Teachers' Resource SEN SS21

Teachers’

SPRING/SUMMER 2021

Resource SEN www.teachersresource.co.uk

IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT

Revel in the positives of outdoor education

UNRAVEL YOUR MENTAL HEALTH In these unprecedented times, how has the pandemic affected teacher mental health?

THE NEXT CHAPTER Supporting pupils as they transition into higher education and employment

RMS - SPECIALIST SEATING VIRTUS

DYNAMIC SEATING SYSTEM The Virtus Seating System has been specially designed to meet the needs and support users who have an inability to maintain a symmetrical and unsupported sitting posture.

The optional Dynamic Backrest of the Virtus enables the users pelvis to remain stable while the user extends in the seat, then gently returns them back to a position of optimal posture. This can be partnered with an optional Dynamic Footrest constructed from layers of different density foams that allows the user to press down into the footrest throughout their extension.

BUDDY

CLASSROOM CHAIR The Buddy has been designed to be a premium option for users requiring mild levels of postural support, while hitting an affordable price point.

In response to meet new rising market demands The Buddy removes hard to clean surfaces such as wood from the classroom and replaces them with durable and easy wipe plastics.

The Buddy can be easily disinfected between users, and cushions can even be changed to dramatically reduce the risk of cross-infection.

CONTACT US TO BOOK A FREE ASSESSMENT sales@rms-rehab.co.uk

01795 477280

www.rms-rehab.co.uk

All our product specialists are now vaccinated for safe on-site visits

PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

Editor’s Letter

EDITOR

Lorne Gillies lorne.gillies@dcpublishing.co.uk

STAFF WRITER

Emma Storr emma.storr@dcpublishing.co.uk

DESIGN AND PRODUCTION

Alice Winslow production@dcpublishing.co.uk

SALES

Marian Mathieson marian.mathieson@dcpublishing.co.uk

www.teachersresource.co.uk

DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007

When you have finished with this magazine please recycle it.

This issue of Teachers’ Resource SEN is filled with exciting content Education has faced challenges unlike any other. For teachers and pupils with additional support needs, there have been further hurdles. Community, support and coming together has allowed pupils the opportunity to continue learning. As we return to some semblance of normal life, there have been significant amendments to teaching.

A SEN professional reveals how he thinks learning will change post pandemic on page 4. Creative thinking has been imperative for teachers – even prior to adapted learning methods – and there’s no reason creativity has to stop. Head to page 28 to learn how the sound of music can get everyone out of their shell. As a teacher, being confident is critical, but there are some subjects we can all shy away from. Change your thinking STAY around relationship and sex education with our interview with CONNECTED a charity providing celebrated training methods and tools on Filled with the latest industry page 23. news, teacher and expert I hope you enjoy this issue. If you have any comments, interviews to CPD courses: or a topic you would like us to touch upon, please don’t never miss content again. Visit hesitate to email me on editor@dcpublishing.co.uk our website for daily content, www.teachersresource.co.uk

Lorne

Lorne Gillies, Editor

What’s Inside PROFESSIONAL LEARNING

PUPIL SUPPORT

6 LOG ON TO YOUR CAREER

12 THE NEXT CHAPTER

Our pick of online CPD courses.

9 SPECIALIST SEN SKILLS

The importance of tailored support.

Support your pupils into further education or employment.

14 BUILDING CONNECTIONS

IN THE CLASSROOM

Creating meaningful bonds with pupils and parents.

4 ADAPTING THE LANDSCAPE OF LEARNING

23 CONFIDENCE WITH RELATIONSHIP AND SEX EDUCATION

20 THE FIGHT FOR MENTAL WELLBEING

30 PRODUCT ROUNDUP

Caring for your mental health.

Innovative products to boost pupil participation.

26 GOING OUTDOORS

AFTER HOURS

How has learning changed?

Utilising outdoor space in lessons.

28 GOING CREATIVE IN EDUCATION Promoting music and art in lessons.

9

A charity shares their tips on mastering RSE.

26

18 PLUGGED INTO PODCASTS

Professional and wellbeing educational podcasts to enjoy.

©DC Publishing Ltd 2021. All rights reserved. No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.

www.teachersresource.co.uk

Teachers’ Resource SEN

3

ADAPTING THE LANDSCAPE OF LEARNING

The coronavirus pandemic changed the way lessons were delivered overnight, but has this had a lasting effect on the landscape of learning moving forward?

Two experts weigh in on the debate and detail what needs to change to ensure the lessons of the last 14-months are carried forward

W

hen the first lockdown due to the coronavirus pandemic began in March 2020, many schools were forced to close their doors and adopt a home or blended model of teaching. For SEND schools, this wasn’t always a possibility.

As schools remained open for vulnerable students, the onus fell on SEND teachers to accommodate regular lessons alongside home and blended learning. This time has presented challenges, but for some schools and supporting organisations, the lessons from this period have created positive change.

4

Teachers’ Resource SEN

At the National Association for Special Educational Needs (NASEN), increased revenue from international work during the pandemic gave the organisation the power to remove their membership fee, while also launching an annual webinar pass to match the increased demand for web-based continued professional development.

It also saw the creation of the National Send Reference Group, with the Department for Education attending meetings with senior figures in specialist provision in order to influence support and policy around schools and COVID-19.

“People have started to understand: if you support vulnerable learners then you support everyone” www.teachersresource.co.uk

IN THE CLASSROOM

This has left Professor Adam Boddison, CEO at NASEN, with big hopes for the future of the SEND sector, he says: “I think it’s given us an opportunity to ramp up the support that we can offer which will hopefully be a good thing long term.”

Teresa Carroll, national head of inclusion at the Education and Training Foundation (www.et-foundation. co.uk), believes that the need for SEND schools to remain open and provide essential care and support to young people has created greater awareness of their importance, she explains: “People have started to understand that actually if you support vulnerable learners then you support everyone and we all benefit.”

CHANGES

The shift in the way children and young people are taught has arguably been the biggest change during this time, with many families concerned for their child’s safety if they were to still attend school.

“Although there has been this mandate that those with an Education Health and Care Plan (EHCP) should be in school, I think there’s also been a sense of pragmatism from school leaders that this is not always appropriate with their medical conditions,” reveals Adam. “There’s anxiety from the young people and families as well.

“They’re almost asking themselves the question of: is it safe to send my child into school? In reality, the last year has been really mixed with some children in school all the time, some children not in school at all and everything in between.”

In some cases, this shift in routine has meant the return to school is more difficult, while others have found this period challenging because they excelled at home during the pandemic.

“For some youngsters, they found that period of blended learning or remote learning was actually better for them,” explains Adam. “For example, if you’ve got somebody who is autistic maybe they are academically pretty able, but they find the social aspect of school very difficult. For them, a remote learning path with a bit of oneto-one support at home has worked really well for them.”

of whether this can continue as schools return at a higher capacity.

“I think that would be a really good reasonable adjustment under the Equalities Act,” admits Adam. “This would be a very interesting request because it’s not been tested in the courts, there is almost this evidence-based data there now that can prove it worked better for pupils, some schools may say how can we replicate that situation.”

Along with highlighting the different ways in which learners thrive, this time has also stretched educator’s creativity when delivering the curriculum.

“One thing we learnt, and this isn’t really a surprise, is that working online all the time is a challenge, especially in keeping engagement and motivation,” states Teresa. “They were really flexing the curriculum to make sure it was fun and hooking people into learning through more sort of non-traditional routes.

