MARJORY KINNON SCHOOL

Staff Handbook

Section A: The Curriculum Section B: Strategies to Use to Support Learning

1. Engagement Techniques 2. Assessment & Pupil Feedback 3. Assessment & Accreditation 4. Small Step Learning 5. Questioning

Section B: Using SPELL & SCERTS to Support Learning

1. What is SPELL & SCERTS? 2. Social Communication 3. Emotional Regulation 4. Transactional Support

Section C: Some Barriers to Learning

1. Attachment Disorders 2. ADHD 3. ASD 4. CAPD 5. Dyslexia 6. Co-ordination Difficulties 7. SPD

School Vision & Values

OUR VISION Every pupil will learn the skills and develop the confidence needed to become

a valued integrated and independent member of their community.

OUR MISSION Through our learning, work and play we nurture, challenge and inspire each other to achieve our full potential.

OUR VALUES Kindness: We aim to be kind to everyone.

Respect: We are respectful and responsible in everything we do. Tolerance: We value and celebrate differences in each other.

Perseverance: We keep trying until we succeed.

Section A Safeguarding

Safeguarding Contacts

Designated Safeguarding Lead – Amy Higgins

Deputy Designated Safeguarding Lead – Kevin Smith

Designated Safeguarding Teacher– Tracy Meredith

Named Governor for Safeguarding – Shahid Khan

Marjory Kinnon School is committed to safeguarding and promoting the welfare of children and young people and expects all staff,

teaching and non-teaching (including temporary and supply staff), Governors and volunteers to share this commitment. We

recognise that we have an explicit duty to safeguard and protect children from abuse as defined in the Children Act 2004 and the

Education Act 2002.

We all have a duty to: SEE IT. SAY IT. STOP IT

Our system for reporting is called ‘My concern’ and there is an icon for this on every desk and laptop. You should have a password

for this.

Our system for safeguarding training is called ‘educare’ and there is an icon for this on every desk and laptop. You should have a

password for this.

Task: Access ‘my concern’. What do you need to record?

SAFEGUARDING PROCEDURE

NO

N-U

RG

EN

T

UR

GE

NT

DSL/TM: Cause for concern and urgency identified

DSL/HT: Refer to Early Help Hounslow (EHH)

DSL/DHT: Call homeif appropriate

Early Intervention Service (EIS) - Voluntary Social Care (SC) - Statutory

AssessmentTeam Around The Child/

Family (TAC/TAF)

Family SupportTargeted Youth

SupportDrug & Alcohol

TeamYoung Carers

Child Protection Plan (CP)

Child in Need Plan (CiN)

No Action

Case Conference (6m) & Core Gp

Mtg (6w)CiN Mtg (3mths)

Referral to EIS or SC

Call Home

DSL/AHT: Action takenDSL/AHT: Continue to

monitor

http://mkssharepoint/schoolinfo/shareddocuments/schoolpolicies/Safeguarding Process

HEADTEACHER: TRACY MEREDITHDSL: AMY HIGGINS / KEVIN SMITHDESIGNATED GOVERNOR: SHAHID KHAN/NADIA SALAMLBH SOCIAL CARE: 0208 583 6600 option 1 0208 583 2222 out of hoursPREVENT: JOAN CONLON 0208 583 2197 07817 079190

Single Agency Support

In exceptional circumstances, concerns

may be referred directly to Children s Social Care

Refer back to EIS

AH: Concern Logged on My Concern

Other intervention

Section B: The Curriculum

Curriculum Intent

Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow the National Curriculum and demonstrate progress. It is recognised that many of our pupils have significant barriers to learning that means it is difficult to access much of the national curriculum. Through ADAPTATION AND INNOVATION we can ensure that the curriculum is fit for purpose so that all pupils have access to a high quality learning that is both meaningful and challenging that prepares them for life.

The curriculum is designed around progression for different groups of students in the school. This reflects the diverse nature of the groups and their requirements. Through the curriculum we aim to challenge and inspire our students.

