Teachers’
AUTUMN/WINTER 2018
Resource SEN www.teachersresource.co.uk
I N T H E C L A S S RO O M • P RO F E S S I O NA L L E A R N I N G • P U P I L S U P P O RT
SURFING SAFE
Supporting students to be aware online
POWER OF PLAY Discovering education outside the classroom
ADAPTED EXAMS The future of qualifications?
MENTAL HEALTH and SEN students
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PUBLISHER
Denise Connelly denise@dcpublishing.co.uk
ASSISTANT EDITOR
Lorne Gillies lorne.gillies@dcpublishing.co.uk
Editor’s Letter
STAFF WRITERS
Hello, and welcome to the latest issue of Teachers’ Resource SEN
Saskia Harper saskia.harper@dcpublishing.co.uk
The new term is well and truly underway, and we’re back with another issue bursting with career advice, student support and innovative teaching methods.
Emma Storr emma.storr@dcpublishing.co.uk
DESIGN AND PRODUCTION
Lucy Baillie lucy.baillie@dcpublishing.co.uk
PRODUCTION ASSISTANT
Lisa McCabe lisa.mccabe@dcpublishing.co.uk
SALES
Karen Mackenzie karen.mackenzie@dcpublishing.co.uk
www.teachersresource.co.uk DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007
To start off the magazine we’re looking at a topic that has made the headlines in recent weeks. Schoolboy Daniel Jillings, who is deaf, is campaigning for exam boards to introduce a GCSE in British Sign Language (BSL). We investigate what other adaptations could be made in the exam hall. Looking at career development, CPD training courses are a must for teachers and we’ve highlighted the best on offer part-time and full-time. Moving and handling is a crucial qualification for all SEN professionals to maintain, one practitioner explains why. We also spotlight two very important topics for SEN students: bullying and staying safe online. Teachers reveal the guidance they received to adequately support their students and how you can, too. Teaching is a profession that is continually changing, that’s why we want to hear from you. Make sure to let us know what you thought of this issue and what you want us to cover next by emailing editor@dcpublishing.co.uk Hope you enjoy!
Lorne
Lorne Gillies, Assistant Editor
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What’s Inside IN THE CLASSROOM
24 STAYING SAFE ONLINE
Could a GCSE in BSL soon be available? One boy hopes so.
27 PLAYING AND LEARNING
5 THE FUTURE OF EXAMS
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20 HITTING THE RIGHT NOTE
We discover how assistive technology is releasing creativity in the classroom.
PUPIL SUPPORT
11 UNITED AGAINST BULLYING
From bully to being bullied, how can you support students on both ends?
16 MENTAL HEALTH AND THE SEN STUDENT
Recognising mental health conditions in students with learning disabilities can be hard. We learn how to support students.
Online safety is an important tool for SEN students to appreciate. A new report details the importance of learning as students play.
PROFESSIONAL LEARNING 8 HITTING THE BOOKS
The latest CPD courses on offer.
14 THE POWER OF LANGUAGE Learn how you can improve communcation education.
19 STAYING UP TO DATE WITH MANUAL HANDLING
Moving and handling is a crucial aspect of working with SEN students.
©DC Publishing Ltd 2018. 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
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IN THE CLASSROOM
The future of
Exams
There’s nothing more certain in education than exams. Students can get a plethora of qualifications throughout their school career taking them into higher education or employment, but what about adapted exams? Is it time we facilitated an official qualification in BSL?
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A
pproximately 50,000 deaf people in the UK use British Sign Language (BSL) as their first, or preferred, language. That’s a significant amount of people in the UK alone using BSL to communicate. Language is important within the classroom, and beyond. There’s no denying that getting a good qualification in English or a modern language is sure to propel students in any future endeavours. For students who use BSL one young boy is spearheading a change in the GCSE’s students can sit.
PREPARATION
Daniel Jillings is only five years old, and already he’s considering his future qualifications and the exams he will sit. Some might say Daniel is eager and
excited to get into secondary school, in fact, Daniel is spearheading a campaign to obtain a qualification in BSL – a language he uses on a daily basis. Despite the UK government commenting they would not introduce any new qualifications before the next general election, Daniel’s campaign has challenged this. As a deaf child, Daniel, like many others across the UK, relies on BSL to communicate and his campaign details that it is discriminatory to not have a recognised qualification for BSL. “It is essential for deaf children to be able to achieve a qualification in their own language, but its also important that we acknowledge that positive communication in BSL is the responsibility of everyone – a GCSE in BSL that is available to all students allows this to happen,” says Lindsay Foster, executive Teachers’ Resource SEN
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IN THE CLASSROOM director for the charity Signature. “I am very impressed with Daniel’s passion for achieving the GCSE and for the support he has received. I believe it is truly admirable for him to take this cause and make it a such a success,” she adds.
REVISION
Introducing a new qualification and exam for people to sit is no easy feat. Proposals are currently being put forward to introduce a GCSE in BSL, which is sure to make students across the UK extremely happy that their language and method of communication is being recognised. Students in the UK are free to gain qualifications in French, German, Spanish and more; as BSL was recognised by the government as a language in its own right in March of 2003 it looks like the time has arrived for people to add a new language to their arsenal. Lindsay adds: “We are now working on the proposal for Ofqual and the Department for Education and right now we need to focus on getting this right, this may take some time. We have over 36 years experience in creating rigorous and valuable qualifications and this GCSE is no exception. It can only achieve success if it is meaningful and people study it. For this to happen we envisage the content will include the wrap around knowledge of the rich deaf history, society, culture and community
as well as BSL.” As discussions and proposals of a new qualification gain headway, could exams go beyond a BSL qualification?