“It’s being clever with how you sneak in more formal learning by using informal learning methods, it’s focussing less on the course of learning and more about having a positive approach and being creative.”

COLLABORATION

The way in which teachers explore the curriculum hasn’t been the only shift in learning over the last 14 months: the way in which CPD is consumed has also adapted to the situation.

“There has been lots of consistency over the past five years or so in terms of what type of content people wanted for their professional development, I think we’ve seen that shift a little bit over the last year,” reveals Adam. “People are responding directly to a pandemic and therefore what they want out of their professional development was reflected.

“We’re not seeing that necessarily disappear now, I think we’ll see the demand for both virtual and face-to-face moving forward.”

The scope of the changes to the SEND sector, and the wider education sector, didn’t stop at pupils’ and teachers’ learning, the way equipment is used and the way educators collaborate has adapted and improved.

“I think the use of technology, particularly assistive technologies, and the relationships with families, both of those things are areas where people have seen changes,” explains Adam. “In the specialist sector, those relationships with families were already good, but on the whole have got even better, and I think that puts them in a really strong position going forward.

“In this past year I’ve seen a lot more collaboration rather than competition between schools who have really looked out for each other, that’s really positive to see our educators working collaboratively so I hope that continues.”

As the school holidays approach, children and young people face further disruption to their ever-changing routines, but only time will reveal how the landscape of learning has been influenced during this time. Some aspects of learning may return to a necessary normal, but the hopes from supporting organisations reflect the positive changes implemented so far.

FIND OUT MORE If you are looking for ways to adapt learning for your pupils, or want to discover more online CPD opportunities, visit www.nasen.org.uk or www.sendgateway.org.uk

CAPACITY

The positivity of remote learning for some pupils now leaves the question www.teachersresource.co.uk

Teachers’ Resource SEN

5

PROFESSIONAL LEARNING

LOG ON TO

YOUR CAREER

Staying continually updated is imperative to ensure your pupils are supported to reach their full potential, and to reach your career goals.

Dig out your diary and get booked in for our top picks of continued professional development courses on offer GOOD PRACTICE IN AUTISM EDUCATION

www.futurelearn.com, FREE Improve your understanding of autism and learn good practice of autism education with a four-week course from the University of Bath, available on Future Learn. The course will cover topics including developing an inclusive curriculum, good practice in autism education alongside sharing good practice. The course is free with an option to upgrade for £42.

LEARN MAKATON

makaton.org, RRP £69 Adjusting to the pandemic, Makaton charity has adapted some of their excellent Makaton workshops to deliver online sessions. Online training is a combination of practical signing sessions and presentation delivered live by a licenced Makaton tutor in a virtual meeting room. Workshops for levels one through four will be delivered in a minimum of two sessions totalling no more than eight hours.

SPECIAL EDUCATIONAL NEEDS

www.oplexcareers.com, £249.99 Advance your understanding of special educational needs with this in-depth course. Featuring 80 CPD hours and 6

Teachers’ Resource SEN

points, learners will be supported throughout the course with dedicated tutors available to assist you with unlimited email guidance and reference on how to answer questions. With multiple choice and interactive questions available at the end of a module, you can track your learning. In this course you can expect to cover the importance of SEN knowledge, behavioural, emotional, and social behaviours, autism, and the history of SEN defined.

DIFFERENTIATION: SUPPORTING ALL PUPILS

cpd.thekeysupport.com, POA This whole school approach to online CPD learning will ensure teachers, teaching assistants and support staff are continually learning to ensure everyone in the school environment can assist pupils. The Differentiation: supporting all pupils course looks to change mindsets and provide skills to highlight and be aware of pupils who require alternative assistance, learning or feedback. Once the course is started, your school can download materials – all of which are created by subject specialists – with resources easily adaptable to meet the needs of your school. It’s time to deliver engaging training across your classrooms.

SUPPORTING THE MENTAL HEALTH AND WELLBEING OF DEAF LEARNING IN PRIMARY SCHOOL SETTINGS

www.deafmindseducation.com, £30 Help your D/deaf pupils to build resilience and mental health awareness.

Covering several key areas, you will gather understanding for safeguarding the mental health and wellbeing of D/deaf pupils, who are more likely to develop mental health conditions compared to hearing peers. By entering onto this course, you will learn the key interventions to help prevent D/deaf children from developing mental health conditions, gain skills to boost resilience and empathy and understand specific risk factors.

APPROACHES TO SUPPORTING LEARNING WITH SEND IN COMPUTING www.futurelearn.com, FREE Make computing lessons more inclusive with this course from Rasberry Pi and Teach Computing, available on Future Learn. Taking two weeks to complete, with two hours of study time per week, discover barriers faced by SEN students in a computing classroom and how to overcome these obstacles.

www.teachersresource.co.uk

• Early support and screening for English and Maths • Easy to follow programmes • No preparation required • Progress Tracker Included • Perfect for Pupil Equity Fund

“A valuable addition to any classroom” – Dyslexia Action CALL FOR FREE TRIAL

The Five Minute Box

The Number Box

The Five Minute Box

The Number Box

The multi-sensory phonics programme which enables the early identification of potential specific learning difficulties. The Box provides secure basic skills for reading, spelling and writing.

Establishes basic concepts of numeracy using multisensory methods and is an intensive catch up programme.

It also teaches time, money, shape, measurement, times tables and more.

£99.95 (+VAT P&P)

£99.95 (+VAT P&P)

Competitive Training Rates contact us for details Call us on 01442 878629 or e-mail us at info@fiveminutebox.co.uk for information and to order.

www.fiveminutebox.co.uk

FMB-A4-Advert-v7.indd 1

: @fiveminutebox

: facebook.com/fiveminutebox

29/08/2017 18:23

PUPILLEARNING SUPPORT PROFESSIONAL

SPECIALIST

SEN SKILLS There are many different methods of teaching, just like each pupil will digest new information from lessons in a unique way.

For pupils with specific disabilities, specialist teachers are on hand to ensure their education is accessible

www.teachersresource.co.uk

Teachers’ Resource SEN

9

PROFESSIONAL LEARNING

P

upils will have highs and lows throughout their school career. However, for pupils with specific disabilities and additional educational needs, hurdles may arise when it comes to their learning.

As a SEN teacher or a specialist teacher, you can alter the lives of children, young people and those preparing to go into adulthood by imparting your knowledge in mainstream school environments, college and university or other SEN schools.

The need for specialist teachers is imperative to ensure future generations thrive.

BARRIERS

Challenges getting into a classroom that is not wheelchair accessible, lessons unavailable with an interpreter for D/ deaf and HoH pupils, to classrooms without adaptations for blind children or those with vision impairments: it might seem small, but these barriers can greatly impact pupils.

“In terms of barriers, there is no way that a young person can meet their academic potential, unless they are able to access the curriculum fully,” stresses Shelley Robinson, a specialist teacher for pupils with vision impairments. “They need content that is specific to their needs, such as larger font size, audio description, and braille. Teachers need to know how to implement adaptations in class to give pupils the materials or technology they need to access.

“Then, pupils don’t need an adult with them the whole time because they can learn independently. If you don’t give a pupil [the correct tools], then they will need to have an adult present with them at all times, and they will be less independent.”

Previously working in a mainstream primary school, Shelley had ambitions to switch to SEN teaching. When a job arose to teach within a specialist team with on-the-job training, Shelley transitioned into a new role alongside starting a course with the University of Birmingham (www.birmingham.ac.uk), where she worked and learnt in tandem to further advance her understanding of working in a specialised field.