Pathway 1: Bespoke curriculum loosely based around the WJEC personal progress units for EL1. Accreditation is at the end of 2 years

Pathway 2 Entry level certificate- Subjects Entry - Level 2+

Entry level certificate- Subjects Entry- Level 3+

GCSE subjects L4+ entry

Key Stage 2 Key Stage 3 Key Stage 4

Nurture Curriculum Thematic pathway 1- Cycle 3 Outcomes – P1-P8

Curriculum pathway 2- Science Computing Outcomes – P4/5- ARE

Curriculum pathway 2- - Maths Outcomes – P4/5-ARE

Curriculum pathway 2- -English Outcomes – P4/5- ARE

Curriculum pathway 2- -Art and design Music Outcomes – P4/5- ARE

Pathway 2 Entry level certificate- Subjects Entry - Level 1+

Nurture Curriculum Thematic pathway1 Cycle 2 Outcomes – P1-P8

Nurture Curriculum Thematic pathway - 1 Cycle 1 Outcomes – P1-P8

Curriculum outcomes as assessed by B squared Outcomes – P1- L4

Curriculum pathway 2- Cultural studies PSHE Outcomes – P4/5- ARE

Curriculum Offers 2018/2019

Curriculum Offer 1 Curriculum offer 1 is bespoke. The pupils study the nurture curriculum in KS3 and then in KS4 it moves to a curriculum based around the personal progress accreditation. It is more suitable for pupils operating significantly below ARE or who learn at a much slower rate than the rest of the cohort. This curriculum is adaptable and those students following it have the potential for accessing accreditation at Entry levels 1 and 2. This curriculum has a greater emphasis on preparation of life. Curriculum Offer 2 The Curriculum offer 2 (blue route) is intended for those students who are operating at slightly below ARE and ARE. It is subject based. The students can progress within the route from Entry level 2 to Entry level 3 over the course of their studies- there is thus the opportunity for the group to be studying both levels at the same time and the teacher decides what outcome is better to aim for. The GCSE path is intended for those students who are assessed as ARE or slightly below at the end of the key stage and can cope with the demands of the assessment system imposed by the exam boards. We are currently working to expand out GCSE offer and entries. Our curriculum is designed around progression for different groups of students in the school. It reflects the diverse nature of the groups and their requirements. Through the curriculum we aim to challenge and inspire our students. For all our pupils, lessons are planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full National Curriculum. For all, the curriculum is heavily adapted both in structure, timings and expectations. We operate a system of ‘track back’ where the ARE is tracked back to the appropriate ARE for the children based on their assessment and targets. From that point the lessons are broken up into small step learning that helps the children make progress.

In Early Years Classes (Year Reception) The first half term is an assessment term where the pupils’ baseline levels are determined, and SaLT and OT screening takes place. The learning is structured to facilitate this assessment process. Ongoing class based observations inform teacher’s weekly and daily planning of activities. The Early Years curriculum is delivered in a range of ways to best support individual pupil progress. Activities are planned and structured to enable the children to demonstrate understanding of and develop taught skills and are taken from the EYFS framework. The Prime areas (CL - Communication and Language, PSED - Personal Social and Emotional Development and PD - Physical Development) Literacy and Maths are delivered within a structured morning session. The afternoon session takes the form of a ‘free-flow’ style approach focusing on the remaining Specific areas (EAD - Expressive Arts and Design and UW - Understanding the World). The children have access to the outside area throughout the day where activities reflect choices within the inside environment, this is to support the different learning styles and preferred learning environments of individual children. Throughout the day the children’s skill development and characteristics of effective learning are observed and significant or new moments of learning are recorded. This is evidenced through written observations, photographs, video or samples of the children’s work. Parents are also encouraged to be involved in this process by recording key learning moments that happen at home. This evidence is collated together in the children's learning journals to build a holistic view of the child and the progress that they are making. The children have individual TEACHH trays to support their learning. These are planned tasks that they are taught to complete independently. These tasks cover a range of skills and will often be linked to the children’s targets and areas for development. Every effort is made to ensure that the classrooms represent a multi-sensory environment with a soft-play areas, quiet rooms where pupils can explore sounds, light, colours and movement, and an outdoor play area. These sessions also support the development of social communication, emotional and physical skills. Physical skills are develop through weekly PE lessons in our hall with our PE specialists. In addition, weekly scheduled educational visits to the local community provide opportunities for pupils to apply and develop their skills.