BEYOND
It has to be clear that adapting an exam is very different to introducing a new qualification. A perfect example of going beyond current qualifications is the use of braille. Students who are visually impaired will commonly read and write in braille. It is not, however, a language – and this is why introducing a GCSE qualification for reading and writing in braille would not be feasible. “Braille is not a curriculum subject, it’s a tactile code. So, the argument about the BSL GCSE is that pupils have the opportunity to achieve GSCEs in other languages such as French and German, and therefore should be able to study BSL and achieve a qualification in the same way,” explains Sarah Holton, who is the assistant UK specialist lead for children, young people and families with the Royal National Institute of Blind People (RNIB). However, despite not being able to provide a specific GCSE qualification for braille, it is still a skill and one that thousands of people utilise on a daily basis. For this reason, the RNIB has a distance learning course available for sighted learners, such as teachers, training assistants, or support workers, to encourage people to further their
understanding of communication through Unified English Braille (UEB). This yearlong study provides a concrete opportunity for non-disabled people to engage in a tool imperative to the life of a visually impaired person. When it comes to adaptations in the exam room Sarah adds: “We already liaise closely with Ofqual, the JCQ and the Department of Education about the provision of exams and qualifications for pupils with vision impairment, and are also involved in the modification of exam papers into braille and large print.” Further looking into qualifications in BSL or UEB, this could help encourage more mainstream and SEN schools to introduce the skillset which could introduce a greater understanding of communication for members of the community with hearing or visual impairments. Exams are a certainty, and it is refreshing to see a more inclusive approach to qualifications gaining traction. From GCSE qualifications to the appreciation of a new skillset, the future of exams has arrived and it could be only a matter of time before schools UK wide begin their lessons in BSL or braille.
FOR MORE INFORMATION Signature www.signature.org.uk British Sign www.british-sign.co.uk RNIB www.rnib.org.uk
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HITTING BOOKS
Continued professional development (CPD) can help towards advancing your career path, changing profession or knowing more about how you can best support your students. Whatever you want to learn it is important that you pick the right CPD course for you
C
PD is the perfect way to upskill, benefiting both you and your special education needs students. There is a host of different ways you can complete a CPD course from studying online to heading back to university and becoming a fresher again.
Full time
One day courses
Day long CPD courses are increasingly popular for learning about new curriculums, keeping up with training and doing refresher courses on how best to support specific student groups. These courses are often completed at school by a group of teachers or individually online. Online one day courses can be found at www.cpdforteachers.com Universities throughout the country offer one day or weekend CPD courses for teachers looking to upskill. These courses are normally taught by a professor who can provide support and answer any questions on the day. Check your closest institution’s website to find out what’s available.
Full-time courses are perfect if you are looking to complete a whole degree, but will require you to take a year or more away from work. Master’s courses run for one academic year whereas honours degrees take four years to complete. Master’s degrees are perfect for teachers looking to get their diploma in special educational needs and change their career path. This degree often gives you the qualifications necessary to become a SEN co-ordinator in a school. The majority of universities with a 8
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department of education offer this course. Look at courses available near you at www.findamasters.com Before you commit to taking time off, make sure it is financially viable. Depending on where you live, your age and circumstances some tuition fees might be covered, but if they aren’t you could be expected to pay around £9,000 per year. Your employer might allow you to take a sabbatical year to further your learning.
If your school has a CPD co-ordinator they can help you look for courses, where they are available and how they can be funded.
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PROFESSIONAL LEARNING
Part-time
Funding
If taking time away from work isn’t a practical option then a part-time course could be the right fit. This requires two or three days a week at university studying but leaves part-time work open as an option. Supply teaching is a great way to stay at work while studying. Undertaking a part-time course provides a larger subject range than the full-time option. While you can still study for your certificate in SEN, other popular courses include inclusive education, special needs teacher training and specified primary or secondary courses. Part-time courses often run for one academic year and are less costly than their full-time counterpart at around £2,000 per year.
Distance learning
Distance learning, sometimes called open learning or e-learning, allows you to work to your own pace and at times that suit you. This is the perfect option for people who want to upskill without having to take time away from their current job. Courses can take anything from a week to over four years and cover almost any topic you can think of. The Real Group (www.realgroup. co.uk) offer CPD courses specifically surrounding special education needs and disabilities. They specialise in masters-level programmes which are delivered online and can be tailored to meet your needs and requirements. Anthony Collins is a special education needs co-ordinator and has previously used the Real Group’s platforms to further his skills. “It is the best online learning platform I have ever experienced,” he says. “Tutor support is friendly, professional and fast. Modules are well structured and really do lead to improved levels of confidence and better outcomes for students.” Other online distance learning providers offering SEN courses include Tes Institute (www.tes.com), FutureLearn and The Skills Network (www.theskillsnetwork.com). Distance learning is also available through providers like the Open University (www.open. ac.uk). They allow Look out for courses you to complete with NQP accreditation. This part-time, full-time and distance means they are recognised by learning the Department of Education courses at as a National Professional home, in your Qualification. Accredited own time courses will boost your CV and with the and reassure prospective support of tutors employers that you are online or over the qualified to do the job. phone.
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If you live in Scotland tuition fees may be covered by the government. Visit www. saas.gov.uk to check if your chosen course can be funded. Your current employer might consider helping with your tuition fees if completing the course will benefit the school. There are a number of grants and funds available for teachers looking to advance their learning. The course provider will be able to advise you on what funding is available but make sure you contact them about this before you apply. For advice and information on finding a grant or bursary visit www.thescholarshiphub.org.uk
Improving Communication Communication can often be a barrier when working with SEN students, just talking to them is sometimes not enough. The University of Kent’s Centre for Child Protection has developed a four-week course to aid this, Communicating Effectively with Vulnerable Children and Young People. The online resource teaches communication techniques for children of all ages from pre-verbal to secondary school and over. Deputy director of studies at the centre, Vanisha Jassal, says the course enables teachers to understand what their students want, need or worry about. “It’s very much about going in at a basic level,” she explains. “Children encounter all kinds of problems not just extreme ones, it could be things like being bullied, losing a loved one or losing a pet.” Each week of the course is split into four activities and uses videos from experts and open discussions with other users to engage participants. Accessible from any device, activities only take around four hours a week to complete. Once you have joined the course these are all available so it is up to you when, where and how fast you work through the content. The free to join course is available now through FutureLearn. To find out more visit www.kent.ac.uk/sspssr/ccp
“Masters degrees are perfect for teachers looking to get their diploma in special educational needs and make a change in their career path” Teachers’ Resource SEN
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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.”
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COMMUNICATING EFFECTIVELY WITH VULNERABLE CHILDREN AND YOUNG PEOPLE Free Massive Open Online Course (MOOC) with Futurelearn Discover tools and techniques to engage effectively with vulnerable children and young people. This four-week online course will enable you to improve your communication skills through techniques that place the child at the heart of the interaction.
