Woodlands to use, pointing to the symbols in their leave us, and all our external providers. School, Surrey, a school communication books as they talk, so the for children aged two to 19 children learn how to use those symbols From individual triumphs to who have severe learning to communicate back. public recognition diffi culties, profound and multiple Children’s communication books are Victoria is one of our many success stories. learning diffi culties or autism their constant companions. Some children Now 16, she has global development delay have them on paper; others do as the and complex communication diffi culties. teachers do and keep them on an iPad Her mother says: ‘Victoria is a very worn on a harness. A few children have a happy, sociable young woman and loves FIND OUT MORE device they control with their eyes. sharing her ideas, plans and interests with PODD: www.novita.org.au www.optimus-education.com/sc229 229 Special Children 13 Sophie Bevan from Bridgend in South Wales recently featured on Kitchen Impossible with Michel Roux Jr (watch it on Channel 4 OD: http://bit.ly/sc229-10). Now 17, she is passionate about cooking. Unfortunately, job applications to over 170 jobs in restaurants and cafes resulted in just two, very brief, interviews. Sophie was diagnosed with Tourette syndrome at 14, which can result in awkward facial expressions, physical tics and uncontrollable swearing. However, when she concentrates on her cooking, her Tourette’s is far less pronounced. She volunteered for the programme because she wanted to prove that she had what it took to work in a busy kitchen by training with a Michelin star chef. She says: ‘While I also have OCD and ADHD, these conditions help me to be more creative as a cook because I think outside the box. In September, I will be studying patisserie level 2 in York. What I learned while training with Michel Roux Jr was that no matter what gets in my way, I can always do what I am passionate about, even if getting there is a more of a challenge.’
Tourette syndrome
Suzanne Dobson sheds light on this often misunderstood condition
Tourette syndrome is an inherited Over 85% of pupils with Tourette is important to talk to the children neurological condition. The syndrome will have additional conditions, concerned and help them understand symptoms are tics – involuntary such as ADHD, ASD and OCD. They that such behaviour is inappropriate and movements and sounds that are may also suffer from low self-esteem, unkind to both the child with Tourette disruptive and diffi cult to control. depression and moodiness. syndrome and the victim of their outburst. Other associated diffi culties include Key characteristics a poor attention span and failure to Tourette syndrome and SEN Research from around the world suggests complete tasks. Pupils may be easily Uncontrollable ticcing is not a sign of that 1% of school-aged children are distracted, unable to listen attentively, parental abuse or bad parenting. Nor affected, although the proportion is fi dgety and impulsive. does it affect mental capacity or intellect. considerably higher in children with SEN. Tourette syndrome is not a learning However, it is also a spectrum condition, disability. with some symptoms so mild that they However, only about 12% of people require no intervention. The tics are with a diagnosis have to contend with Tics present in many ways. involuntary, a bit like us Tourette syndrome alone; everyone else ● Facial tics include eye blinking, nose blinking or sneezing has a cocktail of conditions (see Figure 1 twitching, sniffi ng, grimacing, squinting, on page 16). Some of the symptoms and lip smacking or tongue poking. comorbidities can have a substantial ● Motor tics include head jerking, impact on a child’s ability to learn. Where foot stamping, body twisting, neck One characteristic that often causes the pupil’s behaviours or symptoms stretching, shoulder shrugging or arm problems in class is non-obscene, socially require additional provisions to enable extending, as well as obscene gestures inappropriate (NOSI) behaviour. This them to access learning, then they are (copropraxia) and imitating the actions may lead pupils to call out personal recognised as having SEN. of others (echopraxia). remarks about other people’s appearance The combination of Tourette syndrome ● Vocal tics include throat clearing, or behaviours and, occasionally, and OCD can be especially challenging, as grunting, spitting, swearing, hissing, inappropriately touch themselves or the child may feel compelled to do their shouting, barking or moaning, as well others and make rude gestures. tics ‘right’. One young girl has a shrieking as repeating what others say (echolalia) Tics, especially verbal tics, can tic which her classmates and teachers fi nd and shouting out obscenities be autosuggestible, and so it is not diffi cult to ignore. If she shrieks ‘right’ (coprolalia, which only presents in 10% uncommon for classmates to deliberately fi rst time, all is quiet for up to 90 minutes. of people with the syndrome). provoke an outburst. In such cases, it If it doesn’t feel ‘right’, she shrieks and
14 Special Children 229 www.optimus-education.com/sc229 Condition insight
shrieks. She is more settled now that she a little, perhaps by removing themselves has a TA with her and, after a protracted from the proximity of the person who is statement application process, extra triggering them, or diverting themselves funding has been found for the provision in another way. of a room where she can go and tic without disturbing another class. Motor tics Motor tics can be as simple as a shrug. Diagnosis More complex tics can send the whole Usually identifi ed at about age seven and body into a spin or cause the person to fall peaking during puberty, for around 50% to the ground. of young people the condition starts to For simple tics, such as throwing out abate in the late teens or early 20s. For the left arm, a solution is to sit the child the rest, it is probably a lifelong condition. at the end of a row. As they get older, they To be diagnosed, children must exhibit need to start taking responsibility for at least one vocal and one motor tic positioning themselves in such a way that for more than one year, with no more they can’t strike anyone. than a three-month break from tics Sometimes tics look dangerous. Kat within that period. Blood tests, X-rays Zak has Tourette syndrome and OCD and says: ‘I Thomas was diagnosed with extreme and scans do not help with diagnosis, don’t mind because it makes me unique and different physical tics at the age of 14. These although a lot of research is going into from other people. My teachers are very supportive made the senior leadership team at her and I have a hall pass if I ever feel stressed, so I can trying to identify the genes involved. A leave the class and let my tics out.’ school so anxious that they wanted her diagnosis is made only after a child has to work on her own in a padded room. been referred to a neurologist and a After discussions involving our charity, psychiatrist/psychologist, who will take a teachers can say to a child with Tourette the SENCO, the girl and her mother, family history, observe the child and carry syndrome is: ‘Stop doing that,’ because it solutions were found that would enable out a range of tests before coming to a will become the very thing they need to do. her stay in the mainstream classrooms. conclusion. These included: Tics wax and wane in number, Verbal tics ● educating staff about Tourette frequency, complexity and severity. They Many people fi nd it inconceivable syndrome can change or disappear for a while before that a child who is calling them fat, ● ensuring that where Kat sat was safe new tics take their place or old ones boring, spotty or worse is not doing it for her reassert themselves. Stress and anxiety intentionally. Even harder to believe ● educating Kat’s peers to be aware of her make them worse, but they often ease is that the child is as surprised and tics when the student is engaged in an activity, disconcerted as they are, because they ● reassuring staff that she could manage such as drumming, singing or sport. didn’t know they were going to make the herself remark and, most likely, even as they ● having a good group of supportive Treatment utter it, it wasn’t what they were intending friends. There are no drugs to treat the syndrome to say. – medications used to alleviate symptoms Many children are deeply embarrassed Now aged 17 and in Year 12, Kat was are ‘borrowed’ from other conditions. by the words that escape from their lips recently nominated for the Smith-Milne Many of these have serious side effects unprompted, to the extent that some Young People of the Year awards which and so are usually avoided in young will not leave the house in case they say recognise young people who give to others. children. something inappropriate, and so become Meanwhile, after satisfying the DVLA that Researchers are currently investigating school refusers. The best way forward she is safe behind a wheel, Kat is learning the potential benefi ts of deep brain is to support the offended pupil or staff to drive, and is on the way to fulfi lling her stimulation for young people and adults member and help them to understand dream of becoming a paramedic. whose Tourette syndrome is completely Tourette syndrome better, explaining how debilitating. This involves placing these things are as random as any other Support strategies electrodes in the brain and connecting tic. Meanwhile, the child needs to be Whole-school education them to a battery pack inserted into the encouraged to try and manage their tics For the very few children who have shoulder, similar to a pacemaker. coprolalia or copropraxia, dealing with For now, the most effective treatment it in school requires some thought, as is a form of cognitive behavioural failure to punish a pupil’s apparently therapy. Research carried out by the outrageous behaviour can result in mixed National Institute for Health Research messages going out to their peers. The demonstrates that CBT is as – if not solution is a whole-school education more – effective than any medication, programme about the syndrome. without any of the side effects (http://bit.ly/sc229-01). Unfortunately Poor attention access to CBT is extremely limited. While the syndrome does not affect the Henry, who also has Tourette syndrome, says: ‘I am in Year 6 and have a fantastic teacher. She is very intellect, the demands of managing it can Managing the condition understanding and supports me by giving me regular make learning a challenge. Often, children breaks and at diffi cult times has given me a shoulder The tics are involuntary, a bit like us massage to help calm me. My teacher and mum are able to suppress tics in school, but this blinking or sneezing. The worst thing communicate through my home-link book.’ requires constant self-monitoring, which www.optimus-education.com/sc229 229 Special Children 15 Condition insight
takes up a large amount of their attention. Figure 1. The syndrome’s main comorbidities with the more common ones shown larger So check that they have understood the key points and what is required of them.
Rage Some children with Tourette syndrome Panic Memory seem to have an inner rage, which they disorder defi cits don’t understand and therefore fi nd Attention defi cit Obsessive unsettling and stressful. Their heightened hyperactivity compulsive anxiety can increase the level and strength disorder disorder of their tics, and a fi ddle toy may help to alleviate this. Encourage them to talk about their Dysfunction diffi culties with an adult mentor and to in sensuary Tourette Social skills share their concerns with trusted members integration defi cits of their peer group. It is also important to Syndrome watch out for signs of depression.
Short breaks Executive Mood Sometimes the urge to tic becomes dysfunction disorders too much and it may help to allow the Visual Learning child to leave the room for a short while, perceptual disabilities preferably to a designated place where motor they can go and tic in private. disabilities On the other hand, young children often fi nd it diffi cult to return to class, not knowing if they have been away too long. Meanwhile all sorts of other anxieties have built up in their minds. In this case, giving throwing your pen, blinking, twitching or Working with parents them a specifi ed time to return may help. generally not at peace with yourself. Naturally, each child with Tourette Second, this extreme activity may make syndrome is different and has different A ‘passport’ sleep diffi cult. Tired children do not learn needs. The better the school understands Depending on how their tics manifest, the well. these, the better the outcomes for the best policy is for children to be able to tic pupil. If possible, organise a meeting with in the classroom. However, this requires Exams the pupil and their parents to discuss other children and staff to cooperate and If homework is presenting real diffi culties, how the syndrome and any comorbid does not take into account that the child the school might discuss a reduced conditions affect the child and their will try anything not to tic in lessons. timetable of exam subjects with the pupil learning. Key outcomes from the meeting Research by the University of and their parents as a way of lightening will include: Nottingham on behalf of Tourettes Action the homework load. Given that Tourette ● strategies that are helpful at home showed that children fi nd supply teachers syndrome can abate in later years, fi ve ● strategies that could help at school, especially diffi cult because they don’t good passes may be better than eight low such as having a place to go to tic understand their needs and often refuse grades. ● a discussion about the possibility of to believe the child has the syndrome. Exams cause stress and therefore informing the rest of the class/school As a result, the charity has designed a herald a period of increased ticcing. There about the syndrome to help reduce small ‘passport’ with space for a child’s are several things to consider. misunderstandings, unwanted attention picture, and boxes to record strategies ● If the motor tic affects writing, is the or bullying that ease their tics and things that make child eligible for a scribe? (See Levelling ● an outline of how the school intends to them worse, all signed by the SENCO. the playing fi eld on exam access support the child Download: http://bit.ly/sc229-02 arrangements, Special Children 228) ● if the child is on medication, an ● Where should the child sit within the understanding of the possible side Homework hall during exams? Some children like effects and impacts on learning, and Suppressing tics at school often leads to to sit at the back so that no one can see a reminder to parents to inform the an explosion of tics at home, which may them, or to one side so they can move school of any changes to medication. last well into the evening. arms or legs, or at the front so they Some clinicians say that the act of can’t see anyone else. The link between parents, teachers and suppression causes the tics to rebound ● Would a separate room be better? perhaps the child’s clinician is vital in with greater intensity. Others believe ● Extra time is often unhelpful, as it understanding what these children need that it is down to leaving a place where obliges pupils to suppress their tics for to be able to achieve their potential. conforming is important for a place where longer, putting them under even more you are able to be yourself. stress, which in turn increases the urge Suzanne Dobson is chief executive of the UK Whichever theory turns out to be true, to tic. Rest breaks may be a better way charity Tourettes Action. Its website is full it has a huge impact on learning. First, of giving them space to tic and still have of useful information and presentations for homework is diffi cult if you are jerking or enough time to complete the exam. schools. www.tourettes-action.org.uk
16 Special Children 229 www.optimus-education.com/sc229 Developing Excellence Together
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generic_ad.indd 1 31/03/2015 12:45 A child uses her tablet unsupervised, but does she know how to keep herself safe?