“You come at education from a different view point as a specialist teacher” ADVANCED

Undertaking the two-year Mandatory Qualification for Teachers of Children and Young People with Vision Impairments, Shelley gained a plethora of transferable skills to support pupils who are blind or vision impaired all whilst advancing her base knowledge from her time as a primary school teacher, most importantly, coming into education from a different angle.

Shelley enthuses: “The aspects of the course include assessing a child’s vision, there is a greater focus on functional assessments than clinical assessments. You also learn about the anatomy of the eye, the wider setting of SEN, curriculum access – what does that young person need to access the curriculum to ensure they are not missing out.”

As a specialist SEN teacher, you can support pupils of all ages who have severe to mild learning disabilities, behavioural challenges, are on the autistic spectrum, have Down’s syndrome, or become more specialised – like Shelley – and work with pupils who have specific learning disabilities, are blind or vision impaired, to pupils who are D/deaf and HoH.

PROGRESSION

“You come at education from a different view point as a specialist teacher,” Shelley emphasises. “When I was a primary school teacher, you work with every child for a year. As a specialist teacher, you look long term. On my caseload I am working with a one-yearold all the way up to 18-year-olds. I can work in a nursery in the morning and then look at university applications in the afternoon. Even meeting a oneyear-old I am thinking long-term. I consider: what does this child need to be successful?”

Specialist teachers are on hand to support the progression of pupils to transition into independent learning, development and providing positive prospects as they mature. Disability can, unfortunately, result in young people facing barriers. From educational hurdles to social problems, isolation and mental health conditions.

Detecting hearing loss to vision impairments, changing attitudes around different methods of communication including utilising Makaton or British Sign Language (BSL) in the classroom or learning braille, as Shelley has done, this can further advance your own skills and you can adequately support pupils.

TAILORED

Shelley stresses: “It allows a truly individual approach for every learner because pupils all have different needs.

“When I was in a primary school, if I had a vision impaired or blind child in my class I wouldn’t have had the knowledge to support them as I would have wanted to.

“I think, because it is so specialist, that is why you need someone to come in and be an adviser,” Shelley continues.

“I observe classrooms, work with pupils and a lot of it is advisory to help teachers support their pupils to meet their full potential.”

Working with Specialist Teaching and Learning Services – commissioned by Kent County Council, through a specialist school for young people with physical disabilities, Valence School – Shelley and her colleagues are on hand to ensure every pupil is assisted.

For those considering a change, Shelley advises: “In terms of the vision impairment role, don’t be put off about the university course. It is worth every minute and I have been offered excellent support. I couldn’t be doing the job I am now doing without the course – it really is worth it.”

Building access by working in a multidisciplinary way, providing training to teachers – including moving and handling – or working closely with teachers on different ways to adapt the curriculum: connecting with specialist teachers can open the doors for pupils with sensory, physical, learning and mental health conditions to lead fulfilling lives, contribute to society and reach their goals.

FIND OUT MORE Advice on adapting your skillset to a specialist field is available from UCAS (www.ucas.com), BATOD (www.batod.org.uk), Teaching Force (www.teachingforce.co.uk), and Specialist Teaching and Learning Services (www.stlsvalence.com).

10 Teachers’ Resource SEN

www.teachersresource.co.uk

BRITISH SIGN LANGUAGE ONLINE COURSE

Beginners 20hrs CPD Study from home Staff training Learn at your own pace

£25

£3

Pay what you can: Currently, to make it easier for more people to learn British Sign Language, you can decide what you wish to pay (minimum contribution of £3).

Providing Autism Awareness and Behaviour Management courses plus Consultancy for individual children

Contact us to book info@childautism.org.uk www.childautism.org.uk www.facebook.com/ChildAutism/ 01344 882248 Registered charity: 1063982

Working alongside you, we help pupils with sight loss get the most from school life.

• Tailor-made large print books at everyday prices • Information and advice for parents and professionals • Advice on access technology to suit the child’s vision impairment • Access to mobility and life skills courses to build independence.

Find out more at guidedogs.org.uk/children or by calling us on 0800 781 1444, and tell parents about Guide Dogs today.

A charity registered in England and Wales (209617) and Scotland (SC038979). GD0207 08/20

All pupils have an exciting and prosperous future ahead of them, and ensuring they have the right support whilst transitioning from childhood into adulthood is imperative.

There are services on hand to help teachers and pupils into the next stages of life

P

reparing to manoeuvre from a primary school into a high school setting, or taking the next step and entering the world of work or higher education: every child and young person has a lot to offer society.

For pupils with additional learning needs, autism or learning disabilities it might be important for you, as their teacher, to step in and lend a helping hand.

Thankfully, there is no barrier to getting additional support with a breadth of charities and services available to ensure you can provide pupils with the information and guidance they need.

OPPORTUNITY

“To discuss successful targeted outcomes, young people need to talk about and consider employability opportunities for the future at an earlier stage,” emphasises Deborah Baker, transitions coordinator and Chris Taylor, head of business development and partnerships at Talkback UK. Helping people with learning disabilities and/or autism since 1998, Talkback UK have first-hand experience of the challenges that people with a learning disability and/or autism face in society. By working directly with people who have a learning disability and/or autism, teachers, parents and carers, Talkback UK is just one service that can provide a platform for young disabled people to reach their full potential.

Deborah continues: “Young people need to vocalise their preference in the journey to the wider world of

THE NEXT CHAPTER

12 Teachers’ Resource SEN

www.teachersresource.co.uk

PUPIL SUPPORT

In the funding loop When supporting a pupil as they prepare to transition into college or further education, it is key to let them know about funding that is now available to college students with a learning disability, autism spectrum disorder, physical disability or mental health condition.

Across the UK, there are different areas pupils can go to in order to advance their learning. It is important to let your pupils

know that funding is available for people to go into further education up until the age of 25 with an EHCP. Funding for pupils will be dependent on the outcomes described in the EHCP, their education progress and if the course a young person aims to attend will further their learning.

Similarly, an Advanced Learner Loan can be made available to cover course

A VOICE

employment. Additionally, teachers can help to guarantee the success from the outset with a well-supported, smooth transition into appropriate educational provision to ensure achievements for all young people.”

Working to facilitate young people with the skills to live independently, guiding them into a form of employment to building friendships, positive relationships and developing essential social skills: teachers and services are critical.

As a teacher, you can be the sounding board for your pupils to get ahead. www.teachersresource.co.uk

From the first day in nursery to leaving secondary school, pupils can be assisted with education and further training until the age of 25. Your pupils have a range of options from starting an apprenticeship (www.gov.uk), a supported internship for a pupil aged 16 to 24 with an Education, Health and Care Plan (EHCP), or traineeships.

As a teacher, you can work alongside pupils to help them reach their goals and find their voice. Organisations such as Mencap, local Information Advice and Support Services (cyp.iassnetwork.org.uk) and Talkback UK – to name a few – can all help you ensure pupils are adequately guided in making decisions for the next stage in their life.

Deborah adds: “Our provision empowers young people to realise they have a voice and opinions that are relevant and valuable. Over time, this approach supports young people to develop an ability to make their own choices.”

Further resources are available from Preparing for Adulthood (www. preparingforadulthood.org.uk), who have a range of podcasts detailing the employment and education experiences for young people. The Council for Disabled Children (councilfordisabledchildren.org. uk) also have detailed information and resources for teachers so you can feel confident when helping pupils to not only find their voices.