For more information E: ccp@kent.ac.uk www.kent.ac.uk/sspssr/ccp
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PUPIL SUPPORT
UNITED AGAINST BULLYING B
According to the Anti-Bullying Alliance SEN students are twice as likely to be bullied and three times more likely to bully others. It is important to support students who are being bullied and those carrying out the bullying behaviour
ullying occurs in mainstream and SEN schools across the country. When it comes to bullying with SEN students, often different approaches are necessary. Suzie O’Rourke has been an autism spectrum disorder coordinator at Chepstow School for 11 years. “Our world can be confusing when you struggle to work out the clues, and get an understanding of what is going on around you,” she says.
SIGNS OF BULLYING
Negative changes in a student’s mood are often the first signs that they are being bullied explains Suze: “When someone has a lot on their mind they can, just like an adult, become forgetful, easily annoyed, grumpy, fall behind with work.”
While this is often the case, it’s important to be aware of changes that seem positive too. “I have known students who are having a hard time to apply themselves fully into their work to fill the time so they don’t think about it,” says Suzie. “It’s denial.” Senior programme lead at AntiBullying Alliance, Nicola Murray, urges teachers to look out for changes in routine as well as behaviour. “When
children are bullied they may avoid arriving or leaving school at the same time as other pupils,” she adds.
INVISIBLE ARMY
It’s important that students know where to turn if there is a problem. “Children need to be supported to speak out if they are being bullied,” explains Nicola. This guidance should come from peers as well as teachers. She adds: “Bullying is rarely one-on-one behaviour, so take time to find out who else is involved and how other pupils can support the person on the receiving end.” Two years ago, Suzie set up a peer support group to tackle bullying at her school. The idea of the group, called the Invisible Army, proved popular with students. “I tried the idea out on a few students and the feeling I got was very positive,” says Suzie. “It’s an army of
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PUPIL SUPPORT good people to protect vulnerable people.” The group is made up of student volunteers who peers can turn to if they are being bullied. “Sometimes a young person may feel more comfortable talking to someone their own age as it’s less threatening,” explains Suzie. “It’s not just something you do at a particular time. It’s as you make your way to class, as you stand in the dinner queue, when you are waiting for your school bus – it’s all the time.” Students in the school have said they feel safer knowing the Invisible Army is present. If the group knows someone is being bullied it is reported to Suzie so that issues can be followed up on and resolved.
STUDENT SAFETY
“The student’s safety was and still is a high priority,” Suzie says. Before the group was up and running the head teacher at Chepstow decided that every member of the group would receive mandatory safeguarding training and require consent from their parents in order to join. “The older students gained a Level 1 qualification, while the younger students gain an awareness qualification in safeguarding,” Suzie explains. “This is the same training which school staff receive every year.” The group also take part in a workshop on drugs and alcohol and this year will receive peer to peer mentor training from charity Bullies Out.
LANGUAGE
help to build up their own self-esteem and self-worth, find a better way to make friends or perhaps to make some friends of their own,” adds Suzie. It is important to contact the parents of both parties so that support and guidance can continue at home.
Ensuring students feel their opinion is valued and listened to is the most important aspect of dealing with bullying. “Children should never be told to just ignore it or to change who they are,” says Nicola. The language used when speaking to students should always be patient and considerate. CONTINUED SUPPORT “Use age appropriate language which Having a clear anti-bullying policy can is honest and don’t make promises you help to prevent situations in the future. can’t keep,” encourages Suzie. “If you get your anti-bullying practice Once you have worked with right for students with SEN, you will the student to resolve an issue be getting it right for all students,” it is important to ensure they encourages Nicola. understand this plan. “The Educating all students on stressed brain can only different cultures, beliefs take in a small amount and inclusivity can of information,” explains help combat bullying Suzie. “Sometimes it’s a behaviours she adds: Anti-bullying week takes good idea to get them to “Schools can reduce place from 12 – 16 November. the likelihood of repeat what you plan to This year’s theme is do.” bullying happening by choose respect. It is helpful to let students celebrating difference in know that they are not all pupils, and by ensuring alone and the situation can all students are included and be overcome. “Try and make the empowered.” young person feel safe,” adds Suzie. “I Support and information should be tell the young people I work with that inclusive for all students both before a large majority of the population have and after bullying behaviour has taken felt bullied at one stage in their lives.” place. Students’ feelings and opinions The same considerations should should always be the priority in a be taken when speaking to students bullying situation. on both sides of the situation. “Avoid MORE INFORMATION labels like ‘bully’, rather focus on the bullying behaviour,” Nicola advises. For help and advice on dealing “The important thing to remember with bullying behaviour visit is that anyone is capable of bullying www.anti-bullyingalliance.org.uk, behaviour.” www.bulliesout.com or “In my experience the bully needs www.bullying.co.uk
Anti-bullying week
“If you get your anti-bullying practice right for students with SEN, you will be getting it right for all students”
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Help deaf children make the most of their education Our autumn/winter training calendar is now live.
stability system for young people with disabilities, who
Visit www.ndcs.org.uk/training to view our training calendar and book your place
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Visit our Online Shop
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A simple and effective
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Our expert trainers deliver a variety of courses full of vital information for professionals working with deaf children and young people across education and specialist sectors.
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need extra support when using standard school chairs. The Rokzi system consists of two elements - Rokzi Armz and Rokzi Legz - which can be used together or
The National Deaf Children’s Society is a registered charity in England and Wales no. 1016532 and in Scotland no. SC040779. JR1459
separately.
Reg Charity No: 269804
Our home study courses are fully flexible allowing you to complete your qualification at your own pace and in your own time. · · · ·
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The courses offered with The Learning College have been designed to make learning at home easy. We offer full tutor support throughout your course to ensure you are on the right track at all times. We also provide you with all the required materials and podcast lessons to ensure you understand every part of each unit, by using various tutoring styles we can be sure you are following the course materials and completing your qualifications to the highest standard possible. The Learning College has learners all over the world currently studying our courses. As a global college we have a wealth of experienced tutors and team members to ensure your study time with us is to the highest of standard at all times.
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Teaching Assistant Courses, all qualifications are listed on the (QCF) and recognised and regulated by Ofqual. If you are wondering or looking as to how to become a teaching assistant then The Learning College can help you further.
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The
E
POWER of WORDS
ven as a teacher, the words and tones you use within the classroom can have an impact on your students. Understanding that everyone’s needs are different is the first step to nurturing language skills.
“Teachers know which child is six months behind. Teachers need to plan how to develop language. If you get plans for teaching and learning language for SEN students right, then you’ll get it right for every other student.”