Staying safe online
Julia Codman explains how feedback from children of all ages informed the development of an e-safety curriculum that directly relates to their online lives
Sheffi eld Safeguarding Children off. They would much rather talk about ● what current trends are Board (SSCB) has been working on these things in class, they said, looking ● what the children like and don’t like e-safety education for a number of at scenarios refl ecting what they actually ● things they are concerned about years now, and schools across the get up to online, discussing the issues that ● what they do if they get into diffi cult city have taken the key messages arise and learning from each other. situations. on board. Whether the children are listening, however, is another Listening to the learner Crucially, we wanted to know whether matter altogether. These focus-group meetings were part they felt their existing e-safety curriculum That was one of the fi ndings that came of a research project we conducted was relevant to their online lives. Clearly, out of our focus-group conversations with Sheffi eld E-Learning Service to the answer was no. with children from key stages 2-4 in a inform the development of a model representative cross-section of schools. e-safety curriculum for years 1-11. We Encouraging openness and There was unanimous agreement also distributed a questionnaire to honesty that e-safety is important, but pupils schools citywide and consulted teachers A typical group comprised 10 pupils and we complained they were being told the same and parents from a variety of different sat around a table, using mini whiteboards things over and over again and watching establishments. and Post-it notes to record our thoughts and the same or similar fi lms, often in The issues we explored in the focus fl ip charts to pull the different strands of our assemblies, and they tended to just switch groups included: discussions together.
18 Special Children 229 www.optimus-education.com/sc229 E-safety
Focus-group fi ndings
The trends in the use of apps, social networks Few or no boundaries set by parents and games were largely the same in all schools, Many parents were unaware of what their children irrespective of the social composition of the were doing online. Even those who were familiar catchment area. Meanwhile, children in Key Stage with the popular online environments vastly 2 were engaging in many of the same activities as overestimated the age at which children start the older students. using these. When we showed a sample of pupils’ responses to a group of Year 3-5 parents, they Patterns and concerns thought these belonged to upper Key Stage 3 Age-inappropriate gaming students and were shocked to discover that they Gaming was prevalent from Year 3 onwards. were their own children’s views. Minecraft was very popular in the primary phase, The same was true of teachers in schools, but in every focus group inappropriate gaming whose initial response to our fi ndings was often: was mentioned, specifi cally Grand Theft Auto ‘Our children don’t do that,’ when the evidence and Call of Duty, with a signifi cant number of clearly indicates that they do. children in each group showing a high degree of knowledge about the games. Special school children There was considerable overlap between the two Sexualised behaviour groups, with the same age-inappropriate games Viewing pornography was commonplace amongst being played, and the same issues being raised. boys in key stages 3 and 4 and students of both One signifi cant difference lay in the fact that sexes were exchanging inappropriate images or while some children made regular use of the engaging in sexualised chat. Girls also reported internet, others were denied access by their feeling pressured about their appearance because parents in the interests of safety. While that is very of the images they saw online. understandable, the day will come when these Although students were attracting attention from children will want to do the same things as their unknown contacts, many of them were unsure peers, or they will fi nd a way of getting access for how to apply privacy settings to their image- themselves. So we need to start teaching e-safety sharing apps. They had little or no awareness of at a basic level and build their knowledge up. the law regarding the distribution of self-generated Those who did have home access tended to be indecent pictures, or the potential consequences more closely supervised than most mainstream of making photos of themselves available to pupils, and more willing to ask their parents for anyone who cared to take a look. help or tell them if something was wrong. This These practices were beginning as early as Year wasn’t the case for them all, however, and some 7, increasing markedly over years 8 and 9. The were totally unsupervised and therefore very older students felt strongly that the issues needed vulnerable. to be addressed before transition from primary The children who were supervised were able The children were really honest about school. to retell the key messages they had learned what they do. Year 5 and 6 pupils, for at school and at home. However, they tended example, told us they were accessing Cyberbullying to see things very distinctly as either black or websites that are too old for them and This was a concern at all key stages, although the white. With regard to friendships, for example, playing 18-rated games. They were very behaviours that the children cited were not confi ned they knew it was wrong to agree to meet articulate about why these are 18-rated. to the unkind comments we normally associate someone, so that was not an issue. What they Even those who weren’t using them with cyberbullying. Some children spoke about found harder to grasp was that no matter how themselves knew of their existence, or had being excluded from Xbox parties because of their deep an online friendship might become, the watched their siblings or peers in action. lack of gaming skill, others talked about feeling person they were interacting with was still a When we started discussing the potential pressured into joining communities and activities stranger. implications of these and other activities, if a so that they would be more popular and accepted. With regard to nasty comments, they were more pupil expressed concerned about something, Trolling, rage and swearing were widely mentioned. phlegmatic about these than their mainstream another might respond: ‘Have you checked peers. Again, they were very clear about the fact this out?’ or ‘Have you got that setting?’ In-app purchases that this behaviour is wrong, so they just deleted So they were sharing experiences and The children disliked ads and pop-ups because of them or told their parents. Obviously, mainstream picking up tips from each other. the inappropriate content that they lead to and the children can be subjected to bullying too, but the I think that is an important point. We danger of in-app/game purchase. Several children children with SEND seemed to accept it as an found that even the younger children reported that they had fallen foul of in app/game inevitable part of their lives. Which is very sad, were creating blogs or making videos for purchases and one child expressed concern but on the plus side, together with their black and YouTube, independently without any help. about how free credits in gambling sites attract white view of the world, it had made them more How do we harness those skills, or do we children. resilient. just ignore what they are doing?
www.optimus-education.com/sc229 229 Special Children 19 º
E-safety
it can be used in special schools too. ‘What makes a good online friend’, for example, is a subject that needs to be explored with any child who uses social media or gaming forums, and teachers can use their discretion to adapt suggestions to cater for individual need, take ideas from a lower key stage, or mix and match two key stages. However, that still leaves those pupils whose developmental age is below Key Stage 1. At the end of last term we did some focus-group work in special schools and we are now working with teachers to produce a back sheet to the mainstream framework, breaking it A student from Talbot Special School in Sheffi eld enjoys using Bee-Bot to learn basic programming skills down into the key issues that came out of the focus-group work, and signposting teachers and parents to relevant Developing the curriculum resources. We hope to complete this Using the information the children had Does it matter how work by April. shared with us, together with insights from parents and school staff, we devised many ‘friends’ they have Making a difference a curriculum model that would allow on Facebook? In the meantime, although the curriculum teachers to integrate e-safety discussions was only released in 2015, the delivery of into work they are already doing. e-safety education is already changing. To this end, we mapped out Some schools which had dropped PSHE opportunities that presented themselves hugely signifi cant. Take the topic ‘To when it ceased to be compulsory have re- through the new ICT computing recognise their personal strengths and introduced some lessons, and one primary curriculum and the core themes of the how this affects their self-confi dence school is successfully exploring the issues PSHE Association programme of study and self-esteem’. The opportunity here with pupils in circle time. for key stages 1-4: health and wellbeing, is to discuss what it does for a pupil’s In the past, teachers often held back relationships and living in the wider confi dence and self-esteem to create a from engaging their classes in discussion world. blog or a video that gets lots of hits. But because they were acutely aware that the It was important to devise something there are negatives as well. What if people pupils knew far more than they did. For that wouldn’t be onerous for staff, who don’t ‘like’ their posts or leave negative their part, pupils were not turning to already have more than enough to do. For comments? Does it matter how many them for advice because they didn’t expect example, the PSHE topic ‘What makes a ‘friends’ they have on Facebook? How them to understand what they were doing, good friend’ can be expanded to include does that affect their self-esteem and what let alone come up with answers to their ‘What makes a good online friend’. So it is can they do about it? problems. an integral part of the curriculum, not a During our two-day training bolt-on. E-safety in special schools programme for staff we tell them: ‘The In the context of health and The curriculum model was developed with children are your main resource. They wellbeing, children’s online lives are mainstream schools in mind, but much of will update you. They are happy to explain how it all works.’ That has begun to take effect. The adults are losing their inhibitions and the children are now talking to them. It has opened up the channels of communication.
Julia Codman is the e-safety project manager for Sheffi eld Safeguarding Children Board
FIND OUT MORE
● The curriculum model and the results of the research underpinning it: http://bit.ly/sc229-46 ● PSHE Association programme of study: http://bit.ly/sc229-47 ● National Curriculum computing programme Modern technology offers students an engaging way of learning. But it holds dangers too of study KS1-4: http://bit.ly/sc229-48
20 Special Children 229 www.optimus-education.com/sc229 º
E-safety
Sample grid for PSHE The e-safety elements for each core theme in the programme of study are colour coded. Green denotes a high e-safety link, amber indicates a link worthy of mention and white means that the link is weak or doesn’t exist. These grids are available for each key stage. Key stage 1 Core Theme 1. Health and wellbeing E-safeguarding opportunities 1. What constitutes a healthy lifestyle, including the benefits of physical Screen time, no technology in bedrooms or before bed. activity, rest, healthy eating and dental health. Mix of being online/games and outdoor play. 2. T o recognise what they like and dislike, and learn how to make informed Knowing about personal information and keeping personal information private. choices that improve their physical and emotional health. To recognise that Thinking about who they talk to online and what games they play – suitable for their choices can have good and not so good consequences. age (Call of Duty classification 18 years). 3. T o think about themselves, to learn from their experiences, to recognise and Use the idea of 'What makes me special' to get over the idea of personal information. celebrate their strengths and set simple but challenging goals. You can be identified by certain personal information. 4. About good and not so good feelings, a vocabulary to describe their CEOP’s Lee and Kim use the 'butterflies in your tummy' – important to understand that they feelings to others and simple strategies for managing feelings can get good and bad feelings online. The need to tell someone they trust about bad feelings. 5. About change and loss and the associated feelings (including moving The internet can be a good way to keep in touch with family and friends who live home, losing toys, pets or friends). away. Comparison between a real friend and a virtual friend. 6. The importance of and how to maintain personal hygiene. 7. How some diseases are spread and can be controlled, and the responsibilities pupils have for their own health and that of others. 8. About the process of growing from young to old and how people’s needs Age-appropriate sites and games. Discuss that what older siblings and parents play is change. not always appropriate for them. 9. About growing and changing, and the new opportunities and Trusted websites with parents. Telling parents about any problems. Behaving kindly responsibilities that increasing independence may bring. and sensibly. 10. The names for the main parts of the body (including external genitalia), the Depending on children, could be a possibility of including core values, what is right similarities and differences between boys and girls. and what is not. 11. That household products, including medicines, can be harmful if not used properly. 12. Rules for and ways of keeping physically and emotionally safe (including Pupil Acceptable Use Policy – discuss rules and involve in design. road safety, safety in the environment, safety online, the responsible use of Being a good online friend. ICT, the difference between secrets and surprises, and understanding not to Playing games that are not for children their age e.g. COD and GTA. keep adults’ secrets). Not keeping secrets or surprises applies to online world too. Reporting in games e.g. Moshi Monsters. 13. About people who look after them, their family networks, who to go to if What to do if they feel upset by something online – who to tell. they are worried and how to attract their attention, ways that pupils can help Hector screen saver. these people to look after them. 14. To recognise that they share a responsibility for keeping themselves and Again, applies to online world. CEOP’s Lee and Kim. others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.
Key stage 1 Core theme 2: Relationships E-safeguarding opportunities 1. To communicate their feelings to others, to recognise how others show Understand that feelings are the same on and off line, e.g. cyberbullying includes feelings and how to respond. being unkind in online games. A range of resources available at http://bit.ly/sc229-42. 2. To recognise how their behaviour affects other people. Being a good online friend – not saying nasty things or excluding from games. Talk about how there’s no difference between being unkind online and in the real world, and that people are not anonymous. 3. The difference between secrets and surprises and the importance of not Not keeping secrets or surprises applies to the online world too. Explain that it is important keeping adults’ secrets, only surprises. to tell someone if they are asked to do something that makes them uncomfortable. CEOP’s Thinkuknow film and resources – Lee and Kim. http://bit.ly/sc229-43 4. To recognise what is fair and unfair, kind and unkind, right and wrong. Introduce the SMART rules. http://bit.ly/sc229-44 Cyberbullying. CEOP’s Lee and Kim and Hector’s World are good resources. http://bit.ly/sc229-43 5. To share their opinions on things that matter to them and explain their views Class blogs or tweets are a good way to share information and give opinions. through discussions with one other person and the whole class. Modelling positive behaviour. 6. To listen to other people and play and work cooperatively (including Discuss positive and negative behaviours in online game play and possible strategies to resolve simple arguments through negotiation). consequences. Support the children to develop strategies to resolve issues, including when and how to report. 7. To offer constructive support and feedback to others. Model giving positive feedback through the class blog, virtual art gallery, or class Twitter.