In Key Stage 1 (Year 1-2), Key Stage 2 (Year 3-6), Key Stage 3 (Year 7-9) Literacy & English The school uses the Read Write Inc approach to teach phonics and reading and to support the development of literacy skills across the curriculum. Reading is also taught through shared, guided and individual sessions. Staged reading schemes are used which are age appropriate for each key stage. Phonics is taught in discrete lessons, and the skills are applied and developed in other lessons across the curriculum. In KS3 Spelling and Grammar are taught in discrete sessions for pupils who have learned all their phonic/RWi work. Mathematics For primary mathematics we teach an adapted national curriculum and have concentrated our efforts in developing and implementing Maths Mastery, a structured approach that helps develop mathematical thinking and understanding. This was trialled last year with great success and is now being rolled out to more groups. For KS3 and 4 mathematics a new scheme of work has been implemented that addresses all the changes made in the curriculum. Science In KS1/KS2 Science is taught in topics based on the National Curriculum. For science in key stage 3, the units of work are based off the National curriculum framework, this is then separated into topics that has similar themes with an increasing complexity through each year. This allows content to be revisited for pupils who require extra support on certain concepts. Foundation Subjects In KS1 and 2 the foundation subjects, are organised thematically. In KS3 they are organised into ‘Cultural studies’ lessons. Here the pupils get a chance to sample the Geography, History and languages of different countries around the world. This culminates in a ‘multicultural’ week towards the end of the year where differences are celebrated. 2017/18 saw the focus being on the world cup. Computing For 2018/19 computing skills are to be taught in discrete sessions using a mixture of resources. It includes all the changes made to the curriculum recently. In KS3 pupils have discrete weekly computing/Media lessons. Both are supported by new schemes of work. Creative Subjects There are Schemes of Work for Music and Art KS1-3 based on the National Curriculum and adapted for the pupils’ abilities. Both subjects allow for study of major genres and artists in the creative world.

Religious Studies RS in KS1 and KS2 is taught through thematic days linked to key religious and cultural festivals for all the world faiths and through educational visits to local multi-faith places of worship. Values and ethics are taught within the PSHCE curriculum, social skills throughout the day and during snack times and assemblies have themes relating to the core school values. RS in KS3 and 4 is covered in a number of curriculum areas. Values and ethics are taught within the PSHCE curriculum, social skills throughout the day and assemblies have themes relating to the core school values. The cultural curriculum provides the students with opportunities to explore cultural identities along with the major world religions. ASDAN optional units can be chosen by staff in years 10 and 11 to explore ethics and religions. PE PE is an important subject for our pupils as it allows for development of a number of physical skills as well as SMSC skills. The subject is based around the ‘create wheel’ assessment scheme and allows for skill based learning. PE looks at major sports based on skills each half term and explores some of the stars of the different sports. Engagement & Enhancement Extension opportunities are organised according to the pupils’ age and ability. Examples of these are KS2 pupils having swimming sessions in the local community pool, KS3 pupils combining Business Enterprise and ‘Just Giving Initiatives’ to raise funds for their chosen charity and After School Clubs. For Key stage 3 and 4 the Eco club and Horticulture interventions provide extensions for those pupils interested. Extension opportunities are also provided by educational visits to support the curriculum. We also run a popular morning ‘wide awake’ club for those students early to school which uses PE and teamwork activities to prepare the students for the day. A number of after school clubs run throughout the week for both KS2, 3 and 4. Readiness To Learn The timetable includes readiness to learn sessions that help pupils settle after transitions and prepare to focus for learning. Snack times in primary are used to promote social skills and social communication, and lunchtime clubs operate in the secondary department to support pupils’ development of social skills.

Task: What area of the curriculum are you particularly interested in? What area of the curriculum do you find particularly challenging?