TONE
CONFIDENCE
I CAN – the children’s communication charity, provides training, programmes and interventions in schools to promote improved speech, language and communication skills. We all know that reading, writing and talking are integral to development and it is for this reason teachers should be aware of the language used within the classroom. From making a classroom communicative supportive, visual, all the way to understanding the terms and tones of language being used during a lesson: it all has an impact on how students learn.
FOCUS
Maxine Burns, a speech and language advisor with I CAN, advises that appreciating different levels of communication can result in more focused learning. Teachers need to understand language as a whole prior to developing new learning strategies for students with additional needs. Maxine says: 14 Teachers’ Resource SEN
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Building on language for early years, primary through to secondary is crucial for all students. Without language skills, students will not be able to reach their full potential. One way in which students may fall behind, Maxine explains, is not having an environment where students can freely ask questions. “Asking questions can be extremely difficult – knowing when you don’t understand. In a busy classroom a teacher is more likely to say ‘does everybody understand?’ and wait for a response. Few children are going to say they don’t,” adds Maxine. “Turn that on its head and say ‘now, I’ve explained something really complicated and I’ll bet someone has a question…’ Recognise for some students that they might need an explanation more than once.” Over one million children and young people in the UK have some form of long-term speech, language or communication difficulty, providing the right level of support is imperative for their future.
Communication is crucial. As a teacher it is your role to guide and develop language skills, but how can you make your lessons a safe space for development? SUPPORT
Training providers such as Talking Point, The Communication Trust and I CAN are on hand to deliver educational resources for teachers and assistants to encourage improved knowledge of language in the classroom. Maxine urges teachers to not only attend a training course, but to research courses available and look for evidence based qualifications – this will benefit you as an educator and a pupil’s communication skills. When students feel confident and safe in the learning environment more can be achieved as students will be assured that you, as a teacher, are there to support their education and progression if there is something they find challenging. As a teacher it is important that you, too, continue to develop your appreciation of words.
FOR MORE INFORMATION I CAN www.ican.org.uk Talking Point www.talkingpoint.org.uk The Communication Trust www.thecommunicationtrust.org.uk
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Do you teach a child who is deaf or visually impaired?
International Symposium on Physical Activity and Individuals with Visual Impairments or Deafblindness 9th-12th May 2019 Keynote speakers include: Erik Weihenmayer will talk about his Everest expedition & other adventures Prof Lauren Leiberman, leading international authority on sport for children who are visually impaired, Dr Pamela HaibachBeach, Institute for Movement Studies in Individuals with Visual Impairments, Brockport USA and Dr Judit Gombás, Physical Activity Teacher & Lecturer, Eötvös Loránd University, Hungary www.ssc.education.ed.ac.uk/paivid/
To apply for our events and for more information, email sscmail@ed.ac.uk website:
www.ssc.education.ed.ac.uk
Play Scotland celebrating 20 years of promoting the child’s right to play and ensuring children and young people can play freely in nature, in neighbourhoods and nationwide. Delivering CPD training and events and producing internationally acclaimed free resources for families and professionals, including Play Types Toolkit – bringing more play into the school day, mapped against Curriculum for Excellence and GIRFEC indicators of wellbeing. Sign up to Scotland’s Inclusive Play Charter and become a Play Champion for more places to play better access to play spaces more street play more tolerant attitudes from adults to children playing outdoors #playeveryday
Play Scotland
Level 1, 9 Haymarket Terrace, Edinburgh EH12 5EZ Tel: 0131 313 8859 Email: info@playscotland.org Web: www.playscotland.org Company Number: 017885 Scottish Charity Number: SC029167 Registered at the address above
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MENTAL HEALTH AND THE SEN STUDENT Students with learning disabilities can find it hard to communicate or understand their emotions; when life becomes overwhelming it can be challenging for SEN students to express their feelings. Understanding the mental health needs of young people in the classroom is fundamental
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PUPIL SUPPORT
D
iscussions on mental health conditions have increased in recent years. As the taboo begins to lift, more understanding and acceptance of conditions, symptoms and medication is made available, it is refreshing for the one in four people who will experience a mental health issue each year. However, there is still a distinct lack of knowledge and support for young people with learning disabilities and mental health conditions. Statistics show that one in ten children aged between five and 16 across the UK have a mental health condition – with depression and anxiety the top emotional disorders experienced. How can teachers further promote mental health wellbeing in the classroom?
ADVICE
“The sooner you diagnose the sooner you can offer the right support,” encourages Christine Burke from the Foundation for People with Learning Disabilities, which is part of the Mental Health Foundation. Supporting people living with a learning disability, their carers, families, local authorities and teachers, the charity is dedicated to providing the same rights and services for the learning disabled community as the rest of society. Children and young people are more likely to have other disorders and mental health conditions and it is important for education providers to be aware of the support they can provide. “I have been teaching for a very, very long time and my experience is diverse depending on the countries I was teaching in,” explains Fawzia Govender, who now works with the Foundation for People with Learning Disabilities. “In England the service depends on the local authority. Referrals to the appropriate sources like CAMHS can be a long drawn out process and frustrating. In addition, many of the professionals do not have the skills to communicate with SEN students, which creates further barriers to access services.” Despite failings in certain areas, largely in part due to increased demand across the board, Fawzia encourages teachers to become aware of mental health within SEN students. This can be done simply by raising awareness as a school.
SYMPTOMS
The first step to understanding mental health conditions is to know the www.teachersresource.co.uk
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“The challenge is whether the symptoms presented by the young person are because of their learning disability or because of mental health” symptoms. Working with a child or young person who may not be able to fully communicate their thoughts and feelings, it is important to appreciate their behaviour as this is most commonly the first step of recognising a change in circumstances. A child who is normally reserved becoming hyperactive and aggressive may be experiencing a mental health condition and acting out is their only way of communicating their feelings. From becoming withdrawn, unusually anxious or hyperactive, experiencing disturbed sleep to sleeping more than normal, or expressing fear or anger more frequently – these are just some behaviours that can indicate a student could be experiencing a mental health condition. It is important to understand that any child or young adult with SEN can experience being mentally unwell, and as a teacher you can be there to support them. In a bid to promote increased knowledge on how to support a student in need of guidance, there are educational tools available for a mentally healthy whole school approach – sure to benefit pupils and all members of staff.