8. To identify and respect the differences and similarities between people. Talk about how making nasty comments online can upset people. 9. To identify their special people (family, friends, carers), what makes them The difference between an offline friend and an online contact. Not everybody is who special and how special people should care for one another. they say they are online. http://bit.ly/sc229-42
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Working across generations
Michelle Haywood of Entrust education service describes how a children’s drama production raised awareness of dyslexia and helped to recruit older volunteers for a reading support programme
‘A B C – easy as one, two, three. Or times, gets it wrong again in the next Insight and empathy simple as do, re, mi. A B C…’ test, and has to endure his classmates’ Entitled #Superheroes, the drama takes The catchy lyrics of the Jackson 5 hit jeers when he can’t fi nd the right page in a more positive turn as it continues, set the context as two rows of pupils his book or answer any of the teacher’s exploring the unique talents and strengths settle down at their desks and wait for questions. dyslexia can bring, and ending on a high the lesson to begin. As the music dies note with profi les of famous people with away, a child steps forward to recount dyslexia who struggled at school, yet went the story, while the others mime the on to achieve great things. actions. The aim was to Written and performed for national ‘I remember my fi rst ever spelling show what it feels like to Dyslexia Awareness Week 2015 by Year test at school,’ he announces, standing be a dyslexic learner 6 and 7 pupils from Bird’s Bush Primary beside a boy in the middle of the front School and Tamworth Enterprise row. ‘The teacher gave the fi rst word. It College, the aim was to shed light on was the word “spelling”. So I thought very what it feels like to be a dyslexic learner, carefully and wrote down the letters: ‘I can’t read, I won’t read. I hate reading!’ the diffi culties these children face on a S E L L N G.’ wails the narrator, standing by his daily basis, and how this affects them The boy’s untidy, misspelt response shoulder. The others pick up the refrain. emotionally. earns him a furious telling-off from the ‘I can’t read, I won’t read, I hate reading!’ The bare bones of the plot were teacher, and things go from bad to worse they chant over and over, while the boy provided by Entrust and fl eshed out as he is made to write the word out 100 covers his ears and runs away. by the pupils, with guidance from the
22 Special Children 229 www.optimus-education.com/sc229 Literacy
college’s drama teacher, who had been Enlisting support given some additional insights by me. for struggling The children had all volunteered to take readers part, and while several had SEN, the The children put on only one with dyslexia was the central three performances character. The point of the exercise was in the course of the to promote understanding and empathy week. The fi rst was for amongst fellow pupils, school staff their own schools; the and the wider public, and the boy in second was to an invited question felt supported and valued, and audience of Dig-iT was therefore quite happy to proclaim members, headteachers towards the end: ‘I have dyslexia!’ and pupils from neighbouring schools, and local dignitaries, including the mayor of She felt in a better Tamworth. The third A reading volunteer and a young child enjoy sharing a book together position to support her was at a social event for son emotionally retired people at Burton Albion Community Hub and it was here When the performance came to an that the children’s powers of persuasion end, representatives from the project took came together with the work of the to the fl oor to talk about an important ‘One of our parents became quite tearful as Children Matter project. strand of their work – the reading she watched the story unfold,’ said Julie Run by Age UK South Staffordshire and volunteer programme. With the help of Cappleman-Morgan, co-founder of Dig-iT, supported by Entrust, this lottery-funded #Superheroes, three new recruits were a community support group for dyslexic initiative engages people aged 50+ in enlisted that day. people of all ages. ‘She told me that the voluntary work with primary schools, with “penny had just dropped” regarding how the aim of boosting children’s educational When old and young get her son felt as a result of his struggles attainment, confi dence and self-esteem together with literacy and that it explained a lot of and simultaneously supporting older Older role models are a valuable asset for his behaviour. She now understood what people to stay active, play a useful role in a school and the time and interest they he was experiencing and felt in a better their local community and maintain their invest in individual pupils can make a position to help him emotionally.’ own sense of self-worth. signifi cant difference to these children’s
Recruiting and supporting volunteers
People who have never worked in education are volunteering might entail. Here is an example. learning to read with phonics often reluctant to contact schools to discuss a glossary of terms such as phoneme, how they might volunteer. Here are some If you commit to volunteering we would like grapheme and blending strategies that may help to break down this you to volunteer for a couple of hours a week, examples of phonics activities, such as barrier and support them in their role. on a regular day. Twice a week would be a using magnetic letters to get to know the great if you can manage it – then you can work alphabet with the same child. We ask you to: Setting the scene questions to ask before, during and after ● Invite community groups to events such as ● engage with children on a one-to-one basis reading school performances, Christmas fairs and ● adapt to the children you are working with tips for supporting more confi dent and fl uent lunches. ● show an interest in the individual and readers ● Put on a drama performance and take it on praise their achievements. suggestions for games tour to venues which attract older people. ideas for supporting spelling. ● Run events where pupils can bring members If they take up your offer, remember they will need of their extended family, such as grandparents, a DBS check and safeguarding level 1 training. ● Provide resources to use – this could be a to engage in activities like making Christmas magnetic board, some magnetic letters, dry decorations, cake decorating and gardening. Supporting new recruits wipe pens, examples of fi ction and non-fi ction ● Offer support through welcome information, texts and some games. During these events, outline the role volunteers training and mentor support from a member can play to support pupils and have some of school staff. Continuing support readymade leafl ets prepared to give out. If you ● Provide a handbook with essential ● Catch up with them regularly to discuss the already have some volunteers, ask them if they information, such as the timing of lessons and positives and problem-solve any issues they would be willing to make themselves available to breaktimes, the school’s behaviour and safety may have experienced. talk to people and give them the insider’s view. policy and the names of key staff. ● Invite them to training or governor updates ● Issue a handbook offering advice on how to which concern literacy. Defi ning the role support reading. This might include: ● Offer additional opportunities for training and Produce some guidelines explaining what reading top tips for reading volunteers development.
www.optimus-education.com/sc229 229 Special Children 23 Literacy
‘It started with induction training in all the fundamental things, like school policies, health and safety, and the data protection act,’ she explains. ‘Then someone from Age UK accompanied me when I came in to meet the headteacher and learn more about my role. I also spent a day in another primary school, where I was introduced to some teaching and learning techniques.’ Two years down the line, she is looking forward to receiving additional training from Entrust and is enjoying her other roles within the school community. ‘I accompany pupils on day trips throughout the year, help out with plays at Christmas and assist with the preparations for sports day in the summer,’ she says. ‘It’s a win-win situation. The school has someone to give children and staff a little extra support Sometimes reading volunteers go on to get involved in other areas of school life and I get so much out of it too.’
Michelle Haywood is a SEN and inclusion willingness to engage and hence to make School in Cannock. service manager within the Entrust progress. ‘The two teachers I work with made me education service, which works with Meanwhile, for the volunteers feel really welcome from the very start,’ schools to drive school improvement and themselves, their fi rst venture inside she says. ‘So too did the children. I love improve pupil outcomes the school gates often paves the way for watching them grow. Some are extremely deeper involvement. It’s quite common good, and progress very quickly, while to see them accompanying school trips, others take a little longer. One little boy Top tips for reading volunteers joining in with arts and crafts activities, was struggling so much at fi rst, I asked if ● Let children see you love reading. Share or helping the children to look after the we could drop down to a book at a lower books, magazines and newspapers. school garden. Some have even gone on to level. By the end of the year, he was well ● Ask school staff to let you use a comfortable become governors. on his way. I think a lot of it has to do place with no distractions. It’s not enough, however, just to sit with self-confi dence. After hearing me tell ● Read aloud to all children, not just to the down with a child to look at a book, and him over and over again: “I know you can younger ones. This allows them to listen to a Entrust has supported Age UK to develop do it!” he eventually began to believe in good model. Reading stories to children will an introductory training programme. himself.’ develop their language skills and help them We also run training sessions for more Self-confi dence is important for the understand story structure. experienced volunteers so they can work volunteers too and she admits she would ● Make it fun: read with expression (put on the with children who have literacy diffi culties, never have approached a school without voices of the characters) and talk about the and we are leading the training for the the support she received from Age UK. characters, the setting and the story, or share latest new recruits. newspapers and discuss current events. ● Listen to children read and ask questions A volunteer’s experience before, during and after reading. Encourage A lot of it has to do For the last two years, Sandra Lopez, 72, children to re-read to develop fl uency and has been reading with children for two with self-confi dence understanding. afternoons a week at Chadsmoor Infants ● Help children to choose books, and encourage interest and enthusiasm. ● Keep a simple dictionary to check meanings of new vocabulary. Using magnetic letters as a support for reading ● Play games to help children learn new If a child struggles to blend the sounds in a word when reading a book, try words, e.g. Trugs tricky words using magnetic letters to help them see the word differently (if the word is (http://bit.ly/SC229-26) or simple board decodable). games. Make the word with the letters and add ‘sound buttons’ if needed – a ● Make notes of any diffi culties or progress you dot for a single letter (e.g. ‘m’) and a dash for two or more letters that observe when working with children and pass make a phoneme (e.g. ‘ea’). Then say the sounds and blend them together. on to the teaching staff. Sometimes this can help a child to make more sense of the word, as they can physically segment or break up the sounds then blend them back together. Return to the book and re-read the word and sentence. This strategy can be used occasionally to work on a particular word that is diffi cult, but not for every FIND OUT MORE word. Sometimes it’s best just to supply the word, then re-read the sentence. Watch #Superheroes at http://bit.ly/sc229-27
24 Special Children 229 www.optimus-education.com/sc229 Pull-out resource
Dyslexia awareness
Michelle Haywood outlines some activities to raise awareness of dyslexia across the school so that these pupils can feel supported and flourish
The following activities were designed as assembly materials for Dyslexia Awareness Week in October 2015. However, they could equally well be used throughout the year to keep the importance of respecting difference at the forefront of people’s minds. Or they could be incorporated into a wider initiative designed to earn the school a dyslexia-friendly quality mark from the British Dyslexia Association. (For information on what this entails, see http://bit.ly/sc229-34.) ●● The activities can be used in any order and with any age group. ●● The play, which has been widely used in a range of schools, was the springboard for the performance described on pages 22-24. Pupils from Bird’s Bush Primary School and Tamworth Enterprise College rehearse their production ●● The two stories are aimed at younger in the run-up to Dyslexia Awareness Week children but could be adapted to make them age-appropriate for older pupils. (Many thanks to some Script get it right. Then he told me to return to of the children who attend the Scene-setter: This is a true story. my place and continue with the spelling Staffordshire Specialist Support Only the names have been changed. test. The teacher gave me the next Centre for the colourful illustrations.) Let’s call the student Phil. word in the test. It was ‘spelling’ again. ●● The examples of famous people Reader: I remember my first ever I thought very carefully and wrote the with dyslexia who achieved great spelling test at school. word down: ‘S E L I N G’. things are just a few of many. Actors enter. Teacher gives the Student displays whiteboard/notepad You will find more at whiteboard/notepad and pen to the to the whole assembly group. www.dyslexia.com/famous.htm student. The actors then mime the Reader: The teacher was furious once ●● Celebrity profiles could be action as the reader narrates. The more, but I didn’t understand why. supplemented by contributions from intention is to create pathos rather He marched me to the front of the staff or pupils with dyslexia who than humour. class, made me write it out again… and have positive experiences they are Reader: The teacher asked me to spell again… and again… ‘Now go back to willing to share. the first word. The word was ‘spelling’. your seat!’ he thundered. ‘I will see you I thought very carefully and wrote again on Thursday night in detention.’ Understanding and empathy the word down: ‘S E L I N G’, then I Pause The secondary school assembly invites showed the word to the teacher. Reader: I didn’t come back to school students to consider what it is like to be Student displays whiteboard/notepad the next day. In fact, I played truant for affected by dyslexia, and so encourages to the whole assembly group. six weeks until my parents moved me to empathy within the learning Reader: He was furious and marched another school. community. me to the front of the class. He made Pause me write out the word with a correctly Reader: The teacher’s name was Mr. Participants formed P and two Ls in the middle on Goodfellow. Someone to set the scene, a reader, the board. He made me write the word and two actors (a student and a 100 times. Michelle Haywood is a SEN and teacher). Student mimes writing on a board very inclusion service manager within slowly and precisely multiple times the Entrust education service, which Resources Reader: It took me a long time works with schools to drive school A small whiteboard or large notepad, because I had to copy out his correct improvement and improve pupil and a marker pen. version very carefully. But I managed to outcomes
www.optimus-education.com/sc229 229 Special Children 25 Pull-out resource
Trespassers will be prosecuted
Read the story told him to. He found this very Every afternoon as a group of children difficult and thought the sign came home from school, they would said: ‘Treasure will be presents.’ stop and play in a large garden that Excitedly, he went into the garden looked like a park. It had soft green to look for treasure. grass, beautiful flowers and peach trees. The boy was surprised to find No one ever seemed to come and pick no one there. He started to look the peaches, so the children and their around. From the house, the owner parents would take them home to eat. saw him and was very angry. One day, the owner of the garden He rushed into the garden and came home after a long holiday and saw shouted: ‘What are you doing in children playing in his garden and their my garden? Didn’t you read my parents eating peaches. sign?’ The boy started to cry, as He ran out to the garden and shouted he was scared and confused. He at all the children and parents to go away looked up at the owner and said: and never come back. The next day, he ‘I’m looking for the treasure and built a high fence round the garden and the presents.’ put up a big sign saying: ‘Trespassers will The owner stopped. He looked at be prosecuted.’ the sign, he looked at the boy, and Now, the children had nowhere to he started to think… play. Their parents always hurried them past, too frightened to look at the garden because they didn’t Discuss want to be shouted at again. ●● What was the owner thinking? One boy hadn’t been there on that day and didn’t know ●● If you were the owner, what would you have done? what the man had said. He looked at the sign but didn’t ●● How could he make a better sign? recognise the words. He tried to work them out by breaking ●● What do you think the owner should do next? them down into sounds he knew, just as his teacher had ●● How could the owner help the boy?