Section B Strategies to Use to Support Learning

1. Engagement Techniques

The difference between learning and teaching is often confusing and confused. Teaching is what the adults do in the classroom that helps develop knowledge, skills and understanding in a pupil. The learning is what the pupil gains from the teaching and the progress they make. It is entirely possible for the adult to ‘teach’ for a whole lesson and for the pupils not to learn very much if the activities are not matched and adapted to meet the needs of the pupils or the activities do not move beyond the pupil’s existing knowledge or skills.

Pupils learn best when they are engaged with their learning this means they are interested, involved and appropriately challenged by the work they are doing. Where pupils are actively engaged in their learning, they:

• have a longer concentration span; • complete work on time; • stay on-task and have fewer behaviour problems; • maintain a good attendance record; • are more interested and involved in their learning.

Consequently, they:

• develop higher self-esteem; • make faster progress; • develop a belief in their ability to improve and learn; • encourage and work well with other pupils.

So what can we do to engage pupils more in their learning? VAK or VARK? Use a range of techniques to communicate new ideas or skills is essential. We often see VAK which stands for Visual, Auditory and kinaesthetic. VARK is the same but with ‘Reading’ added in. Remember engagement is not about the passive transference of knowledge, keep it active! Use what they know Pupils make sense of anything new in a familiar framework i.e. they use what they know to construct new meaning. It is therefore vital you find out what they know already either from experience or prior learning. We usually use the start of the lesson to do this but it can just as easily be the start of a new part of the lesson but do not spend too much time on it. A hook is using something familiar AND interesting. Using interests or obsessions for learning is nothing new but it is powerful! Challenge Challenge is about setting high expectations and then teaching to them so pupils go beyond previous levels of achievement. Where learning is insufficiently challenging, pupils can lack stimulation and interest so their level of involvement quickly declines. This is true for all levels of ability. SEN pupils are sometimes provided with very low-level tasks that lack the appropriate stimulation and challenge. Being given the chance to strive to solve challenging problems and think through issues leads to cognitive development and higher achievement for all pupils.

Cooperative group work When pupils work together on a common task they interpret given information, ask questions for clarification, speculate and give reasons. They share their knowledge, ideas and perspectives and arrive at a fuller understanding than they might have done working alone. If the mix is right it can be incredibly engaging for pupils to work with each other. Adapt and scaffold Pupils can be very motivated and interested in a topic but as soon as a task comes along the engagement level drops. Why? One crucial factor is if pupil can access and work with what is being presented to them. This is where small step learning and scaffolds come into their own. Small step learning breaks tasks into more manageable chunks and therefore are more engaging. Scaffolds are structures that guide and support learning and thinking, they are particularly useful when a task is complicated or multi stage.

Task: Take a topic or a worksheet you find ‘boring’ and then try to make it engaging. What skills did you need to do this? Try out this task/ idea on someone else, did they find it engaging now?

2. Assessment & Pupil Feedback

Assessment is an important tool that helps us gather information and identify the current level of a pupil in Maths, English and other subjects. It tells us what they know now and what they need to learn next. Information gathered through assessment helps us plan next steps for pupils and to set challenging targets that ensure that all pupils make good progress. The two main forms of assessment are:

Assessment OF learning (summative)

Assessment FOR learning (formative) Assessment for learning: information gathered is used for the specific purpose of helping pupils improve while they are still gaining knowledge and practising skills. Teachers who view assessment as integral to learning engage pupils as collaborative partners in the learning process. This assessment provides precise and timely information so teachers can adjust instruction in response to individual pupil needs. Summative assessment is commonly referred to as assessment of learning, in which the focus is on determining what the pupil has learned at the end of a unit or module of work. Summative assessment helps determine to what extent the learning goals have been met by the pupil over a period of time. A key feature of assessment at Marjory Kinnon School is the use of assessment of learning to build up a gradual and complete picture of pupil progress over a period of time.

Assessment for learning can happen at any time during a lesson and provides us with the information of progress against the planned learning intention and success criteria, helping us to adjust and plan the next lesson.