TOOLS
Mentally Healthy Schools is one charity, spearheaded by the Duchess of Cambridge in partnership with Heads Together, providing educational facilities for professionals to not only recognise mental health conditions but to provide support, too. Recognising a problem can be the first hurdle to overcome, as Fawzia explains: “The challenge is whether the symptoms presented by the young person are because of their learning disability or because of mental health. It is a very thin line and rather grey at times.”
Currently working with 50 schools from across England, the Mentally Healthy Schools pilot has many teaching resources available to help shape and influence the mental health conversations for SEN students. Providing assembly plans, whole school programmes, resources for group work sessions alongside lesson plans: there is a plethora of information and tools available for teachers to help educate themselves to adapt their teaching of students with additional needs. From her time supporting a student who was mentally unwell, Fawzia encourages closer relationships with parents for more enhanced communication to ensure all parties know what is going on. “Additionally, a person can give one-to-one attention, whilst making allowances for the young person to miss lessons in order to get some respite in the reflection room.” Putting mental health and wellbeing into the PSGE/SMSC curriculum offers many benefits for everyone in the school. Providing a new opportunity for students to develop emotional and social skills – important for students who may be on the autistic spectrum and find making relationships challenging – to keeping pupils safe and normalising conversations on mental health, it is vital for teachers to step forward and support their pupils, regardless of ability. Christine also encourages: “Open conversations, public mental health promotion and ensuring that young people understand this thing called mental health and how they can keep well.” There is no denying that mental health stigma is lifting, with improved education and training of mental health conditions it is only a matter of time before there is more understanding of mental ill health in SEN students. Everyone has mental health; some people are affected with mental illness. Just because a student has a learning disability doesn’t mean they are exempt from feeling mentally unwell.
SERVICES AND SUPPORT Foundation for People with Learning Disabilities www.mentalhealth.org.uk/learningdisabilities Mental Health Foundation www.mentalhealth.org.uk Mentally Healthy Schools www.mentallyhealthyschools.org.uk
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CONTINUING PROFESSIONAL DEVELOPMENT vital practical tools, techniques and interventions
CONFERENCES
Sat 1/12/18 (10.00-17.00, cost: £183). Working Effectively with Conflict in Families, Couples, Parent-Child Relationships and Schools with various expert speakers including Dr Margot Sunderland (award-winning author). Sat 1/12/18 (10.00-17.00, cost: £165). An Introduction to CBT Techniques with Children and Teenagers. Sat 15/12/18 (10.00-17.00, cost: £183). Understanding PTSD in Children/Teenagers: Effective Interventions. Sat 26/1/19 (10.00-17.00, cost: £183). Emotionally and Physiologically Regulating Troubled Children: Key Interventions that Work.
TRAINING FOR TEACHERS
Diploma in Trauma and Mental Health-Informed Schools and Communties Practitioner training (12 weekend days, validated by University of East London)
www.childmentalhealthcentre.org Tel: 020 7354 2913 Email: info@childmentalhealthcentre.org 2-18 Britannia Row, Islington, London N1 8PA.
Outdoor gym equipment for SEN schools Enhance fitness, emotional wellbeing and social interaction Provide sensory breaks during lesson times Develops balance, co-ordination, agility, cardiovascular and muscular strength Funding available
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“The equipment provides a place for pupils to regain composure and motivation for learning” Carwarden House, Surrey
01483 608860 E sales@freshairfitness.co.uk www.freshairfitness.co.uk T
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PROFESSIONAL LEARNING
Staying up to date with
MANUAL HANDLING For teachers working in SEN schools, moving and handling is an integral part of the job, which is why it is so important to make sure your qualification is always updated
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orking as part of a SEN school means it is a legal requirement to have a manual handling qualification, and with health and safety rules constantly changing, it is vital to ensure your qualification is updated annually. If training is out of date, this can have far-reaching consequences, should an accident occur.
CRUCIAL
The importance of keeping your manual handling qualification updated goes further than just protecting yourself. It also means that pupils who require help moving face less exclusion from classroom activities, allowing them to participate with their peers and integrate into classroom life more comfortably. Moving and handling is essential for maneuvering around school, toileting, playground activities and school trips. Therefore, with it being such a fundamental part of some students’
lives, it is vital that staff are fully trained to aid them. “It’s really important to keep the qualification up to date and in line with the latest legislation,” says Becci Laughlin, a moving and handling trainer. “In a SEN school, moving students can be a daily occurrence, and making sure you’re continually updating the qualification is the best way to keep pupils and staff safe during the process.”
SAFETY
The safety of students is absolutely crucial, which is why it is so important that teachers have all the latest knowledge, and they are working to the standards of the newest legislation. The Manual Handling Operations Regulations 1992 and the Lifting Operations and Lifting Equipment Regulations 1998 provide protections for both staff and students, and should be consulted for improved understanding of moving and handling
“Making sure you’re continually updating the qualification is the best way to keep pupils and staff safe” www.teachersresource.co.uk
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in the workplace.
TAILORED
There is no such thing as ‘one size fits all’ when it comes to manual handling, trainers will often provide sessions tailored to the requirements of individual pupils ensuring students get the best care and teachers feel confident. This guarantees that students are in the best possible hands, and are manoeuvred with dignity. Schools can organise in-house manual handling training, or teachers can attend independent courses around the country. Every pupil who requires assistance moving should have an action plan, put in place by an occupational therapist or physiotherapist, brought to training for a more personalised session and should be referred to every time before moving a pupil. Maintaining the health and safety of staff members is vital, but it is possible to do this without denying SEN students access to equal educational opportunities. Keeping your qualification updated is the best way to ensure pupils who need help moving are able to get as involved in classroom life as their peers, and widen their opportunities. Teachers’ Resource SEN 19
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HITTING THE RIGHT NOTE Transitioning from primary to secondary school can be challenging for many students, it can be additionally overwhelming for SEN students. A Scottish school is now making the move easier with the help of classical music, Emma Storr discovered how
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EN students from Glasgow and Edinburgh will take to the stage and screen at the end of October as part of Children’s Classic Concerts’ (CCC) Broomstick Ride. The shows usually feature animation accompanied by an orchestra, but this performance is a little different. CCC has been working with Drake Music Scotland, a charity that helps people with a disability make music, and SEN schools to create a piece of music that will be played during the show. Pupils from Ashton Secondary School in Glasgow have been participating in the initiative.