26 Special Children 229 www.optimus-education.com/sc229 Pull-out resource
Hare and Turtle
going to have a race. Hare told everyone he was going to win. A huge crowd of animals gathered for the first race through the forest. Hare raced off and Turtle crawled along behind him. As Hare expected, he won the race. For the next few days Hare boasted that he was the fastest animal in the forest. The day of the river race soon arrived. Again all the animals had gathered to watch the race. This time Hare struggled to take his place at the start line. He asked for a ladder to help him down to the river. He climbed down and he fell into the water with a SPLASH! ‘Help!’ Hare cried… Discuss ●● What do you think happened next? Read the story ●● Who do you think won the race? Hare often came to the riverbank. He loved to boast about ●● Why did Hare need the ladder? how fast he could run. He was always asking the other ●● How do you think Hare felt? animals to race him. ●● How do you think Turtle felt? One day Turtle was so fed up of Hare boasting, he ●● What are you good at? challenged him to a race. Hare wanted to race on land. Turtle ●● What do you find difficult? wanted to race in water. The other animals decided there ●● We are all good at different things so should celebrate our should be two races, one on land and one in the water. News differences and help each other. soon spread through the forest that Hare and Turtle were ●● Do you think Hare and Turtle can still be friends? Take five Short activities to make spelling more fun and give pupils pause for thought.
Take one Set the challenge of trying to spell an unusual word, such as a receive lesser-known capital city, or the Latin name for a common plant. Discuss ways of learning to read and spell new words, and undertake a survey across the class about which method(s) were used. Consider the different types of memory strategies which were needed to complete this. embarrass
Take two foreign desperate Ask pupils to choose five words which they find difficult or tricky to spell. Create a sorting activity based on these words in which the words are created in different fonts, colours and sizes. Organise appearance teams of pupils and get them to race each other to find specific words.
Take three Choose one of the words from the list and ask each child in turn to Use any set of words which could be sequenced, for example the say one letter until the word is completed. The pupil who says the final days of the week. Mix up some letters in one set of words and create letter of the word is ‘sparkled out’ and sits out. Continue until only one another set where the spellings are correct. Jumble the two sets pupil is left. up and see how quickly pupils can sequence the words that are correctly spelled. Take five Ask pupils to choose one word and estimate how many times they Take four think they can write it in one minute, two minutes and five minutes. Introduce a game, such as Sparkle, which is based purely on chance. Set the timer for one minute. Did they guess correctly? Repeat for two Ask pupils to stand in a circle and give each person a list of five words. minutes, and finally five minutes.
www.optimus-education.com/sc229 229 Special Children 27 Pull-out resource
Dyslexia is a gift
Although dyslexia affects about 10% of the population, My letters were without originality. I was... an extraordinarily research shows that some 20% of the UK’s most successful bad speller and have remained so.’ Agatha Christie entrepreneurs have the condition. Surprising? Not really. People with dyslexia may be terrible at spelling, but many of Politics them are innovative thinkers, possess outstanding oral skills He was regularly punished in school for failure and lack of and have bags of creativity. effort, sometimes failing the same class numerous times. Winston Churchhill People with dyslexia excel in all walks of life Business Science ‘When someone sends me a written proposal, rather A teacher sent a note home when he was six: ‘He is too than dwelling on detailed facts and figures, I find that my stupid to learn.’ Thomas Edison, inventor of the light bulb, imagination grasps and expands on what I read.’ the phonograph, the motion picture camera and more. Richard Branson Entertainment Literature The only way he can learn his lines is by listening to them on ‘Writing and spelling were always terribly difficult for me. tape. Tom Cruise
Difficult schooldays Celebrity chef Jamie Oliver is worth around £35 million and has sold Thirty boys in the middle of English, bang bang bang on the door: over 37 million books in 36 languages. Yet the first time he read a “Can we have Jimmy and Jamie for special needs? Just us two out whole book right through to the end was a couple of years ago, at of our class.’” the age of 38. He went on to explain that this was the cue for the other children Talking to journalists on the set of Jamie and Jimmy’s Friday to start singing ‘special needs’ to the tune of Let it Be as the pair left Night Feast, which he co-hosts with his childhood friend Jimmy the room. Doherty, he described his schooldays as follows. Would that ever happen in your school? ‘While we were at school, I struggled. Imagine a boys’ school.
28 Special Children 229 www.optimus-education.com/sc229 15th annual national conFerence 5 may 2016, london • 8 june 2016, manchester
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Untitled-2 1 29/01/2016 14:51 The three questions addressed in the one-page profi le are the starting point for the development of an outcome
Co-production and writing outcomes
Anita Devi explains how outcomes differ from objectives and offers advice on how to construct a good one
This year marks the second year of Defi ning an outcome makes the success criteria explicit to the implementation of the SEND One of the many changes is the shift from everyone involved. reforms. The complete change specifying objectives under the old system This approach is not new per se and cycle is a seven-year process, with of statements to using an outcomes-based has been used quite widely in health and the fi rst three years (2011-2014) approach when considering SEN Support social care for many years. However, its dedicated to Pathfi nder trials and or Education Health and Care Plans. application to special educational needs consultation, and the remaining and disability provision supports pupils four to implementation. However, and their families to consider longer-term as the Department for Education An outcome is aspirations and the various steps that will acknowledges in SEND: supporting be required to achieve them. local and national accountability something that will (March 2015), it will take between happen as a result of an Developing an outcome fi ve and 10 years for the full impact activity There are four key principles that must be to emerge. followed when developing an outcome. The aim of this article is to support practitioners to go beyond compliance 1. Build on what works/is working – just doing what needs to be done – The process of pursuing an objective well for the individual and their and start changing the culture of their involved setting targets for the pupil. families communities in order to embed a new way The end goal was perceived as desirable, This involves understanding the of working. something the pupil should aim for, but individual’s current successes and You will fi nd extensive advice on there was little scope for measuring real strengths and exploring how these can be implementing different aspects of the impact. applied or transferred to other contexts. reforms on the Optimus Education By contrast, an outcome is ‘something Let’s imagine a young man – we’ll Knowledge Centre. that will happen as a result of an activity, call him Steve – who is a confi dent user In this piece, I want to focus on co- process, input or intervention.’ It is of mobile technology but struggles with production and writing outcomes. affi rmative and constructed in a way that remembering routines, especially in
30 Special Children 229 www.optimus-education.com/sc229 SEND reforms
the morning. A good outcome could be Writing a good outcome takes practice 12 to choose from, depending on the to focus on using mobile technology to and involves following a number of steps circumstances and needs of the child or increase his independence, not only with to gather the information, assimilate the young person. regard to remembering routines, but different perspectives of all the relevant The starting point is the authentic actually undertaking the tasks, one by one, people and then collectively formulate a one-page profile addressing three core in the right order and in a timely manner. desired outcome in plain English. questions – what people like and admire It is worth devoting some training about the pupil, what is important to 2. Focus on changing things that are and professional development time to them, and how best to support them. not working well this. Even the most experienced SEN The other tools add layers of useful Steve cannot complete routine tasks practitioner will have to develop a new set information to ensure that the outcomes independently because he struggles with of skills. developed are accurate and reflect the chronology and has working memory needs of the individual in question. difficulties. The outcome addresses One step at a time Returning to the example of Steve, his manifest behaviours by accurately The eight-step guide below was produced when he is struggling to get ready on time, identifying the underlying issues or barriers. by Helen Sanderson Associates, a he does not actually see this as a problem, consultancy and training provider that as he is quite happy for other members of 3. Address needs has been developing and refining person- the family to do things for him. His family A need and a barrier are not necessarily centred practices for many years and has a different story to tell about the the same thing. The need is for Steve to delivered some highly enabling work. stress it creates in the morning. get himself ready each morning in plenty Steps 1-4 and 6 (gathering the ●● Using the good day/bad day tool will of time to catch the bus for school. This is information through dialogue) are help him to express what difference part of the preparation for adulthood. The supported by the use of person-centered being on time means to him personally. barrier in his case is a deficit in cognitive thinking tools, available for free on ●● Step 2 of the eight-step process – what’s processing skills. http://bit.ly/sc229-28. There are over working, what’s not working – will
4. Move the young person towards their aspirations It is important to distinguish an outcome from an aspiration. Too often these terms are used interchangeably. The Department for Education and Ofsted both make frequent reference to aspirations, but neither body has provided any explanation of what they actually mean by the term. Having researched this area extensively, here is my definition of aspirations. ‘The ability (and opportunity) to set goals for the future, whilst maintaining the motivation, inspiration, independence and confidence in the present to reach those goals, utilising a thought-out plan of action.’ It’s about connecting what is happening in the here and now with the future.
Putting the child at the centre Finally – and crucially – an outcome is expressed from the child’s or young person’s perspective, as opposed to a service perspective. ●● Person-centered outcome: to get dressed by myself by 8.00 am, so I can catch the bus at 8.30 am. ●● Service perspective: to provide Steve with mobile technology assistance to support independent morning life skills.
This example demonstrates how person- centered outcomes need to remain within the control and influence of the individual concerned and those who support them. They also need to be specific to that person and measurable.
www.optimus-education.com/sc229 229 Special Children 31 SEND reforms
unpack the issue of remembering and Again, this is not new. The focus on then doing, and highlight that using taking account of everyone’s views and mobile technology in other areas of making decisions together enables us to his life has, in the past, increased his think about the quality of relationships independence. and dialogues we have with our pupils ●● The doughnut tool, which identifies the and their families. roles and responsibilities of different ‘Co-production means delivering people providing support, will help to services in an equal and reciprocal establish boundaries of support. relationship between professionals, ●● An appropriate selection of the other people using services, their families and tools on the website will add further their neighbours’ (adapted from New insights, building up a much more Economics Foundation). involved and fuller picture. The important word here is reciprocal. It is about doing things with people, not Common pitfalls and for them or to them. misconceptions Many schools and settings have When writing outcomes, it is all too easy found the adapted diagram (left) helpful to slip into solution mode. As Steve’s in evaluating their relationships and experience shows, a key foundation skill A shift of emphasis dialogue with children, young people and in developing an outcome is listening, Whenever I meet school leaders, SENCOs, their families. without trying to solve, fix, advise or judge. governors and other key staff to discuss Once you have a perception of what It is about asking the right questions to the SEND reforms, my first question is your current dialogue with children, unpick what this means from the person’s often: ‘Have you read the core principles young people and their families looks like; perspective and/or those who live or work underpinning the reforms as set out on it is easier to articulate where you would with them. page 19 of the Code of Practice? like to be and how to make that change. Another common error is failing to be Namely, that local authorities (and by specific enough in order to measure the analogy schools) must: It will take time and success. The outcome for Steve provides ●● have regard to the views, wishes and commitment precise time markers: to get dressed by feelings of the child or young person In conclusion, as our focus changes from 8.00 am in order to catch the bus at 8.30 and their family compliance to cultural shift, practitioners am. The mention of the bus departure ●● provide them with the information need to invest time in developing their time is crucial, as it explains why it is and support necessary to enable skills and processes for writing outcomes important for him to be up and dressed participation in those decisions and working in partnership with parents. by 8.00 am. However, depending on the ●● support them in order to facilitate the This will only come about if school leaders severity of his difficulties, ‘to get dressed’ development of the child or young make this a priority for all staff within may turn out to be too vague, in which person and to help them achieve the the setting improvement plan and the case it will be necessary to break this best possible educational and other respective performance management down further. outcomes, preparing them effectively targets. Meanwhile, an area of confusion I for adulthood. regularly pick up from SENCOs is a lack Anita Devi is an educational of clarity about the relationship between My second question is: ‘How do these consultant, policy developer, person-centred thinking tools, person- principles align with your school mission change strategist and trainer centred planning/plans and person- and policy? with international teaching centred reviews. and leadership experience from Early The illustration below highlights the Co-production Years to postgraduate. interconnectivity between these three Nowhere are these principles more www.AnitaDevi.com. @Butterflycolour concepts. apposite than in the area of co-production.