POTENTIAL

When working with organisations such as Talkback UK, pupils will be supported throughout their education or employment goals with one-to-one support. This on-hand support, following the curriculum and providing access to new and alternative learning methods has allowed many pupils to reach new goals in learning.

fees. The tuition coverage includes general qualifications, A-levels, work and vocational qualifications and apprenticeships.

Partnered with the right support and encouragement from teachers, your pupils will be well prepared to take the next steps into education or employment.

More information on funding available can be found at UCAS (www.ucas.com).

Talkback UK’s Equip to Learn Programme, works in partnership with local colleges. Targeted goals help pupils with a learning disability and/or autism keep up to speed with the curriculum. Young people are provided with the chance to flourish and reach their full potential, is the basis of Talkback UK – and pupils will not be left behind.

In fact, one young person who has been supported by Talkback UK initially came onto the programme too shy to speak or communicate. Deborah enthuses that after continued learning and support, the young lady is now the life and soul of her Talkback UK community group, always eager to start a conversation.

BENEFICIAL

“The feedback from our students and parents has been incredibly positive, particularly in this past year,” emphasises Deborah. Like all education providers, no matter where your pupils are in their education, learning has changed during the pandemic, with new skills highlighted.

Chris explains: “We were able to continue supporting young people through virtual delivery of all community groups and college provision. This highlighted many hidden skills our young people had, which could be harnessed to assist young people progress further into specific employability programmes.”

Every single pupil in a classroom has their own ambitions, as a teacher, you can signpost pupils to organisations or services, alongside providing information in the classroom, to ensure the transition from child into adult services, education and employment is a success.

FIND OUT MORE Further advice and services are available from Talkback UK (talkback-uk.com), Mencap (www.mencap.org.uk), Scope (www.scope.org.uk) and Disability Rights UK (www.disabilityrightsuk.org).

Teachers’ Resource SEN 13

PUPIL SUPPORT

BUILDING

MEANINGFUL CONNECTIONS

Trust forms the basis of a successful relationship between teacher and pupil, allowing them to have a positive learning experience.

Creating connections is critical for the success of SEND education and development

B

uilding meaningful connections with the children and young people in your classroom can create a greater learning environment, allowing each individual to thrive in school. Winner of the 2020 NASEN SEND Leader of the Year Award and head teacher at St Giles School, Matt Rooney, has a wealth of experience in SEND environments and believes strong connections are key to a school’s success.

Understanding each child’s needs and aspirations is the first step to creating meaningful and long-lasting connections.

CHANGEOVER

“We’re never going to be the expert in this child, the child will always be the expert in

www.teachersresource.co.uk

themselves but do we know enough?

Can we have the right relationship to get the best out of that child so that they thrive and reach their dreams?” asks Matt.

These are central questions at St Giles where a seven-step approach is used to ensure children and young people who attend the school get the most out of their time there. The transition period before a new child joins the school, or during the school holidays, allows teachers and support staff to gather any details, big or small, that are significant to a pupil.

“Some things are tiny, but without having given conscious thought to them we might miss something that we think is insignificant but makes a world of difference to a young person,” stresses Matt.

Teachers’ Resource SEN 15

PUPIL SUPPORT

“We created a connectivity with parents that we never had in the sense that we have now” Knowing these minute details helps teachers, support staff and other professionals in SEND schools to form the beginnings of a meaningful connection with young people.

“Before we even meet a child, we’ve done things with their parents, with the professionals who support them,” explains Matt. “By getting as much of that information as possible, it puts teachers and support staff on the right footing, and it also empowers them.”

MEANINGFUL

This process also gives teachers the knowledge necessary to best support pupils’ needs when they arrive at school.

“For me it’s about time, it’s about providing meaningful learning activities that will help us to get to know the children really effectively,” reveals Matt.

“I think it’s a lot about giving staff the permission and the time they need to learn about those children, what it is that makes them tick and asking how we can get to know them meaningfully, but effectively and quickly.

“Don’t be afraid of getting it wrong because I think sometimes we put too much pressure on ourselves for everything to be perfect: I don’t think the real world is perfect, if it was it would be really boring. It’s ok to try one thing and then to try something different the next day.”

Matt would encourage other teachers to be flexible and thoughtful in order to create lasting connections with pupils, and to involve the child in the process whenever possible.

PROCESS

“We provide pupils opportunities to think about their own learning,” emphasises Matt. “I think the art of reflection in learning is really key, at the moment we’re looking at metacognition for children with SEN: are children aware of how they think and do they reflect on their learning enough?”

This mutual sense of reflection helps to build a lasting trust with each 16 Teachers’ Resource SEN

individual pupil, aiding both learning and teaching.

“Schools need to take a look at themselves to think: have I got in place as much as I possibly can to help these kids thrive and succeed? That might be around timetabling, around learning, about training or approaches,” adds Matt.

The environment these steps help to create will benefit children and young people long past their school years.

“We do stuff with kids that will help them to, hopefully, thrive in school, but we’re only ever doing it because we’re looking at where they’re going to be as adults,” reveals Matt. “There’s always another meaning for doing it, it’s not just because we want to know how they hold a pen best, it’s because we want to know that they can fill out a form when they’re applying for a house or when they need to get some medicine from the doctors.”

RELATIONSHIPS

Creating this trusting environment also gives pupils the chance to understand their own needs and emotions, and build friendships with peers.

“Some children with special needs will really struggle with that notion of what’s a relationship and what’s a friendship,” explains Matt. “Some autistic children may be far more interested in their relationship with a piece of paper that flaps than they will ever be [engaged] in the relationship with one of their mates across from them and what they did last night.

“We do a lot of work here on building rapport and relationships so that we teach children how to build relationships with one another.”

Parents are integral to understanding pupils and building successful connections. Creating this connectivity with parents has always been important to Matt and St Giles, but the challenges that came with the coronavirus pandemic have meant a stronger relationship between the school and families.

This has been possible through collaboration with parents on home and blended learning, and the creation of a private Facebook page to tackle a feeling of isolation that families with children who have special educational needs often talk about.

“We created a connectivity with parents that we never had in the sense that we have now,” admits Matt. “It’s really helped us to celebrate the importance of parents, to better support them but also to make sure they’re connected with the whole school community.”

Meaningful connections between teachers and pupils, pupils themselves, and parents and SEND schools, have never been more prevalent. As school’s begin to return to normal, these trusting relationships can help to create a smooth transition.

FIND OUT MORE Resources from Oak National Academy (www.thenational.academy) and Gina Davies Autism Centre (www.ginadavies.co.uk) can offer activity ideas to build connections with pupils. www.teachersresource.co.uk

an introduction for school staff Did you know that an estimated one child in every classroom could be impacted by brain injury (source, N-ABLES 2019), yet many teachers are unaware of it?

In this free, short online session, you will learn how to identify children with an acquired brain injury (ABI) in the school environment, further your understanding and help children with an ABI. To find out more and to register visit: thechildrenstrust.org.uk/teachers

The Children’s Trust, Tadworth Court, Tadworth, Surrey KT20 5RU Registered charity number 288018. TCT_1050 05/21

AFTER HOURS

Learning new skills that transfer into the classroom, feeling inspired by the stories of others, or taking time out to relax and unwind – there’s a podcast to help. We detail our top picks to keep you informed, entertained and grounded

PLUGGED IN TO

PODCASTS

LEARNING

UNWIND

OUT OF HOURS

LearningShared www.evidenceforlearning.net The LearningShared podcast, from Evidence for Learning, shines a light on creative, inspiring ideas and effective practice to support the holistic development of children, young people and adults with SEND or additional learning needs. During episodes, you’ll hear from colleagues who explore, discuss and debate ideas, practice and issues in the sector.