Learning Intentions/Objectives & Outcomes To ensure that pupils have a clear understanding of what they are expected to learn; teachers state the learning as learning intentions/objectives. They are brief, concise statements, in pupil-friendly language, that describe what pupils are to know or be able to do at the end of the lesson.

A learning outcome is an achievable version of the learning intention, in other words, what can they do to demonstrate that they have achieved the learning intention/objective? Outcomes can be (differentiated) personalised and adapted for the class, individuals and groups of pupils.

Peer & Self-Assessment Peer assessment occurs when a pupil assesses another pupil’s work and self-assessment is the pupil assessing their own work against a set of success criteria. It is a powerful way to engage pupils in their learning and progress through developing their skills to self-reflect on how to improve their work. (WWW/Next steps) For peer and self-assessment to be effective, pupils need to know the success criteria/steps to success and be taught how to reflect on what they have done and how to give constructive feedback.

Feedback Feedback provides information to pupils, teachers and TAs about learning. It helps to reduce the gap between the pupil’s current level of understanding and/or performance and a desired goal. Depending on the nature and delivery of the feedback, it can have powerful positive effects on pupil learning and engagement.

Feedback is an essential practice of assessment for learning. Descriptive feedback provides pupils with detailed, specific information about improving their learning. It helps pupils to learn by providing information about their current achievement (Where am I now?) with respect to a goal (Where am I going?) and identifying appropriate next steps (How can I close the gap?)

Effective feedback should relate to the learning intentions and success criteria identified for the task.

Oral feedback Oral feedback can be highly effective because it can be provided easily in the ‘teachable moment’ and in a timely way. Learning conversations with pupils offer opportunities to provide feedback, as well as to receive feedback, particularly when teachers and TAs ask pupils questions that have them reflect on their learning. Asking “What do you notice about ______?” or “How does this match the criteria?” stimulates pupils’ thinking about their learning.

Written feedback Written feedback provides pupils with a record of what they are doing well, what needs improvement, and suggested next steps. PAPs & Target Setting We have developed our own assessment system. PAPs (pupil assessment profiles). These are based on the key performance indicators of ‘age related expectations’ and then the ‘pre key stage standards’. At the beginning of each year your children are assessed and any previous assessment data is reviewed. The children are then allocated to a particular PAP for reading, writing and number. The teacher will then look at the key small steps for them to make progress within or to the next PAP. They will then set a target for the number of small steps to be made in a given timeframe. Continuous assessment allows the children’s progress to be noted and at the end of the timeframe then it is reviewed with the Head of Department. Children are then reported on if they have made expected progress, above expected progress and below expected progress.

3. Summative Assessment & Accreditation At the end of each year a child’s progress is measured. In Early Years against the EYFS. In KS1 and 2 against the ARE for the key stage. If a child has made sufficient progress they might be entered for the KS2 SATs. In KS3 against the ARE for the key stage. If a child has made sufficient progress they might be entered for the KS3 SATs. In Key stage 4 we encourage all children to be entered for the most suitable type of accreditation. Pathway 1 is subject driven with pupils being entered for GCSE/Entry Level 1, 2 and 3. For those pupils at below age related expectations and find GCSEs difficult to access accreditation is awarded through the entry levels. These pupils achieve accreditation at Entry 2(E2) or Entry 3 (E3). Pupils achieving near ARE at the end of Year 9 can be entered for GCSE in English, Maths or Science. In Pathway 2, for those working towards/at Entry Level 1, accreditation is awarded through the WJEC Personal Progress Programme. These pupils achieve accreditation at Entry 1 (E1). Their curriculum will also include Vocational taster courses, PSHCE, RE, Life-skills, Work Related Learning opportunities, Business Enterprise, FT and PE.

Task:

Why is it important to match the accreditation entry with the progress data we hold on the child?

4. Small Step Learning Outcomes are achievable versions of the learning objectives that can be adapted to meet the needs of the pupils. Pupils at Marjory Kinnon (particularly those at pre key stage level or in the P levels) need small steps learning or to give it another name ‘staged success criteria’. You do need to remember that P levels are no longer used. What this does is attempt to tease apart the task or activity into smaller more manageable chunks so that all pupils can achieve.