Find out more ●● SEND: supporting local and national accountability (DfE, March 2015): http://bit.ly/sc229-29 ●● SEND Reforms (including outcomes-based accountability): Optimus Education Knowledge Centre. http://bit.ly/sc229-49 ●● Aspirations Poster: Five steps to creating Person-centred Person-centred Person-centred aspirations and a poster to display in school. thinking tools planning reviews http://bit.ly/sc229-30 ●● Person-centred thinking tools: http://bit.ly/sc229-28 ●● Useful tools and resources for older students: Outcomes-based accountability www.preparingforadulthood.org.uk underpins every stage ●● Working with parents, open access online resource: http://bit.ly/sc229-32
32 Special Children 229 www.optimus-education.com/sc229 ONE DAY NATIONAL CONFERENCE 18Th MAY 2016, BIRMINghAM
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Safeguarding Teenagers ad.indd 1 08/02/2016 11:03 Life skills
Students talk in pairs about the issues they been asked to explore
Self-awareness and leadership skills
A programme that Can you make the most of your calls for their attention again and asks education? Have you got what it every second person in each row to move motivates pupils to takes to make a difference? Who’s forward one place. in the driving seat? Are you in or This is the cue for the same reappraise their approach are you out? It’s your education, conversations to start all over again, only your future… what sort of world do now the students will be talking to people to life helps them to you want to grow up in? they may not know very well or people make better choices and 130 or so Year 7 students at Cheney they usually avoid. ‘Everyone deserves the School, Oxford, are presented with same respect, no matter who they are,’ Ms fulfi l their potential. a series of potentially life-changing McCormack reminds them. ‘Who or what questions, before two simpler, more do you take for granted? How does that Alison Thomas immediate ones appear on the screen. make you feel? Two minutes. Go!’ investigates ● Who or what do you take for granted? ● How does that make you feel? Serious issues can be fun The pupils change places several times ‘I’d like you to share your thoughts with as the session continues, as one of the the person next to you,’ says humanutopia objectives is to take them out of their facilitator Lauren McCormack. ‘There are comfort zone to engage with people no right or wrong answers as long as you beyond their own circle. At the same are honest. You have two minutes. Go!’ time, they are guided through a carefully A buzz of low chatter fi lls the room, planned series of themes, starting with followed by instant silence when she the things that might be holding them
34 Special Children 229 www.optimus-education.com/sc229 Life skills
back, followed by how they make choices have had people stand up and talk about you have a passion, use it.” Mine is dance. (do they make their own decisions or their condition, which helps other pupils Other people ran workshops on writing, follow the crowd?) and finally their to understand them a little better. It can sport, art… all sorts of things. dreams for the future. be very moving at times.’ ‘We had training days beforehand to It sounds very heavy, but it is delivered teach us how to bond and how to help with such a light touch and in such an Short and long programmes the children feel safe. I loved it. It put entertaining way, the students remain The courses humanutopia offers range everyone in a really nice place. If anyone engaged throughout the entire two-hour from one-day taster experiences to was thinking of becoming a hero, I would session. Not once does anyone step out longer programmes spread over two to say: “Go for it. It’s a great thing to do!”’ of line and whenever someone shares a nine days, and three-year partnerships, personal experience with the whole group, where the whole school explores the key Nurturing the heroes everyone listens attentively and applauds development areas in greater depth. The second session I attend is for Year at the end. The shorter courses are designed to 9 and 10 heroes, but instead of working ‘The atmosphere we create is very safe help pupils overcome the barriers they on their leadership and mentoring skills, and supportive,’ Ms McCormack tells me face in school (peer pressure, conformity, today they are enjoying a refresher afterwards. ‘That gives the students the bullying) and reflect on their own image course to ensure they are looking after confidence to speak out and allows us to of themselves and how that could themselves as well as their younger peers. really get them thinking about what they improve. Meanwhile, the three-year They seek out discussion partners want out of life, and what they need to do partnerships include ongoing engagement they don’t know very well, then talk now if their dreams are going to come true.’ between secondary and primary schools about extremely sensitive issues, such and transition summer camps. as drugs, sex and depression. Later, they Improving life chances A key element of the programme is the are presented with various attitudes Humanutopia was founded in 2004 by heroes’ journey, where volunteers are they might try to give up – such as being former teachers Graham Moore and Carlo trained to run courses for their younger insecure or taking everything personally – Missirian, who met through BSkyB’s peers and act as positive role models. and are invited to respond: yes/no/why. aspirational Reach for the Sky programme ‘We give them training in leadership and decided to launch something similar, and mentoring skills and support them to but more extensive, for schools. deliver their first course to younger pupils Some of the most in their school or in feeder schools,’ says Mr Missirian. ‘It’s then up to the schools unlikely characters The students to build on the relationships we have volunteer to be instigated. We work with them and give heroes remain engaged them ideas, but ultimately sustainability throughout the entire depends on the lead teachers’ two-hour session commitment and the school’s willingness Some of the contributions from the to make it work on a day-to-day basis. But people who share their feelings at the the foundation we lay is very solid.’ end are quite profound. One girl, who grew up blaming herself for her parents’ ‘It has evolved over the years,’ says Mr The heroes’ journey separation in the belief that her dad didn’t Missirian. ‘Fundamentally, we try to The heroes’ journey at Cheney starts in like her, pledges to stop trying to please enhance and improve the qualities of Year 9, although the long-term plan is other people ‘because it doesn’t get you young people to help them, not only to to have heroes throughout the school. anywhere.’ That is also the resolution get qualifications but, more importantly, The student council is almost entirely of a boy who admits that he doesn’t do to be prepared for life. Our approach composed of heroes, whose training and himself justice because other people expect has always been about the person and commitment makes them ideally suited him to behave in a certain way. ‘He has a supporting their holistic growth.’ for the role. They are also responsible long history of underperforming,’ says Ms The organisation does a lot of work for running workshops at the week-long McCormack. ‘The whole room agreed to with schools in disadvantaged areas, summer camp for pupils in years 6 and 7. support him in carrying out his resolution. where it seeks to break the vicious ‘Some of the most unlikely characters Whether he actually does will be up to him.’ cycle of low self-esteem and failure and put themselves forward as volunteers,’ replace it with its five big outcomes: hope, says assistant headteacher Amjad Ali. Engaging primary school confidence, happiness, relationships and ‘Students you might have thought were pupils employability. too noisy, too loud, want to contribute. Sixty miles away in Camden, Holy Trinity ‘These schools often have significant Humanutopia engages them in a way I and St Silas C of E Primary School only numbers of students with SEND,’ Mr have never seen any other company be became involved with humanutopia Missirian goes on. ‘We treat everyone the able to do.’ in September 2015, but already it has same – that is an important part of what Of course, other heroes are transformed the school. we do. People are often amazed at how conscientious, motivated students, like ‘The facilitators initially came in to well these children integrate. Our view is the Year 10 girl who tells me about spend three days with years 5 and 6,’ says that every young person is special, and we summer camp. ‘It was run almost PSHE and humanutopia coordinator try to give them the same opportunities to entirely by us with a little support from Rebecca Hall. ‘Right from the start, all the express themselves. Children with autism, humanutopia and school staff,’ she says. staff were blown away by the messages Asperger syndrome or dyspraxia often ‘When choosing our workshop themes, they were delivering and the way the offer a unique perspective on things. We they told us: “Do what you enjoy doing. If children were responding. The ones
www.optimus-education.com/sc229 229 Special Children 35 Life skills
At the hero-buddy meetings, children play team- Staff and heroes work together to decide which key building games, discuss things like friendship and virtues should be taught and nurtured at the school propose ideas for change within the school
who tend to get into trouble were saying that you are going to have stood up in responsible for teaching their buddies the things like: “Actually, I behave in this front of all these people and spoken.” difference between right and wrong, so way because I’m getting dragged down by ‘It’s not a question of “You must do it they want to be better people themselves certain friends,” or “Maybe it’s because I right now” but “I believe you can do it and and try to be the best they can possibly be.’ don’t feel confi dent enough to say that I you will do it.” Then when an opportunity don’t really understand something.” It was arises, they give that person a little look or Recent developments really moving to see children you wouldn’t a gentle nudge: “Would you like to have In the run-up to Christmas, the heroes expect to participate responding so well. a go?” It’s very, very nurturing. It has a made advent calendars for the whole lasting impact on the children, especially school, advocating a different act Building trust the ones who choose to become heroes.’ of kindness for each day. Weekday She puts the power of the impact – and acts included ‘Look out for someone the speed with which it takes effect – who needs a friend’ and ‘Say sorry to down to a variety of factors. somebody you know you have hurt’; at ‘The fi rst thing the facilitators do is The atmosphere is weekends the pupils were asked to do make everyone laugh,’ she explains. very safe and it’s a real things like helping with the washing up ‘It’s like shock almost. You can see and obtaining something for the heroes to the children thinking: “Who are these leveller take to the foodbank on Monday. people?” The way they deliver isn’t like ‘One lovely act of kindness was when anything the children have experienced in the school choir went to a local old school before. So laughter is the fi rst thing people’s home to sing carols,’ says Ms that breaks down the barriers and helps Building on the foundations Hall. ‘Every child in the school made a the children to open up and listen to what She attributes part of this success to the card for one of the residents, which the the facilitators have to say. fact that her passion for the programme choir delivered on their visit. All these ‘They also share their own and other has propelled her to drive it forwards ideas were put forward by the heroes people’s stories about how they have within the school, supported by her themselves.’ made poor choices in their lives or in their equally enthusiastic headteacher. The programme has had such an education. And how, by doing certain She has set up weekly meetings with inspirational effect on both heroes and things, they have been able to turn things the heroes to discuss, not only their staff, they are now putting their heads around for themselves. personal development, but also any together to develop a set of virtues they ‘The atmosphere they create is very changes they might like to make in the believe the school should be nurturing in safe and it’s a real leveller. It’s not like a school. They have, in effect, replaced the its pupils. ‘We held our fi rst meeting in maths lesson, where some children get school council, but with a much deeper January,’ says Ms Hall, ‘where teachers, everything right fi rst time and others level of commitment. TAs, governors, lunchtime staff and struggle. When you are talking about She has also put in place a system heroes worked together in mixed groups yourself… your feelings, your hopes, your of heroes and buddies, whereby each to come up with their suggestions as expectations… you are the expert.’ hero is allocated a number of younger to what these virtues should be. It is children and runs a mentoring session early days, but the aim is to have these Belief in every child with them once a month to play team- embedded by the summer term.’ Another powerful element of the building games and talk about things And then what? ‘Time will tell,’ she facilitators’ approach is their belief in like playground behaviour and how to replies. ‘The journey has only just begun. each and every child. be a good friend. The outcomes of these Who knows where it might lead?’ She explains: ‘They look at a pupil sessions are fed back to her at the weekly and say: “Correct me if I’m wrong, but I heroes’ meetings. am guessing that you are someone who ‘Not only has the heroes’ confi dence doesn’t speak up very often.” And they are soared since they took this on,’ she always right. Then they go on: “I believe remarks, ‘it has made a lot of them refl ect FIND OUT MORE you can do it. By the end of today I know on their own behaviour too. They feel ● www.humanutopia.com
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SCM15 A4 Ad P.indd 1 11/02/2016 09:29 It takes time for young people to learn self-management techniques. Sometimes relaxing music can help
Meltdowns and how to forestall them
Esther Thomas offers advice on how to manage children before, during and after these overwhelming episodes
Meltdowns, experienced by many He usually shows his frustration by commonly occur in public places, such children with autism and other making unhappy vocalisations. His as supermarkets, libraries, restaurants conditions, can be very alarming for teacher tried to help him to tell her or parks, which are noisy and busy. everyone present. what was going wrong, but he could not Unfortunately, this can lead parents to Seeing a young person out of control is communicate with her and did not really start avoiding these places altogether. diffi cult, especially when there is little you hear what she was saying. Instead, he The school bus is another stressful can do to help them. Parents worry about became steadily angrier, stamping his setting that can provoke an outburst. their child’s safety and try to protect them feet and jumping up and down. It wasn’t However, going to school cannot, and from injury. Teachers also worry about long before he started smashing his iPad should not, be avoided. the other pupils in their care. Fellow against the wall. Then it got worse: he pupils become anxious or even terrifi ed. started banging his head against the wall. Spotting triggers But it is just as diffi cult for the person The episode was scary for him because Benjamin’s meltdown over the iPad having the meltdown. he was out of control. Sometimes it can appeared to build up gradually. At other take him 30 minutes to calm down and times, meltdowns can be explosive and Mounting frustration turns to respond to simple instructions after such come out of the blue. Both situations anger an incident. On some occasions, Benjamin can be diffi cult to manage, even for Eighteen-year-old Benjamin is in the sixth has even been aggressive towards practitioners with a great deal of form at TreeHouse School, Ambitious teachers – kicking and biting them. He experience. Although Benjamin’s teacher about Autism’s fl agship school. He loves does not mean to hurt them, but when he tried to get him to communicate at the playing on his iPad and Xbox. He is good is in meltdown, he is overwhelmed. early stage, it took time and persistence to at using the iPad to communicate and restore calm after his anger had escalated. entertains himself with various electronic A loss of control This was because he cannot listen during devices. Meltdowns involve a loss of behavioural a meltdown, so she needed to be patient However, recently he had a really bad control that can take different forms, and fi nd the right time to communicate day, playing a game on his iPad that he including shouting, screaming, kicking, with him. kept losing, and he began to get frustrated biting, hitting, destroying property or self- Understanding what triggers a and then angry, and everything escalated injury. The duration of the episode varies. meltdown can help; Benjamin’s distress from there. They can happen anywhere, but was fuelled by the demands of the