Untangle www.meditationstudioapp.com If you struggle to unwind at the end of a busy day, tune in to Untangle. Hosts Patricia Karpas and Ariel Garten interview authors, experts and thought-leaders in areas related to mindfulness, brain health, leadership and more. Sharing their true and heartfelt experiences, interviewees include psychologists, sleep experts and Buddhists.

Grounded with Louis Theroux www.bbc.co.uk/sounds Like everyone else, Louis Theroux was stuck at home during the pandemic, but 20 years since his acclaimed When Louis Met documentary series, he utilised the time to speak with the people he’s been longing to.

With 20 full episodes to binge, Louis speaks to the likes of Helena Bonham Carter and his cousin Justin Theroux in this series.

The SENDcast www.thesendcast.com This weekly podcast focuses on a wide range of topics within the Special Educational Needs and Disability sector, making it a great way to keep up to date with policy changes and best practice.

In each episode, host Dale Pickles is joined by an expert in their field to discuss everything from multi-sensory teaching strategies to healing the trauma of COVID-19.

The Lazy Genius www.thelazygeniuscollective.com This podcast from The Lazy Genius Collective will leave you armed with hacks to get organised over the summer holidays. Offering advice on how to deal with little things like organisation, or big topics such as navigating political differences, each episode will leave you informed having learnt something new.

Our favourites include How to Rally on a Bad Day and A New Way to Think About Money with Rachel Rodgers.

How to Fail www.elizabethdayonline.co.uk The perfect listen after a difficult day, How to Fail with Elizabeth Day is a podcast that celebrates the things that haven’t gone right in life. With a new episode released every week, you can engage with high-profile interviewees, like Jamie Dornan and Dame Kelly Holmes, who explore what their failures taught them about how to succeed and work more effectively.

Listen to podcasts via your favourite streaming service including Spotify and Apple Music.

18 Teachers’ Resource SEN

www.teachersresource.co.uk

HELPING YOUNG PEOPLE BECOME INDEPENDENT Our watches are widely used by Health and Social Care professionals to support younger people who need to be reminded of essential daily tasks such as taking their medication, and move towards independence.

Find out more today:

pivotell.co.uk

Introduction to Therapeutic Work with Children

summer school at terapia Wednesday 25th - Sunday 29th August 2021 A five-day experiential workshop on how to help children to deal with their different feelings. You will learn about therapeutic play and its use in facilitating expression of children’s inner worlds.

We welcome everyone interested in therapeutic work with children and adolescents, who would like to explore the field of child psychotherapy and counselling. This is also suitable for practitioners who work with children i.e. social workers, teachers, SENCOs, nursery teachers, classroom assistants, school nurses and foster carers.

This course is not a stand-alone qualification in child counselling or child psychotherapy. All participants will receive a Terapia Certificate in Introduction to Therapeutic Work with Children which equates to 30 CPD hours.

Contact us today to register your interest: Call: 020 8201 6101 Email: training@terapia.co.uk

www.terapia.co.uk

As this academic year draws to a close, research has revealed the effect of the coronavirus pandemic on teachers’ mental health. We investigate the impact and what it could mean for the future of the profession

THE FIGHT FOR

MENTAL WELLBEING 20 Teachers’ Resource SEN

www.teachersresource.co.uk

IN THE CLASSROOM

T

hroughout the coronavirus pandemic, mental health has been a key area of concern for the general population, but as Education Support (www. educationsupport.org.uk) conducted their annual Teacher Wellbeing Index in 2020, a concerning trend in teachers’ mental health was revealed.

Carried out in June and July with an additional short survey in October, the results provide an insight into the increasing pressure on education staff as the pandemic progressed.

Of those surveyed, 62 per cent of education professionals described themselves as stressed in the first set of data, rising to 84 per cent when the second set of data was collected in October.

DEMAND

Teachers across all areas of education have been subjected to increased pressure during the pandemic, often expected to deliver lessons in new modes with little to no notice.

Toni Muir, who is responsible for the inclusion product at Twinkl (www.twinkl. co.uk), has had experience as a teacher, SENCo and in senior leadership roles, so knows first-hand how challenging teaching can be. During the pandemic, it was important to Toni and her team to engage with educators in order to understand their wellbeing needs.

“Teachers’ wellbeing and mental health has always been an issue, but I feel this has been heightened further throughout the pandemic,” admits Toni.

“Almost overnight, teachers had to teach in a completely different way than they were used to, had been trained in and had experienced themselves.

“Prior to the pandemic, there was a teacher shortage in the SEND sector.

This, unfortunately, didn’t improve during the COVID-19 pandemic as schools needed more educators than ever before, having to balance inschool teaching, blended learning and online teaching.”

This pressure, paired with increased pupil needs and a want to deliver the same high-quality lessons, proved overwhelming.

“The coronavirus has had a massive impact on mental health and wellbeing for people working in education and this has resulted in some really scary statistics,” stresses Faye McGuinness, director of programmes at Education Support. “We know that teachers have always had incredibly high workloads, that’s not a new conversation in the www.teachersresource.co.uk

education sector, but I think the intensity of that work has obviously gone up again over the past year.

“The pressure and the intensity of that workload is obviously having an impact on the stress levels of people in the profession.”

RISK

As many mainstream schools moved the majority of their teaching online, SEND teachers were tasked with balancing their work life, home life and mental health, all while not being able to see loved ones and potentially having their own children at home.

“The further difficulty for those teaching in SEND is that each child has their own tailored curriculum and EHCP which details their individual needs.

A high proportion of children require specialist, high ratio intervention - which brings further challenges when teaching remotely,” expresses Toni. “Children with physical needs still require intimate care whether we are in a pandemic or not and SEND teachers had all of this to balance too.”

The need for face coverings in education settings has left some children and young people requiring intimate care uncertain, as teachers who are usually smiling now wear face masks.

“We know that the pandemic is going to have a massive impact on vulnerable children already, SEND staff are at the forefront of supporting these young people in the school environment,” explains Faye. “There are many educators that have still gone into the school environment so there is actually that worry around physical safety and fear of contracting coronavirus, the idea that actually you could then pass that onto a family member or friend.

“These are roles that already deal with lots of highly emotional content, that is going to increase because of the impact of the pandemic, so it’s really important that schools think about how they provide additional support for those roles.”

TARGETED RESPONSE

As healthcare workers were rightfully celebrated throughout the pandemic, teachers were often left feeling forgotten and underappreciated.

The report by Education Support found that just 25 per cent of teachers felt appreciated by the general public, 15 per cent by the UK Government, and only 12 per cent by the general media.

“Teachers are superheroes and often go unnoticed or are underappreciated,” stresses Toni. “Further recognition by everyone of how amazing teachers are would massively support the mental health and wellbeing of our educators and I think home learning has really shined a light on the challenges that teachers face every day.”

Without immediate action, an already understaffed and overworked sector will lose valuable assets: more than half of teachers surveyed had considered leaving the profession in the last year due to pressures on their health and wellbeing. The onus of creating this change falls on the government, with more funding for resources and support necessary, but Education Support would like to see these issues tackled at three levels: individual, workplace and policy.

“It’s hard to find a workforce that hasn’t been impacted so we do get asked the question of why do teachers matter, and I think we have to look at the wider context,” explains Faye.

“Support for teachers becomes a matter of national recovery because this generation of children is already significantly affected by the pandemic.