A literacy example (using P levels) Learning intention: To learn to locate pictures in a text (p4) I can open and explore a book from left to right/the right way up (P5) I can point to pictures of interest. (P5) I can match a picture to an object in a book (P6) I can find a picture when prompted (P7) I can tell the difference between a picture and text (p8) I can recall the names of some pictures (p8) I can match a symbol picture to a picture in a book (1c) I can explain what a contents page does. (1b) I can read an index page to help me find pictures (1a) I can read a simple contents page to help me find pictures

5. Effective Questioning Questioning is a common technique used by teaching and support staff to:

a- Find out what a pupil knows and understands. b- To develop understanding further. c- To assess what the pupil has learnt. d- Gain feedback from pupils about teaching. e- Identify gaps and misconceptions in pupil’s learning. f- Create a sense of shared learning.

Questions can range from simple, structured and closed to open ended. They can be planned and targeted or adlib and open to everyone. The type of question you use depends on the pupil and it is important to note here that if the wrong type of question is used it can limit responses or give unexpected answers. Closed questions are ones that have a definite answer; they are particularly useful for factual recall. Typical ways of starting these questions are:

True or false?

Yes or no?

What is?

How many?

Name/State/Identify. Open questions are more complex and do not have a definite answer. These usually start with:

Why does?

Why is?

Why do you think?

If you were? To learn more about this you should look at Blooms taxonomy of questioning or the SOLO taxonomy.

A simple tool for formulating questions is shown below:

Is/are/was/were Do/does/did Can Will Would/could Might

Who

What

Where

Why

When

How

The level of demand increases as you go down and across.

Section C Use of SPELL & SCERTS to Support Learning

1. SPELL & SCERTS

SPELL is a framework that incorporates the fundamental underlying principles of working with pupils in Marjory Kinnon. It is the expectation that all staff who work with our pupils will embed the framework in their practice and strive to ensure:

Structure and routines are in place to remove barriers to learning.

Positive approaches and expectations result in sensitive assessment of pupil’s barriers to learning, and persistent positive engagement with pupils.

Empathy for how individual pupils think, feel, communicate and learn leads to personalised programmes of learning, support and intervention.

Low arousal environments remove or reduce sensory barriers to learning.

Links with parents and other professionals are used to support the development of personalised programmes of learning, support and intervention.

The SCERTS model offers a framework to directly address social communication and emotional regulation, the core challenges of Autism Spectrum Disorders (ASD). It focuses on building a child's capacity to communicate with a conventional, symbolic system from preverbal to conversational levels of communication. It also focuses on the development of emotional regulation (i.e. self and mutual regulatory capacities to regulate attention, arousal and emotional state).

Transactional supports are designed and implemented across settings to foster more successful interpersonal interactions and relationships, and more productive learning experiences across school, home and community settings. The key principles of the SCERTS model are as follows:

Fostering spontaneous, functional communication should be viewed as the most critical educational priority for children on the autism spectrum.

Goals and activities should be developmentally appropriate and functional, relative to a child’s adaptive abilities and the necessary skills for maximising enjoyment, success and independence.

Natural routines across, home, school and community environments provide the educational and treatment contexts for learning.

All behaviour is viewed as purposeful. SCERTS assessments are used and specific group and individual interventions are in place to improve social communication and self-regulation. Each intervention is appropriately matched to each pupil’s level of cognitive ability and profile of need.

2. Communication The ability to receive and process information, requests or instructions and then the ability to respond appropriately can be a significant barrier to learning. We try and use multiple techniques to facilitate communication in multiple forms. Here are some. Makaton Makaton is a signed communication system derived from British Sign Language. It provides pupils with signs or gestures for key words and is a support to aid both their understanding of new vocabulary and being understood by others when communicating. As the pupils communication skills, speech and confidence increases the use of Makaton is reduced. Why use Makaton? Research has shown that:

Signing helps develop expressive language skills as using signs promotes and stimulates speech development. This is why Makaton is used with babies and very young pupil who are at an early stage within their communication development.