38 Special Children 229 www.optimus-education.com/sc229 Behaviour
game, which he was losing consistently. games or tasks where the desire to win getting out of the situation with dignity. Recognising this trigger earlier may have at all costs is not so overpowering. Continue to assess the situation, make the avoided this episode. ●● Establish a good rapport and set clear environment safe and get help. Distraction techniques might have expectations. included helping him to skip a stage, ●● Provide coping strategies and ample Avoid injury persuading him to retreat to a lower level, opportunities to practise these. Avoiding injury to yourself, the child and or redirecting him to an easier game or task. ●● Offer choices. others is the top priority. One mother has made sure all her furniture has soft edges Interpreting behaviour Access to preferred or desirable and then moves her son to a safe place, Before attempting to intervene, you item or activity ensuring that there is nothing around that need to understand the function of ●● Teach pupils to ask for the item or he can put in his mouth. She also removes the behaviour, which varies from one activity appropriately. anything that could be thrown. situation to another. This will also help to ●● Offer them choices, and create In school, this might involve taking identify appropriate behaviours to replace opportunities for them to access the the rest of the class out of the room if the the challenging ones. item or activity that they prefer. pupil in question cannot be safely moved. Behaviour is a means of ●● Increase the variety of items or Sometimes simply changing faces by communication. Some young people’s activities they are interested in. swapping teachers can help. behaviour becomes challenging because ●● Give transitional warnings. For children who engage in self- they are unable to convey their wants, harming, such as head banging, try needs or feelings in any other way. Hence, Sensory stimulation placing cushions and mats to protect teaching functional communication ●● Teach a variety of play and leisure skills. them. responses, using speech, symbols or signs, ●● Redirect inappropriate behaviours [See page 40 on the safer handling of is a priority. to more functional ones and provide children in meltdowns, which includes Common behavioural functions include reinforcement. advice on restrictive physical intervention.] the following. ●● Redirect pupils to an activity that is 1. Social attention – sometimes a child incompatible with self-stimulatory Reducing the frequency of exhibits challenging behaviour to get behaviour. For example, if the pupil is meltdowns attention from others (perhaps a parent, flapping their hands, encourage them to It is vital that teachers and parents a teacher, peers or siblings). For example, engage in a puzzle that uses both hands. support a child to recognise the warning a child who cries whenever a parent talks signs of a meltdown themselves from an on the phone, which results in attention. Dealing with an explosion early age so they can learn how to defuse 2. Demand or task avoidance – a The problem with meltdowns is loss of it before they reach adulthood. child may throw a tantrum to escape from control. Hence, for the observer, it is Teach them self-management strategies a difficult task. important to remain calm and show no and relaxation, such as deep breathing and 3. Access to a preferred or desirable fear. The pupil is afraid and deeply anxious counting exercises, and develop a range of item or activity – a child may push and is seeking help to regain control. alternative activities that might help them a peer in order to gain access to the to calm down when they feel themselves computer. Gain insight getting agitated. For some children, going 4. Sensory stimulation – sometimes Recognising the warning signs is for a walk helps. For others, it might be behaviours provide some form of internal paramount. Everyone who works with the listening to relaxing music or jumping sensation whether for pleasure, such as pupil needs to be aware of these, as well on a trampoline. For Audrey, one of hand flapping, or to prevent pain. as the triggers. Circumventing meltdowns our parents, teaching her child self- starts with a better understanding of what management techniques and supporting Managing behaviour is going on. In a calm moment, make him to communicate more effectively has Social attention notes of the child’s behaviour before and reduced the frequency of his meltdowns. ●● Teach alternative, appropriate ways of during an episode. When they do occur, they are now less seeking attention. You could try a tap scary for both her and her son. on the shoulder if the child is non- Intervene early Of course, no two people are the same verbal. Once you have assessed the situation, and there is no universal solution. What is ●● Give positive attention throughout the intervene early. For effective important is that you work with the child day. communication, adopt a calm, neutral to find the right techniques for them, and ●● Create opportunities for gaining your stance, listen to the child and talk slowly that you work with the parents and the attention. in a low volume. Let them know what child to help the child learn to manage behaviour you want from them and offer potentially difficult situations themselves. Demand or task avoidance reassurance. Try diverting and distracting Benjamin’s frustration grew because he them by introducing another activity or Esther Thomas is a senior was being overwhelmed by the demands topic. behaviour analyst offering of the game. training and consultancy at ●● Teach the pupil to communicate During the escalation period Ambitious about Autism, the effectively, asking for breaks or for help. Continue to provide diversions and national charity for children ●● Break the task down into smaller steps. reassurance. In addition, set clear and young people with autism. ●● Teach pupils to tolerate losing and limits and boundaries and offer clear www.ambitiousaboutautism.org.uk making mistakes through prompting choices and alternatives. You may need and reinforcement in the course of to provide the child with options for The student’s name has been changed
www.optimus-education.com/sc229 229 Special Children 39 Schools need to develop a strategy that gives staff clear guidelines on how to break up fi ghts
Safety fi rst
When is it acceptable to use reasonable force, and what is ‘reasonable’? Doug Melia explains how to keep everyone safe as well as within the law
Imagine a TA bending down to tie Risk management ●● Was the use of force necessary in the a child’s shoe laces. He reaches out Risk management is not about using circumstances? and grabs hold of her hair, gripping bureaucracy to cover your back. It is ●● Was the force used proportionate to it tight and tugging as hard as he there to enable settings to take sensible, the harm (or honestly perceived harm) can. Wincing in pain, she asks practical steps to protect employees and avoided? colleagues to come to her aid, trying pupils from serious harm. to keep her voice calm so as not to When someone physically intervenes, The dangers of restraint alarm him. breaks up a fi ght or stops someone self- Staff attending training sessions often While it is hard enough judging the best harming, they may decide to use force. ask me to teach them fl oor restraints, way to respond to an incident of this kind, Guidance from the Crown Prosecution and I reply: ‘Where is the necessity in an it is even harder when you know that the Service says that the situations where education setting?’ If a child is lying alone child in question doesn’t mean to hurt you a person may use such force as is on the fl oor, the chances of them coming and doesn’t understand the consequences ‘reasonable in the circumstances’ include: to harm are slim. When you introduce of his actions. ●● self-defence another person into the equation to hold Should the TA’s colleagues intervene ●● defence of another them down, the risk of positional asphyxia physically, running the risk of distressing ●● defence of property. rises fast. the boy and making matters worse? Or So if a child drops their weight and it is there a better way of resolving the In assessing ‘reasonable’, prosecutors ask is safe to let go of them, do so and treat situation? two key questions: them as if they are having a seizure: move
40 Special Children 229 www.optimus-education.com/sc229 Behaviour
things away from them and if they start Young people become violent and there and appropriate to do so), or removing self-harming – by banging their head, for are times when adults need to intervene. the other children from the room and example – place something soft on the In a school context, staff also need to allowing the one child to remain. This floor to protect them. consider factors such as the child’s dignity, may be less traumatic and is often safer If you do have to intervene, avoid doing their level of maturity and how they than physically holding the child. anything that could restrict their airways perceive things. When considering whether to isolate a or hamper their breathing – which can To a child who has been abused in the child, some teachers are concerned that easily happen if you hold someone face past, even the mildest form of physical parents may accuse them of ‘breaching down on the floor or in a basket hold, or restraint could border on torture, officially the child’s human rights’ in some way. during prolonged struggling. defined as ‘degrading treatment, or There are two types of human rights that Meanwhile, manual handling treatment that arouses fear, anguish or are relevant here: absolute and qualified. regulations limit what people can lift inferiority in the victim’. How will it make without a separate risk assessment such a child feel to be pinned on the floor when standing (25kg for men; 18kg for in front of their peers? Staff need to women). When kneeling, this figure drops Even when a child has lost control, dramatically to 3kg. Physical intervention containment is usually a better option consider the child’s is a manual handling activity and must than restraint because the impact of dignity and how they therefore comply with the relevant restraint may not just be physical but perceive things legislation. emotional, as with Adam.
When it went terribly wrong ERIC Gareth Myatt, 15, choked on his own The Health and Safety Executive has a Absolute rights include: vomit as he was held down on his bed hierarchy of risk assessment that goes ●● the right to life, which places a positive by three members of staff during an by the acronym ERIC. This stands for: duty on state authorities, including argument over his refusal to clean a eliminate, reduce, isolate and control, and schools, to preserve life toasted sandwich maker. They ordered can apply to any situation. Here I will ●● prohibition of torture. him to his room, where he lunged at focus on using ERIC when dealing with them when they began confiscating challenging behaviour. Qualified rights can be taken away personal items, including a piece of paper depending on the circumstances. For containing his mother’s new mobile Eliminate example, every child has a right to an phone number. Gareth was a vulnerable If staff are taking part in an activity which education and freedom of expression, but teenager who was 4ft 10in and weighed could cause harm to them or their pupils, if they put one of the absolute rights at less than seven stone. The coroner said the first question is: ‘Can that activity be risk, this can affect their entitlement to that if he had simply been secured in a eliminated altogether?’ qualified rights. So if a child is bullying room on his own, he would be alive other children (either physically or today. Reduce mentally), using inappropriate sexual Adam Rickwood, 14, hanged himself If you can’t eliminate a risk, you may be language, or acting irresponsibly around after being restrained by five male officers, able to reduce it. Bunsen burners, you may exclude them one of whom used the nose distraction Making adaptations may be as simple from the classroom. technique (the edge of the hand slammed as changing your stance. For example, if Everyone also has the right to liberty, sharply against the base of the nose). you must tie a child’s laces, is it necessary but not every child may go out at People who knew Adam well said he to squat down to do this, thereby offering breaktime. For instance, if a child keeps usually gave in with good grace when he the top of your head to latch on to? In finding a way of slipping off the premises could see a good reason for a punishment, some situations this may be unavoidable. when no one is looking, then the school but became distraught when he couldn’t. In most cases, a better strategy is to sit the may restrict their liberty for their own Outraged by his treatment, he wrote in his child in a chair and get them to rest their safety. suicide note: ‘What right have they got to foot on your knee, where the most they hit a child?’ can reach is your hands. Control You can also reduce risk by reducing Let us return to our TA who is being held its frequency through behaviour by her hair. She has three courses of management (nipping things in the bud action open to her. ●● Risk management so they don’t escalate) and understanding Waiting for the child to calm the child’s needs. Meanwhile, school down. If the TA can stabilise the child’s is not about using leaders have a responsibility to ensure hand by holding both her hands over bureaucracy to cover that staffing levels are adequate to the child’s, preventing the grip from your back keep class sizes manageable, provide getting tighter, and if she or a colleague appropriate staff training, and deploy is confident and comfortable reassuring experienced staff where they are most the child and negotiating with him to needed. let go, this may be the best way forward, While neither of these incidents took although it may take some time. place in an educational setting, they Isolate ●● Unfurling the hand. If the hand illustrate how quickly things can get out of If a pupil is in meltdown, isolation can be unfurled without causing hand when perspective is lost and people involves either removing them from unnecessary pain or discomfort, I am decide to use force. Meltdowns happen. the area (where it is safe, necessary sure this would be the option that
www.optimus-education.com/sc229 229 Special Children 41 Behaviour
most people would take. On the other hand, what was a manageable situation may deteriorate if the child becomes alarmed and starts trying to fi ght their way out. Imagine the TA’s predicament if another member of staff tried to be helpful by running up with a pair of scissors, sending the child into a frenzy. ●● Using force to make the child let go. This is certainly possible, provided that the force used is ‘reasonable in the circumstances’. Again our two questions have to be asked to help us decide if the use of force was reasonable: ●● Was it necessary (or honestly believed to be necessary)? ●● Was it proportionate? I.e. was the harm caused less than or equal to the To a child who has been abused in the past, any form of physical restraint could border on torture harm avoided?