“When you look at the statistics of teachers who have considered leaving this academic year, that is quite startling, there is a risk that the profession is going to lose some very highly qualified, passionate, good teachers; that in itself would obviously have a massive impact on the sector and on children.”

The organisation is demanding supervision and peer support, a workplace culture where there is no stigma around mental health problems, and policy change to ensure this can happen. Without investment in this area, and positive discussions around mental health the teacher crisis could worsen.

TIME TO TALK

If you need support with your mental health, there are resources and help available.

Education Support www.educationsupport.org.uk 24-hour helpline: 08000 562 561 Twinkl wellbeing hub www.twinkl.co.uk Samaritans www.samaritans.org 24-hour helpline: 116 123 Mind www.mind.org.uk

Teachers’ Resource SEN 21

WHEN I GROW UP I WANT TO BE A TEACHER SO I CAN TALK ABOUT DINOSAURS EVERY DAY For professionals in constant demand, we know it’s difficult to find time to consider your retirement aspirations. Wesleyan is dedicated to society’s most trusted professions, offering specialist financial advice throughout your career and into retirement.

Visit wesleyan.co.uk/retirement4 or call 0800 072 3142 to discuss your retirement aspirations with a Wesleyan Financial Services Consultant, or to find one of our regional retirement seminars.

Financial advice: retirement planning • insurance • investing • funding Advice is provided by Wesleyan Financial Services Ltd. WESLEYAN’ is a trading name of the Wesleyan Group of companies. Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority and is wholly owned by Wesleyan Assurance Society. Wesleyan Assurance Society is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. Incorporated in England and Wales by Private Act of Parliament (No. ZC145).

Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone: 0345 351 2352. Fax: 0121 200 2971. Telephone calls may be recorded for monitoring and training purposes.

WESLYAN_TEACHER_TeachersResource_297x210mm.indd 1

25/09/2018 16:07

PUPIL SUPPORT

CONFIDENCE WITH

RELATIONSHIP AND SEX EDUCATION

Previously, disabled pupils were removed from relationship and sex education lessons.

As awareness and attitudes around positive sexual conversations change, charities are supporting teachers to get sex education confident

www.teachersresource.co.uk

Teachers’ Resource SEN 23

PUPIL SUPPORT

E

very teacher should be upskilled to provide holistic support to their pupils around sex and relationships. This is the mantra for charity Brook, working to promote healthy conversations around sex and relationships by reducing stigma.

Education and wellbeing specialist at Brook, Amber Newman-Clark discusses the steps you can take to ensure your relationship and sex education (RSE) lessons are informative, engaging and accessible to provide all pupils with a positive experience. With free resources available for teachers, it is easier than you might think to get confident with RSE. Why is RSE important for pupils with additional educational needs and disabilities?

It is genuinely important for everyone, including disabled people, to know and learn about their bodies, relationships and sex.

Without this education we are doing people a massive disservice as they are getting older. It is a matter of equality, having the same access to sex and relationship education.

If you are disabled, you are still absolutely able to – and likely to – have sexual and/or romantic relationships so you need to know how your body works, how it grows and the changes you can experience in puberty and what to call your sexual organs, both public and private, and awareness of unwanted pregnancies and sexually transmitted infections (STI).

People want to learn about sex and relationships.

LGBTQ+ education is now being integrated into the curriculum, why is this important for everyone in the classroom?

We want to be inclusive in the classroom so that everyone can relate to what we are talking about. Otherwise we end up excluding people in the classroom and we don’t know what their identities are, and as teachers, we need to be aware of that.

It is important for children and young people who are not LGBTQ+ too, because they need to be aware of society. We live in a society where people are LGBTQ+ and we cannot ignore that, we need to be kind and accepting and the only way we can do that is by incorporating society outside of school into the school environment.

RSE that is inclusive benefits everyone and helps people to be more accepting.

24 Teachers’ Resource SEN

In what way do we need to move away from conversations of worry, concern and exploitation when discussing relationships and sex with disabled pupils, to make learning more fun for disabled pupils?

For a lot of people, we can worry that if we speak about sex and relationships in any positive way that we are encouraging people to try it or have sex.

Actually, research in countries where RSE has been mandatory suggests that young people with good RSE are more likely to have sex older and less likely to have negative experiences because they know what to expect and what they are consenting to.

We are showing people that talking about sex in a non-negative way doesn’t encourage people to have sex, we are just giving them information. There is no point talking about negative experiences and unhealthy relationships if we don’t understand what a healthy relationship is. This is a really important balance we have to strike.

Plus, it is generally more engaging if we talk about RSE in a fun and interesting way.

“It is genuinely important for everyone to know and learn about their bodies”

What more do you think needs to be done to change attitudes around sex and disability?

We see it in all sorts of areas where disabled people are not seen as full people. A lot of time in the media we don’t see people in happy, healthy relationships if they are disabled and then that leads us into not seeing it in real life. This is still something that is really behind in a lot of ways.

Assessing our own values can be really important and this is something we do in all of our training sessions.

We have training on how to talk about relationships with disabled people and sex and disability in a broad way. Having that practice and thinking about some things going on in the world and in the news and thinking about your own thoughts and challenging your biases, where it comes from, does it affect the young people you work with and work out your boundaries.

How can Brook support teachers to build their confidence when teaching RSE? We acknowledge at the beginning of sessions that we all have different knowledge of sex education. We assess how our own sex education was; was it inclusive, too late? This helps us think about why sex education is important.

Educating yourself on this subject when you have never experienced the education first hand can be a challenge.

Brook run Facebook Live sessions with specialists answering frequently asked questions. In April we featured Sex and Disability, where we answered questions on this area (previous sessions are archived on Facebook, @ BrookCharityYP). Additionally, no matter where you are, we can offer educational sessions or training for professionals.

For teachers preparing to take an RSE class, what advice do you have for them?

In general, I would say take the time to think about the most extreme questions you imagine being asked and write down how you would answer the question. Also, get comfortable using the medically correct terminology to give you the confidence when speaking about this topic.

FIND OUT MORE Brook (www.brook.org.uk), Sexpression (sexpression.org.uk), Sex Education Forum (www.sexeducationforum.org.uk) and SHADA (shada.org.uk) all provide disability specific RSE training for teachers. www.teachersresource.co.uk

• Immersive Rooms • Sensory Rooms • Interactive Screens • Interactive Floors • Portable Interactive Floors • Audio Visual Systems

sales@integrex.co.uk +44 (0)1283 551 551 www.integrex.co.uk

Online Accredited Continuing Professional Development Our training courses are accredited programmes that provide training for practitioners working in the field of dyslexia and specific learning difficulties (SpLD).

We provide tutor supported online training through a virtual learning environment enabling our participants to engage in courses at times to suit them.

CPD Short Online Courses Primary/Secondary: • Dyslexia and Co-occurring difficulties • Memory Weaknesses • Multisensory Tuition • Reading, Writing, Spelling • Numeracy Dyslexia and Dyscalculia Adults/16+: • Supporting Adults with Dyslexia • Study Skills • Literacy with Assistive Technology

Become a specialist SpLD Teacher/Practitioner/Assessor with our online postgraduate Professional Certificate, Assessment and Diploma qualifications. Call us on 01784-222304 or visit our website.