TRANSITION
Catherine Brown is a class teacher at Ashton, where first year students at the school have completed four workshops with CCC, including her class of six students. Originally a primary trained teacher, Catherine is new to both the SEN sector and the school. Taking part in the 20 Teachers’ Resource SEN
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workshops has helped her connect with the students on a new level. Catherine explains: “The move to secondary can be quite challenging for children and because I was new to the children it was good to have something familiar in the music.” During the workshops, students use adaptive technology like iPads, sound pedals and a Soundbeam along with traditional instruments to create music. The workshops are part of a wider initiative to help SEN students transition into their first year of secondary school. Co-artistic director at CCC, Oliver Cox, says the project was something he always hoped to do. “My brother is on the autistic spectrum and he has worked with Drake Music Scotland for years,” says Oliver. “It was always something we thought would be nice, but these projects take money. Funding is required to do collaborative projects so we’re finally bringing it to fruition.” Now, the run up to the concert, is the part he is most excited about.
TRANSFERABLE
The freeness of making music has given Catherine the transferable skills to know her new students outside of a traditional classroom setting. “It was nice to see a glimmer and something more about them every week, they would just show you things,” says Catherine. “They were the experts almost, they were showing some leadership and ownership of their learning.” Going down the traditional route isn’t always the best idea, and it is this form of thinking that Catherine has taken from the experience to incorporate into her teaching. “The project has really helped me. Instead of doing a story, I tend to look for the song of the story or a sensory version,” says Catherine. “I’ve always got instruments lying around, just in case. “Watching the children get so much joy out of it has improved my confidence even teaching and wanting to do a little bit extra in the class,” she adds. “We made a big poster which had one of the taglines from the song that Oliver wrote: www.teachersresource.co.uk
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IN THE CLASSROOM
BEYOND THE MUSIC “I’m excited for my parents to see it, my mum will be proud” you can do anything you just have to try, that was their own work as well and they’ve loved it.”
INSPIRED
On 27 October, Catherine’s students will join others from across Scotland at Glasgow Royal Concert Hall as their workshops are played back on a screen during the performance of Broomstick Ride. The video will be accompanied by the piece of music the students have created. “It’s been absolutely fantastic, I feel like with what we have achieved I’m pretty impressed,” enthuses Oliver. “They gave us a lot of musical ideas to incorporate into the piece, there is a little bit of singing but the main musical focus is to include an array of technology.” As their work is played for the audience a small number of the students will perform live on stage, too. Catherine hopes that one member of her class, 13-year-old Mikey, will make www.teachersresource.co.uk
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his debut. “It was really inspiring to see him play,” says Catherine. “It would be a once in a lifetime, or at least a once in this year, thing for him. He loved it and he really rose to the occasion.” Mikey played the glockenspiel during the workshops, shadowing Oliver’s movements to learn the notes. “I’ll be on the stage or sitting down on the seats, but I would probably like to be on the stage,” says Mikey. The project has also given classmate Lee a love of music. He played the keyboard during workshops and now wants to learn how to play the guitar. “Music is one of my favourite parts of school now,” explains Lee. “I’m excited for my parents to see it, my mum will be proud.” Collaborations like this one help ease the pressures of transitioning from primary to secondary school for SEN students at the same time as teaching music, giving them something to work towards and providing a platform to showcase their achievements.
Similar initiatives exist throughout the UK to bring music into more SEN schools. The Essex Music Education Hub (www.essexmusichub. org.uk) works with 25 SEN schools across the county to support disabled young people in music-making. Musicians from the hub work with teachers to show them how best to support SEN students in music. They then work together in schools for ten weeks to bring music activities into the classroom. The Music Works (www.themusicworks.org.uk), based in Gloucestershire, is another kickstarter workshop providing free full or half-day music sessions. Incorporating any music equipment schools already have along with Music Works’ own assortment of assistive technology and instruments, the opportunity to learn is right at a student’s fingertips. The Music Works also completes a Music Resource MOT to identify what practices are already in place in schools and what could be improved.
FIND OUT MORE For more information on how to see Broomstick Ride visit www.childrensclassicconcerts.co.uk
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12/10/2018 10:29
IN THE CLASSROOM
PRODUCT roundup Here are some handy gadgets, gizmos, equipment and accessories to help make class and play time more fun and inclusive for pupils
MERU FLEXI
Price on request, (www.MERU.org.uk) MERU offers products that provide solutions to common issues, such as the Flexzi - an adjustable support for buttons, iPads, and mobiles. It is available with single, double or triple flexible strands and different stability options, including a table-top stand or clamp. Visit the website or call 01372 725 203 for more information.
MERU ROKZI
Price on request, (www.MERU.org.uk) MERU Rokzi Armz and Legz attach to standard school seats to provide extra support, enabling students to sit more independently and engage for longer. Rokzi Armz provide increased feedback and support for students with low body awareness who tend to lean or slide in normal chairs. Legz increases safety for children who have balance difficulty and limited awareness of danger. To find out more, call 01372 725 203.
IP15 ISWING
Price on request, (www.inclusiveplay.com) This swing makes playtime more inclusive and fun for everyone. It is designed specifically for wheelchair users, to ensure they don’t have to leave their wheelchair to enjoy playground equipment. Wheelchairs sit comfortably inside, and the swing locks shut for security and comfort. The rope pull makes the swing work, meaning those with upper body mobility can swing themselves independently.
DOG SERIES
FIDGETY FEET CONCENTRATION AID
£34.95, (www.tts-group.co.uk) The Fidgety Feet Concentration Aid is perfect for children on the autistic spectrum or with ADHD, and aims to improve concentration in students. Designed by an occupational therapist, the aid allows pupils to move their legs and feet, preventing them from getting restless and also improving posture. Each pupil can also work to the best of their ability with reduced distractions. The non-slip grips mean it can be used on any flooring surface. www.teachersresource.co.uk
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Books one to 12 £45, (www.phonicbooks.co.uk) That Dog Series is a set of 12 decodable reading books for older, catch-up readers who are able to read CVC words. This series combines step-bystep phonics with a beautifully illustrated classic story of a boy and a stray dog that adopts him. A fantastic resource for older, struggling readers. To order, call 01666 822 543, or visit the website.