When justifying the use of force, you cannot cite a child’s past behaviour or The use of force is hurt, the school could fi nd itself facing physical size and strength if there is no The other litmus test is: will force work? a safeguarding hearing or even end up in immediate threat to anyone’s safety. Even if it does, if the child has marks court. Questions to ask yourself include: on their hands or claims to have been When defending themselves in such ●● Is the risk of harm likely to rise if you injured, or if an adult who tries to assist cases, staff need to be able to explain intervene? why they used a particular restraining ●● If the child’s behaviour is considered technique, demonstrating they have been hazardous, are they in the right setting trained in how to do it and have followed and do you have adequate support? a certifi ed course. For their part, the Single person senior leadership team must be able to Intervening on your own physical interventions evidence what it has done to eliminate Except in an absolute emergency, single carry a greater risk to all and reduce risk before the situation ever person physical interventions should be arose. avoided as they carry a greater risk to all parties In the case of hair grabs, let me parties. There is: reframe the issue. If you worked in an ●● the risk of injury to the adult or to the environment where there were chemicals, child fl ames or open machinery, would you tie ●● the risk of litigation (your word against your long hair up before entering the work the child’s) Containment considerations place and avoid bending over fl ames, vats ●● the fact that restrictive holds are When it comes to containing a child, careful or machines? manual handling activities. thought needs to go into how chill-out rooms are Of course you would. If you work with used to ensure that their use does not, in itself, small, grabby hands, everyone needs border on torture. This means that, in the event of an injury, to think about how they move, sit and your risk assessment could be brought In the last few years, pressure has been mounting interact with those in their care to avoid on the government to review the regulations into the spotlight. If this isn’t consistent hair-grabbing situations and worse. following reports that, in some settings, children with The Management of Health and with autism are being isolated in these rooms for Safety at Work Regulations 1999 and the hours on end. accompanying Approved Code Of Practice, Simon Baron Cohen, professor at Cambridge there could be a case for negligence if the University in the fi elds of psychology and breach caused injury. psychiatry, stresses that such practices risk Lack of adequate staffi ng is never giving children with autism a sense that they are Doug Melia is an expert witness on the acceptable in an environment where ‘failures’. use of force and director of the specialist the likelihood of the need for physical Meanwhile, human rights barrister Sam Karim, training provider Safer Handling. intervention is high, as might be the who fought a high-profi le case on the issue, Tweet @saferhandling case in some special schools or PRUs. maintains that ‘an incapacitated individual should www.safer-handling.co.uk Sometimes, however, situations may not be deprived of their liberty save for the most arise due to lack of staff availability. exceptional circumstances.’ Ways around this include having systems For more information, read Sharon’ Paley’s in place to allow staff to get help from insightful blog in the Special Needs Jungle FIND OUT MORE colleagues using buttons, alarms, signals on Seclusion Rooms: What Every Parent and ●● More information on reducing the risks of or, where appropriate, sending a child for Professional Should Know. http://bit.ly/SC229-19 workplace hazards can be found on the HSE help. website: http://bit.ly/sc229-11
42 Special Children 229 www.optimus-education.com/sc229 Letters
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Star Letter: ICT and learning The power of networking I have been expanding my use of ICT in In the local authority where I work, the group, she was able to go back the classroom, so I was interested to read every district has a Local Inclusion to these professionals and tell them how Aurasma and Storywalks can be Forum Team (LIFT) which meets once that colleagues with a wide range of used to develop literacy (Special Children a term. Each team comprises a mixture experience and expertise supported her 228). The two end products are quite of SENCOs and representatives from view. When I myself had a tricky EHCP different, but they both demonstrate local outreach providers, including an request last term, it was good to know how powerful technology can be when educational psychologist and a variety I had a team of people I could turn to it is used with clear pedagogical goals of therapists and specialist teachers. for feedback and constructive criticism in mind. Throw in opportunities for the Whenever I want to call in a when putting together the application if children to showcase their work and specialist to do an assessment or it got to that point. you’re onto a winner. provide an intervention, I have to Meanwhile, my school recently One of my own success stories has been present my case to a LIFT meeting. started offering its feeder primary with Shadow Puppet, which my Year 5 At fi rst I thought I would fi nd this schools something along the lines of used to make a video pulling together constraining, but now that I have the supervision sessions educational all the strands of their recent learning experienced the system for over a year, psychologists are entitled to. A few (http://get-puppet.co). They chose images I think it works really well. weeks ago, for example, I spent the and took photos, uploaded these onto the First, the regular meetings allow you to morning in one of these schools app, recorded their voiceovers and added build a wider network of helpful contacts supporting a colleague with an music. They were also able to add text to than you could ever establish on your application for a statutory assessment provide further explanations. own. Second, the process of gathering that had been causing her concern. Children of all abilities loved it and evidence to support your request forces Primary SENCOs can feel very they became so engrossed in their you to step back, refl ect and evaluate, isolated sometimes, and early feedback projects, they didn’t move when I told while the discussions that ensue provide indicates they are fi nding these them it was lunchtime. Later, when reassurance if your proposal meets with collaborative sessions very valuable. their parents came in to see their work, general approval, or alternative solutions And, of course, the benefi ts go both there was a magical moment when the and offers of support if it doesn’t. ways, giving us insight into the issues children were teaching them how to use At our last meeting, we had they face and the needs of children who the technology through sharing their somebody who was under pressure will one day be our responsibility. learning. Educational gold. from social services to apply for a statutory EHCP assessment for a Lucy Stephen, director of learning Claire Bracher, assistant child, and who didn’t feel that this support, Homewood School and headteacher and English lead, was appropriate. After consulting Sixth Form Centre, Kent Huntingtree Primary School, Halesowen, Dudley
Supporting TAs Following your features on supporting TAs way I do this is to select statements from could do to raise, say, a score of 5/6 to 7/8. to have maximum impact (Special Children the TA’s job description and ask them to go It is completely non-judgemental and 226), I would add that good quality through these before our meeting, rating often ends up with ideas for more specifi c performance management is another themselves on a scale of zero (I’m totally training, more support from teachers and a important ingredient. lost) to 10 (I’m world class at this). happier and prouder workforce. Performance management should always We then look at these scores together, be a helpful and collaborative process, not paving the way for discussions about the Barbara Ball, managing director an opportunity to criticise failings. One person’s skills and strengths and what they ASEND, www.asend.co.uk
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www.optimus-education.com/sc229 229 Special Children 43 Book reviews
Number sense
Understanding Dyscalculia and Numeracy Diffi culties: A guide for parents, teachers and other professionals By Patricia Babtie and Jane Emerson Published by Jessica Kingley Publishers ISBN 9781849053907 £13.99 Reviewed by Saira Pester
Written as a one-stop guide how to do this, the types of errors to watch on understanding numeracy out for and how to rectify these, ways that diffi culties, this easy read will be parents can help, and further resources useful for parents and practitioners, that might be useful. particularly those working with primary pupils. It offers a basic overview of the origins of number Some good sense, why diffi culties might occur and how to address them. teaching strategies and Split into two sections, Part 1 looks activities at the nature of dyscalculia, factors The book focuses on diffi culties affecting learning, comorbidity with with number sense. For those seeking specifi c learning diffi culties, assessment wider content, such as diffi culties with and legislation. Some of the content is Whilst the authors don’t offer the means multiplication, division, time and other focused on the American system and a few to diagnose dyscalculia, they highlight high order maths concepts, I would things are out of date – for instance, the the importance of good diagnostic suggest resources by Anne Henderson or information regarding Key Stage 1 and 2 assessments and offer some good teaching Ronit Bird. Sats talks in terms of the old ‘levels’. strategies and activities to remedy the Where the authors come into their own, main areas of diffi culty. These are aimed Saira Pester is a specialist teacher with however, is in Chapter 3, which breaks at younger children who have gaps or eight years’ teaching experience in down the elements of number sense, and misunderstandings, or have reached mainstream and special schools. After the knowledge and skills involved in basic a point where it is clear that their 14 years as a learning needs teacher for numerical thinking. fundamental building blocks are not her LEA, she set up her own company Part 2 considers areas to assess and secure. providing specialist teaching and advice
Provision mapping made easier
Provision Mapping and the SEND Code of Practice: Making it work in primary, secondary and special schools (Second Edition) By Anne Massey Published by David Fulton ISBN 9781138907089 £23.99 Reviewed by Martin Edmonds
It seems a little disingenuous to Inspection Framework. Although a slim describe this book as the second volume at 130 pages, it contains practical edition of the 2012 Provision advice and lots of helpful materials, Mapping: Improving outcomes in and feels more like a sequel than a new primary schools. edition. It has widened its remit to include Anne Massey will be a familiar name secondary and special schools, and the to many working within the fi eld of content has been substantially revised SEND. An experienced teacher, SENCO and updated in the light of recent and school leader, she spent six years specialises in using provision mapping changes to SEN legislation, the 2015 working as a local authority school to evaluate and evidence the impact of SEND Code of Practice, and the new improvement adviser before setting up additional support for students with National Curriculum and Common her own independent consultancy. She SEND.
44 Special Children 229 www.optimus-education.com/sc229 Book reviews
She begins this edition with a concise confi dence in the ability of the school to overview of recent changes to SEND fully meet the needs of their child. policy and then moves on to four A useful addition The fi nal three chapters provide chapters, one for each aspect of the to any new SENCO’s models of how high quality provision familiar Assess, Plan, Do, Review cycle. bookshelf mapping should look in primary, Each section is clear, starts from fi rst secondary and special school settings. principles and is supported by a wide This is a useful addition to any new range of examples of practice from SENCO’s bookshelf. And, because the named schools. Suggested templates it can be used to evidence the impact of recommendations are fully referenced, for review documentation are included pupil premium funding while helping to it would also benefi t anyone studying for throughout. support improvements in the quality of the National Award for SENCO. Highly Ms Massey points out that provision teaching and learning across the school. recommended. mapping is not solely the province of The process can also be invaluable in the SENCO, but can be used effectively supporting conversations with parents Martin Edmonds is a SENCO and to identify, provide for and track the and carers, and can contribute to manager of an enhanced support progress of all students. For example, encouraging a greater degree of parental provision for students with ASC
The building blocks of language
Assisting Students with Language Delays in the Classroom: A practical language programme By Francesca Bierens Published by Speechmark Publishing ISBN 9781909301573 £39.99 Reviewed by Cate Wood
In my last school, there was a boy them, group teaching, along with some named Sean – a cheeky 11-year-old of the tasks outlined in the book, would with a sunny smile and a reading be inappropriate. On the other hand, age of seven. Initial assessments many activities would be ideal as part of a indicated a low verbal score and programme supported by a TA. triggered further investigation. The book is in three parts – a short When shown a set of pictures of introduction, a section on preverbal everyday animals, Sean was fi ne skills and the one on the building until he came to one of a duck. blocks of language mentioned above. ‘It’s a… thing,’ he said, fl apping his From my point of view, the last part arms to imitate fl ight. ‘You see them on is where this book excels, although spiral binding makes it easy to keep open telly sometimes, it’s a… a bird thing.’ the section on preverbal skills would on the desk during activities. He was unable to recall the word be useful for practitioners supporting According to the children’s ‘duck’ because it was missing from his younger children, those with autism and communication charity, I CAN, about vocabulary. children with severe language needs and one in 10 children has SLCN requiring This book, aimed at practitioners impairments. long-term support. In areas of high teaching children aged fi ve to 18, would deprivation, the proportion is far have been very helpful. As a SENCO, it higher. Meanwhile, a YouGov poll would have allowed me to quickly draw A copy in every of 349 teachers, undertaken by The up an intervention programme using a Communication Trust, found that only range of activities from Part 3, and the staffroom would be a 27% had received training around speech, TA working with him would have started good place to start language and communication, and building his vocabulary before teenage 81% felt they would benefi t from more disaffection set in. I have no idea if Ms training on this issue. This book is highly Bierens would approve of dipping into her accessible, and a copy in every staffroom book this way, but for pupils like Sean, it The author does not dwell on theory, would be a good place to start. offers a range of excellent activities. which is tucked away in the fi rst chapter Many of the activities and much of the together with a useful table on the ‘what’ Cate Wood worked in SEN for almost language suggest that the book is aimed and ‘why’ of preverbal skills. Instead 30 years as a teacher and a trainer. She at teachers working with small groups in she focuses on activities that will make now offers training around all aspects of special schools. Yet most young people a difference. Meanwhile, the imagery is special needs, and writes for a children’s with SLCN are in mainstream schools. For contemporary and clean, and the book’s charity www.optimus-education.com/sc229 229 Special Children 45 Coaching for Success! Executive Coaching for School Leaders
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Tracking first aid incidents –Sharon Riddell
Medical Tracker allows staff to create short- and long-term care plans and export them to PDF for parents to sign
As a small school, we have between The system allows staff to log every Today every member of staff, even 20 and 25 incidents and accidents a incident, however minor, notifies the those who rarely use IT, accesses it via day – mainly minor scratches and parent or carer automatically, produces a computer or tablet, or a smart phone bumped heads. In the past, we used our governor accident reports and if they are off site. We are now more duplicate notebooks to record these, generally makes the whole process confident that parents can follow up on with the injured child taking the swifter and us more compliant. In fact, accidents if necessary. For example, if a copy home to parents, while we kept if I choose, I can have a live analysis of child sustains a bump on the head that the books for our records. injuries on the school’s dashboard. gives rise to worrying symptoms later on, Every year, I would go through the Because it holds all the details about parents would be able to give the doctor books manually to collate a report for pupils’ medical conditions, medication or A&E staff all the details, including how the governors. This was painfully time- and care plans, this allows us to manage the injury was treated at the time. consuming, dull work. administration of medicines and have a For the school, tracking first aid Then out of the blue in October, I comprehensive medical profile of each incidents is much easier, we are more received a marketing email telling me child. Crucially, Medical Tracker interfaces accurate and we have a paperless first aid about an online program called Medical with SIMS, meaning that each child’s room. This is a great product providing Tracker and offering me a short trial. As it record is complete. A feature I really like value for money and the customer service happened, another school nearby had just is that it sends a daily reminder when each is excellent. started using it, so I gave them a call to child’s medication must be administered. find how they were getting on. They were Another part of the system allows An annual licence for Medical Tracker impressed, so I decided to give it a try. me to keep a log of all staff medical ranges from £315 to £1,095 + VAT, Being online made it easy because I qualifications. An added bonus is that it depending on the size of the school. didn’t have to download any software to automatically drops me a reminder by www.medicaltracker.co.uk get going – it was available straightaway email when staff need to refresh their on my computer. Within days we were training. up and running. The training is simple The old paper system had many faults. and the whole system is self-explanatory. There were occasions when the duplicate Sharon Riddell, is Meanwhile, data is kept safe in a secure books were misplaced, and pupils didn’t the school business offsite location and to much higher always remember to pass the notes to manager at St Anne’s standards than we could realistically their parents. Even when they did, parents Infants’ School, Bristol achieve through a server-based solution were not always happy with the amount of in school. information supplied.