What our delegates say about us:

“This course was very informative and well presented. Excellent support from tutor with quick and helpful responses. This has been my first experience with Dyslexia Action and I intend to study further from here.”

www.dyslexiaaction.org.uk

IN THE CLASSROOM

Going

OUTDOORS From in the playground and outdoor settings close to schools, to residential experiences, outdoor learning can positively contribute to the learning journey of children and young people with SEN

W

ith effective use of outdoor spaces, you’re not saying goodbye to the classroom, you are opening learning up to a wider scope of potential. Utilising the outdoors can engage children and young people in many different ways, with multiple benefits for children with special educational needs.

Education in the outdoors encourages children and young people to become involved in emotional, physical and cognitive experiences as part of their learning, all while having fun and exploring new environments. Considering the relationships between the people involved in the learning, the activities undertaken and the place where learning happens, these experiences can maximise education opportunities and enhance your current curriculum.

POSITIVES

The place where your pupils learn can help them make connections between their experiences and the world around them. Outdoor learning provides a range of new resources and spaces that are hard to replicate in an indoor setting.

Outdoor environments can act as a stimulus for creative thinking, building an opportunity for critical thinking and reflection all while providing a multisensory experience for pupils.

26 Teachers’ Resource SEN

This multi-sensory setting can aid pupils in becoming calmer and more focussed, helping them to retain knowledge more effectively and giving them an opportunity to thrive in a less structured environment.

IN THE PLAYGROUND

Outdoor learning doesn’t have to start far from the classroom, your school’s playground or other outdoor space is a great launch point for engaging pupils.

Implementing accessible and inclusive playground equipment within your school’s outdoor space will allow pupils to move throughout the play space safely, easily and more independently. When creating an inclusive playground, always consider the unique needs of your children and young people.

Working with an experienced accessible playground company, you should consider elements like the surfacing, routes through the play space, equipment at different heights, and if users can easily transfer to and from the play equipment. Playgrounds can also include sensory areas, tailored to your school’s needs.

Accessible playgrounds don’t have to focus on a specific impairment or disability, but instead should identify the barriers to play for any child who might

use the space and investigate how to overcome hurdles

IN NATURE

Residential experiences are a great way to implement informal outdoor learning opportunities for pupils beyond the school day in a safe environment, while creating stronger relationships both between staff and pupils, and amongst pupils.

Challenging disability through outdoor adventure can help children and young people to develop personal skills for everyday life in a fun environment.

Increased self-confidence and selfesteem, new hobbies and skills, and making friends are just some of the benefits an outdoor residential experience can include.

Regardless if outdoor learning is already part of your school curriculum, or you would like to increase your outdoor provision, the benefits can be wideranging for all pupils.

FIND OUT MORE Advice on accessible playgrounds and outdoor learning is available from Play Scotland (www.playscotland.org), Caledonia Play (www.caledoniaplay.com), WickSteed (www.wicksteed.co.uk).

If you are interested in an inclusive residential experience contact the Calvert Trust, www.calvert-trust.org.uk www.teachersresource.co.uk

Quality wooden outdoor play equipment for schools and nurseries We create wonderful inclusive spaces to ensure that everyone is able to enjoy outdoor play at it’s best.

Contact us today 01577 840570 www.caledoniaplay.com Symbolic Play info@caledoniaplay.com

Recapitulative Pla

y

Creative Play Exploratory Play

Locomotor Play

Now that children are back at school, it is more important than ever to support their wellbeing and learning.

Co mmunication Play

Play Scotland is pleased to launch their Playful Pedagogy resource.

Socio -dramatic Pla y

Play Types To ol

Bringing more pla y into the school da y

Role Play

kit

The Play Types Toolk it is for schools and education profe ssionals, and other s working with childr en in various settin gs.

PLAY TYPES

Fantasy Play

Louise Scott-McKie

Playful Pedagogy is a way of integrating children’s play experiences with curricular learning, giving pupils the flexibility to find their own solutions to both new and Object Play existing problems. It engages children in personally meaningful activities, learning about themselves and others, and encourages autonomy and their independent Mastery Play motivation to learn.

and Theresa Casey

“Play is key to raisin

The resource has 3 sections: Why Playful Pedagogy, Getting started with Rough and Tumb le Play Playful Pedagogy and Playful Pedagogy across the school.

IDENTITY GUIDELINES 2016

g attainment”

PLAY WELLDeep Play PACK

Scottish Government

Supporting wellbeing through play What’s inside

Dramatic Play

We are also delighted to share our Play Well pack, which is packed full of activities cial Play w.playscotl and.org to help develop thewwskills that will be a good start for when children begin or go So back A Playworker’s Tax onoworking my of Play Typ to school. The pack is available free to organisations or schools with es bynursery, Bob Hughes P1 and P2 children. Email info@playscotland.org for your copies.

ideas bank

Imaginative Play

ation Group Play Strategy Implement

Brand and Identity Guidelines

For Playful Pedagogy resources visit playscotland.org/playful-pedagogy Version 1 January 2015

www.playscotland.org info@playscotland.org

lf&x

Play Scotland Rosebery House, Level 1, 9 Haymarket Terrace, Edinburgh EH12 5EZ T: 0131 313 8859

Company Number: SC197785, Scottish Charity Number: SC029167. Registered at the above address.

es

Meet the wellbeing buddi bite size info about play fun activities 4 page pull-out

emeroleary.com

Making learning engaging is part of your role as a teacher, but getting creative can also boost morale and confidence for pupils with complex needs. From music to arts and crafts, it’s time to get creativity into the curriculum

GOING CREATIVE IN EDUCATION A

rt and creativity have the potential to break down barriers, become a method of communication for a non-verbal child or young person, or simply be a form of enjoyment.

No matter the age of your pupils, introducing creative education into your classroom can have a significant, positive impact on the mental health of pupils by allowing a safe environment to release their creative emotions.

PASSION

Visual arts to performance and music, there is a workshop, service and group on hand to help bring creativity into your classroom.

Sense, a disability charity supporting people with complex disabilities and people who are deafblind, recognises the importance of allowing everyone the chance to live a creative life, regardless of disability. Encompassing a unique and diverse programme of inclusive arts, events and performances, as a teacher, you can celebrate creativity by showing pupils that the arts are for everyone.

The Music Man Project is an international music education service for children and adults with learning disabilities. Providing accessible music tuition in private settings and schools across the United Kingdom, founder David Stanley has always had a passion for the creative arts.

28 Teachers’ Resource SEN

However, previously working as a head teacher in a mainstream school, David felt the creative arts were not utilised as much as they could be for pupils. After teaching a friend with a learning disability how to perform a song on the piano, David started taking Saturday classes in the Southend Mencap Music School (www.mencap. org.uk) – and the Music Man Project was launched.

“That one student I taught back in 1999 as a friend playing a piano, turned into two-hundred students playing at the Royal Albert Hall in 2019 in the largest celebration of accessible music making in the country,” exudes David proudly. “It all started with that one student.”

From his first student, to performing with members of the Music Man Project who have learning disabilities across the world and within mainstream schools, David has seen first-hand the benefits that come with creative education.

COMMUNICATION

“One of the main reasons [creative education is so important] is because it gives people an expressive outlet,” explains David. “Some issues may be around communication, for example communicating with people and building relationships. If you have music, it gives people a sense of identity and purpose.

“Music is amazingly therapeutic. By making music and performing, people with a learning disability are getting a sense of purpose in their community and they are not receiving help for something,” David continues. “People are being taught how to be good performers. There is a different mindset, confidence and a sense of purpose which is all amazing for a person’s mental health and wellbeing.”