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STAYING SAFE
ONLINE The internet is a wonderful thing: it’s a tool of learning and fun, and can be a fantastic way to aid communication. The internet can also be unpredictable. We take a look at the resources available to help SEN schools educate their pupils about online safety
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ith technology making huge advances over the last few years, and showing no sign of slowing down, it’s important to keep children up to date with the latest online information and safety advice. While the internet can be a place of useful learning, broadening horizons, instant communication and having fun, there is no denying that it can also be a place of hidden dangers if monitored improperly. SEN pupils can be particularly at risk in an online environment, because it can often be harder for them to understand the dangers of the virtual world. Threats such as viruses, fraud, harmful websites, cyberbullying and chat rooms posing as fun activities or friendly faces can be confusing, and therefore teaching SEN students about the online world is of the utmost importance.
RESOURCES
Childnet, a leading children’s welfare charity, has developed a web tool to 24 Teachers’ Resource SEN
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offer advice on how to teach children with special educational needs to use the internet safely. The STAR Toolkit aims to equip educators with an awareness of online safety issues, allowing them to adequately teach their pupils to use the internet in a safe and positive manner. The acronym highlights the four main points of learning about online security: Safe, Trust, Action and Respect. These points highlight the issues of keeping personal information safe, questioning what you read online as the truth, voicing concerns about online activity and promoting cyber kindness. Thus equipping children with the tools and skills to recognise risks, and freely use and enjoy the internet. Kate Edwards, education and safeguarding manager for Childnet is heavily involved in updating the Toolkit, keeping it in line with the latest technology. “All SEN pupils interact with the internet in different ways, and therefore it’s important that education about online www.teachersresource.co.uk
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PUPIL SUPPORT safety can be adapted and tailored to each individual’s needs,” explains Kate. “Often, SEN pupils react well to tangible examples: the Toolkit provides these so that pupils can explore the online environment safely, and on their own terms.”
CHALLENGES
SEN pupils may be quicker to trust or find it harder to think critically about what they see online, making them particularly vulnerable to scams, cyber bullying and even grooming. Young people with special educational needs may make literal interpretations of what they read online, which could affect their responses and cause upset. However, the internet can also be a safe haven for young people struggling to communicate, as many find online contact easier and less stressful than talking face to face. While promoting caution, it is also important to remember the benefits online activity can have on SEN pupils,
and avoid focusing too heavily on potential dangers and making the internet seem overly daunting. Sessions such as roleplaying to spot lies or cyberbullying, making posters, quizzes, watching films and class discussions are great ways of teaching the subject in a fun, interactive way. Childnet also run the Digital Leaders Programme, a peer-led online safety initiative aimed at giving school pupils the resources and skills to teach other students, parents and teachers about staying safe online. This empowers pupils to not only learn how to use the internet wisely, but also use their skills to teach others. The programme aims to connect Digital Leaders from schools around the country and create a community of pupils able to share in the fight against online dangers. Allison Denton, a higher learning teaching assistant at Brooke School in Warwickshire got involved with the Digital Leaders Programme, hoping to give her students autonomy over their
“All SEN pupils interact with the internet in different ways, and therefore it’s important that education about online safety can be adapted and tailored to each individual’s needs”
own learning. “I wanted them to have more of a voice,” Allison says. “The pupils are all really into technology so they chose to run the Digital Leaders Programme and with SEN children being at higher risk online, it seemed like the perfect opportunity to teach about online safety. Pupils with special education needs are exposed to so much technology, to aid their learning and for leisure, so it’s vital to teach them how to use it safely.”
KINDNESS
The programme teaches students how to cope with the risks they encounter online, but also promotes the importance of evaluating virtual personas. “The key focus, of course, is keeping pupils safe online and teaching them to recognise hazards,” says Kate. “But we also want to provide opportunities for students to evaluate their own behaviour on the internet, how they’re speaking online and the situations that they are putting others in: what one student finds funny could be offensive to another, so we also want to increase self-awareness.” “We really try to promote being a good friend and kindness online,” agrees Allison. “Learning about safety through online gaming and internet activities has improved teamwork and communication among the students, it’s great to see.” Not only does teaching online safety provide students with the necessary means to navigate the internet in a savvy way, it also helps strengthen other skills. “Students really grew in confidence after taking the online safety classes,” adds Allison. “Pupils who once found it quite hard to communicate and express their feelings have become really eloquent. I would definitely recommend teaching online safety – every teacher knows their own students best, so just find what motivates them, and what they best respond to.” The internet is such a massive force in our society that teaching students how to navigate it safely can seem impossible. Thankfully, there are resources out there that can help keep your pupils protected from online hazards allowing them to use the internet confidently and independently.
FIND OUT MORE Childnet www.childnet.com THINK U KNOW www.thinkuknow.co.uk/ professionals
www.teachersresource.co.uk
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PUPIL SUPPORT SUPPORT
Playing and Learning The great outdoors offers an abundance of sensory experiences. A recently published report promotes play with accessibility and inclusion at its heart
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ree to Play: A guide to creating accessible and inclusive public play spaces, is a report developed to assist any group that’s come together to develop or improve a play space. These groups can include parent councils, community councils, carers, professionals and youngsters who have recognised a need for improved space to play. It is also an invaluable guide for teachers looking to develop an outside space into a stimulating teaching and learning environment.
GUIDE
Co-authors of the guide, Harry Harbottle and Theresa Casey are keen to encourage and promote play within education contexts and have drawn upon considerable research to showcase the benefits of play for all. The guide, which is free to download, illustrates the attention that should be given to access and inclusion so that children of different ages, abilities and play preferences are able to play together. It provides plenty of practical examples and easy to follow advice to make better places to play. “We believe, and it’s backed up with evidence, that children don’t get enough contact with nature,” explains Harry. “This is especially the case with children who have specific needs. We need to encourage all children and their parents to get as much contact with nature and the elements as possible. Developing inclusive play spaces – with attention to nature and elements – is a great way to make sure children get these essential experiences.” www.teachersresource.co.uk
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PLAY
Coming together to develop and improve public play spaces, the report eloquently promotes the importance of play and being outside. The Scottish Government encourages learning by playing and implemented a play strategy in their Play Strategy for Scotland: Our Action Plan in 2013. This cemented the importance of taking children outside the classroom to be immersed with nature, meet new challenges and develop skills. The response to learning by playing has been overwhelmingly positive. “The only negative feedback has been that the children don’t want to go back indoors,” laughs Harry. “Generally speaking, being outdoors and playing promotes confidence, and provides opportunities for social activity between children of different abilities, which is for us the biggest barrier to inclusion.”