www.optimus-education.com/sc229 229 Special Children 47 MANAGE FIRST AID AND MEDICATION ONLINE In-House Training Our library of ready-made courses and presentations allow you to deliver outstanding training in-house
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Tackling mental health head on – Bridget Moss
become more self-aware by commenting about themselves and reflecting on their actions. Some pages are quite directive and others are more exploratory and open to interpretation. Subtitled You can always change your mind, its starting point is that there is much to be angry about, whether this regards personal issues or worldwide concerns, and it guides young people who are feeling overwhelmed, who are dwelling on things that could go wrong and who feel they are on an emotional rollercoaster. Among other things, the student is encouraged to review the usefulness of their During the Year 7 mental health week, the students engaged in many activities, including team-building tugs of war current thinking, do a reality check and learn to keep their inner critic quiet. I came across mental health journals (As it happens, Mindspace was created when I attended a course to become specifically for Wigan Council. The KS 4-5 a mental health champion in our journal available nationally – It’s All In school, led by Marilyn Tucknott, an The Mind: Don’t sweat the small stuff – education mental health trainer. has almost identical content.) As creator of the journals, she Although form teachers talked to discussed the benefits of enabling young students briefly about how they might use people to express their emotions, feelings the journals and how they might prove and opinions and reflect these in a helpful, ultimately it was up to the young positive way. It soon became clear to me people to make use of them or not. This that working with our new intake before was not something we could monitor behaviour issues started to materialise because these are private diaries. Yet we could have a significant impact. The school works hard to ensure students are well felt confident that the tone and level of Our school is in a deprived area of the balanced by offering a good mix of learning literacy was something all the students North West. Last year we ran a mental and extra-curricular activities could engage with. health week for Year 7 pupils. This Some children with SEN need more included a couple of assemblies around in key stages 3 and 4 – being ink-stained emotional support than others, so we keeping yourself safe and keeping yourself and filled with graffiti-style artwork. It made sure that those we thought would happy. During the week we focused on addresses a range of issues, from making benefit in particular from the journals all heroes and role models, and looked at how apparently superficial choices to exploring received one, and we also offered them we can become the best that we can be. sensitive hopes and fears. help on a one-to-one basis. The journals At the end of the last session, we offered a The final journal in the series, are designed to help them with self- mental health journal to every child. Most Mindspace for key stages 4 and 5, asks esteem and their own self-image and so took a copy, although some opted out. more searching questions. Like the others, hopefully they have been empowering. Produced by Butterfly Print, the series it encourages interaction and creativity. Meanwhile, improvements in comprises four personal, paper diaries, For example, students are invited to behaviour are reflected in the data. I each one designed to cater for a different age group. It starts in Key Stage 1 with Being Me, which invites children to make statements about themselves and accept themselves for who they are, before going on to explore themes such as empathy and forgiveness, as well as more difficult areas, such as not feeling guilty about adult behaviours. This is followed in Key Stage 2 by Understanding Me, which acts as a mentor for pupils by providing a range of phrases, actions and solutions to everyday scenarios, such as being bullied and supporting friends through difficult days. Live Out Loud is small enough to fit in a blazer pocket but looks appropriately subversive for its target user – students
www.optimus-education.com/sc229 229 Special Children 49 Tried and tested products
collate a behaviour report at the end of involved, so it is not just down to the concern, especially those who don’t have every half term. At the time of writing, the journals, but I would say that these have someone they can share worries and last one I compiled was in late October had a positive impact. concerns with. when I would expect Year 7 incidents to We know that early intervention, be relatively rare – the children are still before behaviour issues emerge, is best. Single copies of KS1-4 journals, finding their feet in a new school. On the As a school, we need to help young people published by Butterfly Print, are £6.99 other hand, Year 8 students traditionally in the early stages of mental health each, with generous discounts for like to push the boundaries at this time. difficulties. Addressing the root of the large orders. www.butterflyprint.co.uk And yet the current Year 8 has logged problem is far better in the long run than fewer behavioural incidents than any just dealing with the impact, which is other year group, with a tally of 13%. behaviour. The journals help with this. This compares with 14% for Year 7, 31% Unfortunately, we did not have the Bridget Moss is for Year 9, 18% for Year 10 and 24% for resources to give a journal to every assistant headteacher Year 11. In fact, Year 8 had the lowest student in Year 7 this year. However, at Bedford High School number of students on any kind of report. we do still use them, in particular with near Wigan Of course, there are lots of other factors students in Key Stage 4 who are causing
Multimedia advocacy – Kathryn Stowell
As a school for young people with their profile anywhere and at any time, ASD, PMLD and complex needs, provided they have access to the internet. we believe it is essential that every Meanwhile, staff now have a central person has a comprehensive hub for each child where they can store understanding of each student. RIX evidence of progress, videos and photos. Wikis from RIX Research & Media What is great about the technology is make this possible. that it is simple enough for our students The RIX Wiki is an easy-to-build to develop their own wikis – if you can personal website that uses pictures, use an iPad then you can create a wiki words, video and sound to capture the – so they have true ownership of their voice, skills, aspirations and needs of page and it is not always adults putting the individual. We call this multimedia something together for them. The latest advocacy. The wiki allows users to create version of the program even allows you to and edit web pages using a web browser. upload content from a smart phone. Students use their wiki when they meet new people to The pages support hyperlinks and have explain who they are and what is important to them We started using RIX Wikis as a pilot a simple text syntax for creating new project three years ago. But when we internal pages with links between them. with illustrations of their work and saw the benefits they offered, we decided RIX Wikis, using new technology, are achievements. Meanwhile, students to roll them out to everyone almost perfect for our young people. with profound and multiple learning immediately. Today every student has a Each RIX Wiki profile is designed difficulties might have a section about wiki as a matter of course. around a central template. A picture of mobility and sensory needs or another Wikis have made a huge difference to the young person is at the centre – it is area of their life that is important to them. annual reviews and EHCP meetings. In their wiki – and is surrounded by a halo We have used multimedia for a long the past, many of our students weren’t of six more images, every picture acting while. In the past this involved storing able to take part in these fully, but now as a hyperlink to the relevant section. a lot of video files and maybe burning they can show us aspects of their wiki, Into these, students upload images, them onto discs for families, or putting demonstrating what is important to them, videos and documents to create an online, them into a PowerPoint presentation for showing off their successes and explaining multimedia portfolio about themselves. meetings. Now, the data for each wiki what they want to achieve, which gives While you can allocate any type of is securely held in the cloud, saving us them a strong voice. information you like to each section, the hours of time. Young people and their For example, a student who has school has suggestions based on person- families can invite other people to view profound and multiple learning centred planning tools and the EHCP difficulties recorded lots of videos to tell planning. The central link takes visitors to us that he really loves music. He stays About me, where students tell their story in our residential provision and a staff and explain who they are. Other pages member recently observed how much he usually include: How I communicate, Who loves going outside, getting really excited is important to me, How best to support as he leaves the building. So together me, My goals, My person-centred plan or they uploaded information about this, EHCP and What I am good at. which means that, hopefully, he will have However, nothing is fixed, so some opportunities to go out more often. of our more able, older students design We worked with RIX Media to theirs to act as a copy of their CV, Wikis are designed simply to make navigation easy develop the template for our students
50 Special Children 229 www.optimus-education.com/sc229 Tried and tested products
and we have just put the finishing If you want to be as person-centred Kathryn Stowell is touches to some new online training as you possibly can, this tool really gives head of outreach and materials, which staff tested in our young people a voice. alternative augmentative academy. These will empower school communication at leaders, teachers, TAs and parents to RIX Wikis are available from RIX Charlton Park Academy, help young people find their own voice. Research & Media, a not-for-profit a secondary special school near London The training comprises six one-hour organisation. The package includes sessions. It focuses on person-centred online and face-to-face training, planning tools, multimedia, self-advocacy, See also Multimedia advocacy, Special working within a multidisciplinary team software provision and technical Children 217, about how creating a wiki and communication, and outlines the support. Prices start at £5,500 + VAT enables students with communication key principles involved in supporting per establishment plus an annual fee difficulties to express their views and someone to create their own wiki page. for account hosting. http://rixmedia.org play a full part in decision-making.
Inclusive maths games – Carol Allen
I first came across Matific at a For myself, I mainly use Matific as a would make my life easier. Some TeachMeet just over a year ago, and bank of resources to customise overlearning accessibility issues act as barriers for a engaged with it immediately. It takes material – the publishers have put a lot of few of my pupils. For example, in Flying a very hands-on approach to teaching work into indexing the activities to make Flocks, the birds move very quickly and maths to children in key stages 1 it easy for me to link these to activities in there seems to be no way to slow them and 2 using interactive mini-games, textbooks when required. down. For children with processing which the publishers call episodes. I’ve been using Matific for about a issues, this is a problem. As you may know, I have spent year with a range of users. These include On a positive note, the company is my career looking at creative ways to mainstream primary schools, intervention receptive and keen to receive feedback. In support inclusive learning, particularly groups and pupils on the autistic the previous version, episodes had to be in communication and literacy. This spectrum, and reactions are all positive played by the whole ‘class’, which is not program just seems to nail maths. so far. Staff see it as a welcome addition ideal when working with an intervention Other software and apps offer a range of to their maths toolkit, especially in these group. This has all changed in the latest excellent maths activities, some of which times of constrained budgets (Matific is incarnation, and I can now allocate I use, and pupils do well with them. free to schools) and all the pupils enjoy individual games to individual pupils easily. Yet very few of these programs invite the games-based approach to learning. Matific’s problem-solving games make children to apply their learning to real-life overlearning fun and engaging. One situations in the way that this one does. pupil’s reaction sums up how he and his Matific is available online and as an This program just peers feel about the games: ‘Leave me app on androids and tablets. The games seems to nail maths alone. I can do this!’ have a nice, clear interface and many of the activities have sound support, which All Matific educational activities are helps to consolidate understanding. One free for teachers and pupils to use at of the many things I like about it is that I Every teacher knows that early school. A Matific premium account can customise the games on offer and thus mathematical skills are acquired best allows pupils to access the games restrict ‘drifting’ to other activities. through direct manipulation of familiar Intervention groups are often run objects in familiar settings: counting from home for £6 per pupil per year. by TAs, and those with the necessary animals, sorting cookie jars, cutting and www.matific.com experience can pick and choose the right pasting geometric figures. The fact that the learning opportunities for their pupils. designers have incorporated such scenarios For TAs who are new to the role, the into their episodes makes the games ideal Carol Allen is a SEN and website contains comprehensive video for promoting independence, particularly inclusion consultant. tutorials, teaching ideas and detailed in children who may not be able to @caroljallen lesson plans for each year group that physically manipulate objects themselves. suggest how they might use the activities. Of course, one or two small changes
www.optimus-education.com/sc229 229 Special Children 51 Talking point
Caught on camera Chris Pim talks about his experiences of digital storytelling
It’s a perennial question: how do you get children more engaged in literacy? Tapping into children’s love of TV dramas and films, teachers at Thomas’s Clapham, London, among others, have given pupils the chance to make one of their own.
Pre-production Children work collaboratively to come up with a plot, using storyboarding techniques to plan the major scenes with a sketch and a bit of text explaining what’s going on. They then work together to identify and By using green-screen technology, teachers at Thomas’s Clapham were able to make it look as if the pupils make props, and compose the script. were in Egypt when they made their film I always recommend teachers opt for a narrator rather than have pupils one works slightly better with the editing work might include an extended piece speak their lines. This is because it is so software. However, a white wall will do, of writing where pupils explain how they difficult to get a good audio feed, even so long as the children’s clothing and the made the film and compose invitations to with professional cameras and a quality props don’t contain any white and there attend the premiere. microphone – there are echoes, doors are no reflections, otherwise you end up I started making films to engage slamming, noises in the corridor and with some very interesting effects! Often, bilingual children – it gave them a chance children fluffing their lines. Of course, because of the available lighting, there are to shine by doing the narration in their it is possible to cover up flaws with shadows on the background anyway, so own language, which boosted their self- appropriate sound effects, but generally, if it is never a uniform colour. Most editing esteem and confidence and generally the actors must speak, I find it simpler to suites allow you to make adjustments that brought them out of their shell. Films are record them separately afterwards. will even out these blemishes. also an excellent way for children who feel The last element of pre-production Obviously, teachers need to consider their written work is not as good as that of involves drama when they practise miming copyright when using downloaded images their peers to show off their creativity in a how they will portray the characters. for backgrounds, but screen captures different way. A finished film of between three and of, say, a Minecraft game or a photo It’s easy to get going. All teachers need five minutes works best. This keeps the of something that pupils have painted is a bit of confidence. project tight enough to maintain pupils’ themselves work just as well. enthusiasm and file sizes small enough to Chris Pim is an independent ICT and EAL store and edit on a tablet. Editing consultant. [email protected] When editing your film, the free software Green screening on iPads does a reasonable job, although it When the time comes to film, you don’t is not as flexible or versatile as a dedicated need much technical kit – any digital editing program. More sophisticated Find out more camera will work. You can even use a suites let you flip the image, slow it down, • Adobe Photoshop Elements for teachers is mobile phone or an iPad. speed it up, crop the frame size, reduce £86.72 inc VAT. http://bit.ly/SC229-12 However, unless you have a huge or enlarge the scale, and have five or 10 • I Can Present from Kudlian starts at £49.95 collection of ready-made backdrops, one layers of different things going on. +VAT and allows you to record using chroma way to bring a film to life is through a I use Adobe Premiere Pro but the key, split screen or picture in picture. Try it for technique they use in Hollywood called lite version Adobe Premiere Elements free until 30 April. http://bit.ly/sc229-13 chroma key or green screening. This is perfectly adequate, allowing you to • How to bring the curriculum alive with green allows directors to film in real time against arrange your footage into order using screening: http://bit.ly/sc229-16 a uniformly coloured background. During familiar drag and drop techniques. • Digital storytelling: http://bit.ly/sc229-15 the editing process, this is automatically stripped out and replaced with whatever Managing the project fantastical film or image you choose, Schools either work on a film intensively whether it’s dinosaurs, outer space, the over two days or spread the process out This is your page – a chance to air your ocean depths or a burning building. over several weeks during literacy periods, views or share your experiences and ideas. Despite the term ‘green screening’, tying the subject matter in with one of Email us at any uniform colour will work. I started their current topics. [email protected] off using a blue cloth but found a green Once the films are complete, follow-up
52 Special Children 229 www.optimus-education.com/sc229 The way you manage CPD is changing
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