Similarly, providing a creative outlet through making films, performing on stage – as members of Music Man Project have experienced – or painting, this can www.teachersresource.co.uk

IN THE CLASSROOM

“Being able to do music and perform, you get a sense of purpose, pride, confidence and an expressive outlet” For pupils who have a learning disability, seeing the members of the Music Man Project, they are getting the chance to see a bit of hope and know that one day this could be them.”

ON THE STAGE

be an opportunity for pupils to get in touch with their emotions, express their identity, and communicate through creativity.

Alongside the Music Man Project, charities including Impact Arts (www. impactarts.co.uk), Project Art Works, Amaze Sussex (amazesussex.org.uk) and more can provide services and resources to support you to bring the arts into your classroom. As a teacher, you can help pupils reach their full potential or learn skills that they may not have been shown prior.

TECHNIQUE

David enthuses: “We don’t just give someone an instrument and tell a person to play it. Members of the group have to play on time. We teach people how to play certain compositions, and one of our members is the conductor, too.” www.teachersresource.co.uk

Outside of performances, the creativity that flows through participants allows them to share their stories and experiences.

“Being able to do music and perform, you get a sense of purpose, pride, confidence and an expressive outlet,” adds David. “Plus, there is a status in the community and it educates wider society by showing people with a learning disability performing at the London Palladium, then we are educating society.”

Previous shows have highlighted a member’s experience living in a secure unit, to a parent sharing her experience of raising a child with Down’s syndrome.

Furthermore, teachers in schools have seen the benefits of sharing the lives of others with a learning disability.

David adds: “The feedback from teachers has been phenomenal as they see their pupils being inspired.

From teaching a friend in 1999 to performing at the Royal Albert Hall, it was dedication and determination from David and his students in the Music Man Project that saw the group performing to 3,000 people with a full orchestra. However, David highlights that it shouldn’t have taken 20 years to recognise the talents of disabled members of society.

“The next hurdle to overcome is the barrier to creative, artistic and further opportunities,” emphasises David. “Don’t just think that because someone is disabled they won’t be able to do it or won’t do it very well.”

With a range of resources and training opportunities available, or by getting the Music Man Project into your school, you too can open up the opportunities of creativity in the classroom.

Additionally, Sense Arts have a range of training workshops where you can understand different abilities and what this may mean for participation or discover how to adapt creative activities: making art and music has never been more important, or accessible.

FIND OUT MORE Celebrate creativity in the classroom with the Music Man Project (themusicmanproject.com), Project Arts Works (projectartworks.org), Sense Arts (www.sense.org.uk).

Teachers’ Resource SEN 29

PUPIL SUPPORT

PRODUCT roundup Our round up of products to benefit pupils in the classroom and beyond

SENSORY BAG OF EXPLORING EMOTIONS BUDDIES

LEARNING

TIME TIMER ESSENTIAL MAGNETIC PICTOGRAM KIT

www.tinknstink.co.uk 01827 767 120 £54.99 Inclusive of 280 magnetic pictograms showing a variety of daily objects, actions and tasks, this kit is an easy-touse tool to support children who need guidance during their daily routines.

Perfect for children and young people who respond best to visual cues, the kit can be used on its own or with other Time Timer products.

www.tts-group.co.uk, 0800 138 1370 £29.95 exc VAT Help children to embrace their emotions through play with this bag of Exploring Emotions Buddies.

Available in a set of four, the washable characters help children to name and talk about their feelings. Each bag includes practitioner notes to provide guidance and support to aid learning.

MOVIN’ SIT CUSHIONS

SENSORY BLOCK SET

www.tickit.co.uk, £47.99 This set of 16 wooden blocks features four shapes, containing a variety of sensory centres such as beads, transparent acrylic, coloured sand and glittery water. The blocks help children and young people explore different sounds, movements and colours as light passes through the shapes.

SENSORY

CALMING TACTILE CUDDLE BALL

www.tts-group.co.uk, 0800 138 1370 £31.95 exc VAT The multi-use Tactile Cuddle Ball can be hugged to bring deep pressure to the sensory system. The ball features gaps to allow hands and arms to be placed inside, providing extra comfort and warmth, whilst reducing anxiety, providing a calming aid for excitable children.

The product also provides auditory stimulation as internal bells tinkle with movement.

30 Teachers’ Resource SEN

POSTURE

www.glsed.co.uk 03451 203 213 From £24.99 exc VAT Available in a junior and senior size, these tactile cushions can improve posture and provide sensory feedback to users. These factors help to calm children and young people who fidget, and hold the attention of pupils who struggle to stay focused. This concentration aid is suitable from three years upwards.

HEALTH

EQUAZEN CAPSULES

www.equazen.co.uk From £10.00 Equazen’s capsules are a clinically researched and sustainably sourced formulation of essential fatty acids, including Omega-3 DHA to support brain function. Backed by clinical studies, and Mumsnet rated, these tasteless, odourless capsules are for children over five years and adults, also available in chews and a citrus liquid for three years to adult. www.teachersresource.co.uk

ADVERTORIAL

The benefits of sound therapy

with newlife

Play is a fantastic way for children and young people to learn in a new way. Utilising sound during play, one charity working with disabled children has launched a connective touch sound kit to facilitate learning and skill building

IMPROVE

T

ransforming the simplicity of human touch into sounds, Newlife, the charity for disabled children, is adding to their Exploring Sounds Play Therapy Pod with Playtronica.

The connective touch sound kit is a different way to engage pupils of all ages to learn in a new way.

NEW SOUND

The Playtronica sound kit – which won product of the year at the International Sound Awards 2020 and is often used in the music industry – can stimulate learning through sound for disabled children, helping to enhance interaction with others as teachers, parents, and carers can share the magical experience of creating sound together.

Making music accessible to all, using skin, water or the touch of an object, the Playtronica can provide pupils with the opportunity to interact with others and provide a new way to communicate.

Using a PC, tablet, or smartphone – alongside the Playtronica device – with conductive surfaces, Newlife’s products are dedicated to supporting children and young people to develop fine motor skills, coordination, range of motion and balance as well as problem solving skills.

www.teachersresource.co.uk

thousands of children who would previously be denied the chance to reach their full potential.

The Play Therapy Pods, and now Playtronica, can support children aged five and over in your classroom.

“We are constantly evolving our range of Play Therapy Pods,” explains Carrick Brown, head of child and family support at Newlife. “We have worked closely with experts to create a variety of pods to suit the different needs of children with disabilities and the whole range of pods have proved extremely successful, not only helping children to develop or maintain skills, but even helping children play for the first time.”

SKILLS BUILDING

Continually providing families and carers with the tools and services needed to support disabled young people, Newlife donate specialist disability equipment, spending £3.6 million annually to provide much needed and sought-after services to

The Play Therapy Pods are a key part in maintaining positive physical and mental health. Through play, children and young people can learn about the world around them.

All Play Therapy Pods come complete with specific specialists toys, loaned free of charge for 12-weeks to ensure the right toys and products are provided.

Carrick continues: “After a difficult year for everyone our services are now needed more than ever and we are doing everything possible to provide the services we know are so vital, making it as easy as possible for families to access Newlife’s services. We are still right here when families need us most and will carry on providing and delivering.”

Regardless if you are looking for new products in your classroom or services to signpost to parents, Newlife’s Playtronica or additional Play Therapy Pods are an essential asset.

FIND OUT MORE Discover Newlife’s Play Therapy Pod service visit newlifecharity.co.uk/pods or call 01543 462 777.

Teachers’ Resource SEN 31

Newlife the Charity for Disabled Children - Registered Charity Number: 1170125 in England & Wales.