STEPS
Understanding how to integrate outdoor play into a school day can be a challenge. Harry alongside Theresa has ensured everything is covered in their report to encourage better outdoor play spaces for SEN students. When it comes to introducing outdoor play facilities, it can be easy to pick up a catalogue and look at the best equipment to purchase. Harry encourages schools to acknowledge that the environment and atmosphere
are more important than adapted equipment. He explains: “There should be sensory objects, not just wooden panels students can tap, but actual sensory objects like textured wood, scented plants, water to trickle through your fingers. And there should be different areas, some challenging, some quiet.”
MORE INFORMATION For more information on developing an outdoor play space contact Harry Harbottle on harryh@cateconsult.com or Theresa Casey on enquiries@theresa caseyconsultancy.co.uk Teachers’ Resource SEN 27
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Place your creative SEND students with us • We work with many local authorities to provide creative SEND students with the vocational qualifications they need to progress on to University and creative careers. • We also offer most popular academic GCSE and A Level courses • We can be added to EHC plans Students can start anytime Call FREE 0800 612 0439 kidz to adultz 88x135.qxp_Layout 1 24/09/2018 13:07 Page 1
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Dates for your
Diary
4 DECEMBER SUPPORTING GROWING UP, RELATIONSHIPS AND SEX EDUCATION FOR YOUNG PEOPLE WITH AUTISM Newfield School, Blackburn www.sendgateway.org.uk For many pupils on the autistic spectrum, sex and relationship classes can be confusing and overwhelming. This course is
8 NOVEMBER KIDZ TO ADULTZ NORTH EventCity, Manchester www.kidzexhibitions.co.uk Kidz to Adultz is the UK’s largest free exhibition for children and young adults up to 25 years old with disabilities and additional needs. The event is also targeted for parents, carers, education professionals and other support workers. Find out information about funding, education, accessibility, transport, leisure, sports and much more. The exhibitions also provide Continuing Professional Development (CPD) seminars, covering a wide range of topics. Don’t forget to book your tickets online or call 0161 607 8200 for more information.
www.teachersresource.co.uk
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designed to equip teachers with the knowledge and resources needed to teach autistic students about puberty, sexuality and relationships, allowing them to make informed decisions in the future. To book a place on the course, or find out more information, email info@concept-training.co.uk
Part of being a teacher is staying updated with the latest tips, techniques, and furthering your own learning. We’ve compiled a list of events and training courses available to continue providing the best quality care and education for your pupils 31 OCTOBER EDUCATION NETWORK DAYS New Struan School, Alloa www.scottishautism.org Education Network Days take place throughout the year and provide a platform for teachers working with young people on the autistic spectrum to share ideas, resources and find out about help their local authorities can give them. This session will focus on the role of relationships in the lives of autistic individuals. To find out more information, or to book tickets, visit the website or call 01259 222 000.
Email us
If you have any events coming up next spring or summer, email us at editor@dcpublishing.co.uk with the details for inclusion in next issue’s diary.
15 NOVEMBER FREE TRAINING ON INCLUSIVE PRACTICE: DISABILITY AND SCHOOL CAREERS ADVICE, INFORMATION AND GUIDANCE Taunton Rugby Football Club, Taunton www.disabilityrightsuk.org This free training course is for guidance teachers, school careers advisors, or any other teacher wishing to develop their knowledge and understanding of disability equality and assisting their pupils planning for their future careers. It will discuss inclusivity in the workplace, and provide information on the best resources available, in order to help SEN students realise their full potential.
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IN THE CLASSROOM
Parent teacher bonds The bond between teacher and student is special. Students spend most of their time in school, but it can be difficult to see the results of your teaching beyond the school gates. One parent reveals how teachers are helping his son grow
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rom creating lesson plans tailored to different needs, providing guidance all the way to facilitating new learning methods in the classroom: teachers are dedicated to ensuring their students’ progress. Outside of the classroom you may not see the benefits your teaching has on individuals, but your impact is palpable.
DEVELOPMENT
Richard Mylan is a stage and television actor well known for his appearance on Waterloo Road. He is also the father to teenage son, Jaco who is on the autistic spectrum. Diagnosed before he turned two, Jaco’s experiences of the world is unique. Jaco is fiercely curious of the world, his love of rugby, wind turbines, his joy and beautiful bond with his father have shaped him as a young man. As an autistic person, Jaco does find some daily tasks challenging and he prefers to wear noise cancelling headphones. “He’s getting to the age now where his understanding of the world is becoming more refined,” explains Richard. “They encourage him in school not to wear the headphones during class time and that’s completely understandable. School does lead the way with his development in that respect,” adds Richard on the direction teachers take with Jaco. One defining aspect to Jaco’s development in school is a strong teacher-parent connection.
CONNECTED
Attending a special unit based in a mainstream school, the connection 30 Teachers’ Resource SEN
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between Richard and Jaco’s teachers is strong. Continually attending meetings, Richard feels he has a prominent part in the conversation around Jaco’s progression. “His active learning process is very much tailored to Jaco, which is brilliant, and they really do lead the way on that and we have an input on that for sure,” adds Richard. “The teachers take into consideration what is happening at home and how he’s feeling and constantly feeding back. Jaco actually really loves school and always has. The school is the biggest influence on my child’s development and we work in tandem with that main source. I’m really happy with his school life.”
METHODS
Currently, Jaco is experiencing the loss of a family member for the first time. Keen to ensure he is supported through the loss, Richard is utilising the information provided by Jaco’s teachers. “They have tried and tested techniques and it has had a massive impact on his home life,” adds Richard, who details having a strong relationship with Jaco’s teachers is the reason his son has progressed and is learning more about the world around him. Beyond the school gates your teaching, support and guidance has a greater impact than you may first imagine. Richard and Jaco are just one parent and child reaping the rewards of the school environment and teachers.
“The school is the biggest influence on my child’s development and we work in tandem with that main source” www.teachersresource.co.uk
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Free books available for your school! Sign up to BookTrust’s School Library Pack or Special School Library Pack today. Funded by Arts Council England, England the packs are available for free to all schools in England with a Year 7 (or equivalent) intake. Packs are limited, so don’t miss out!
Sign up today at booktrust.org.uk/school-library-pack Sign up opens on 17 September 2018. Packs are available while stocks last.
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