Makaton uses the pupil’s strengths: they mostly have better visual memories than auditory memory.

Signs are more concrete and last longer than the spoken word.

Even for pupils who do not sign back, signing can increase their understanding of language.

Signing helps facilitate social interactions such as eye contact, turn taking and imitation skills. All of which are important skills needed for communication and holding conversations.

How do we use Makaton? Makaton can be used across the curriculum and within all areas of the school in order to support pupils understanding of spoken language. Speech should always be used alongside signs. Makaton is not designed as a replacement for spoken language. For non-verbal pupils who use Makaton to communicate their signs should always be vocalised by an adult to reinforce the use of speech as a form of communication. Where possible pupils should be encouraged to vocalise the signs they use. Only the key information carrying words within a sentence should be signed. E.g.

Where is the red bus?

All other words within a sentence should still be spoken as this provides the pupils with the correct grammatical structure of spoken and written English. For sign and gesture to be effective it needs to be used as consistently as possible by all staff who communicate with pupils in a range of situations. It is important for signs to be accurate and not be learned “second hand” from the pupil. In this situation the sign should be signed back to the pupil correctly.

PECS What is PECS? PECS is a Picture Exchange Communication System used for non-verbal pupils or adults and those who are in the early stages of communication development. The approach allows pupils to make simple requests initially, developing into the construction of simple ‘sentences’. This is a mainly non-verbal approach to begin with, introducing speech as the pupil becomes familiar with the idea of exchanging pictures/ symbols as a form of communication. How do we use PECS? There are several developmental stages within PECS. The way in which PECS is used with individual pupil varies according to their level of communication, in particular understanding the conventions of communication (having a conversation/turn taking/responding) and their level of receptive understanding. This also has an impact on the types of symbols used, so for the lowest it maybe objects of reference, moving to photographs of the objects to generic symbols. At each stage adults will verbalise pupil’s choices and communication to help pupils develop an understanding that communication involves speech as well and gestures. The six phases of PECS: - Phase one: How to communicate At this phase pupils learn to exchange single pictures (photographs/ symbols) for items or activities they really want. At this stage pupils are developing the understanding of basic communication- initiation and response.

- Phase two: Distance & persistence Pupils use single photographs/ symbols/objects to learn to generalise this new skill by using it in

different contexts, places, with different people and across distances. Pupils are also taught to be more persistent communicators. At this stage pupils learn that communication can be with more than one individual and that it can happen anywhere.

- Phase three: Picture discrimination At this stage pupils learn to choose from 2 or more pictures to ask for their favourite thing. Symbols are either placed within a communication book or a choice board. As pupils understanding of making a choice and discriminating between pictures develop the number of pictures used is increased. Here the pupils are learning that communication is about making a choice and sharing this with someone else.

- Phase four: Sentence structure Here pupils learn to construct simple sentences on a detectable sentence strip using an “I want” or “Emma wants” (depending upon developmental stage) followed by a pictures of the item being requested.

-Phase four: Attributes and Language expansion Pupils learn to expand their sentences by adding adjectives, verbs and prepositions and their vocabulary and understanding of different types of words increases.

- Phase five: Answer questions As pupils use of and understanding of language increases they learn to use PECS to answer simple questions such as “what do you want?”

- Phase six: Commenting At this stage pupils are taught to comment in response to questions such as “What do you see?”, “What do you hear?”, “What is it?” They also learn to make up simple sentences using the sentence starters: I hear…, I see…, I feel…, It is a… etc.

Communicate: IN print At the heart of the ‘Communicate : In print’ is the Widgit Symbol Set, a bank of over 18,000 symbols which can be used to represent over 45,000 words and phrases. Symbols are a way to understand, learn and communicate which overcomes the barrier that text represents to many people of all ages and abilities.

It is used to create timetables, short sentences, instruction texts, methods and social stories to name but a few

Task:

Produce a simple social story using In print Watch a session that involves PECS – what do you notice? How does it help?

3. Emotional Regulation

Behaviour All behaviour management in Marjory Kinnon is based on SCERTS and THRIVE principles, this includes safe handling and de-escalation guidelines. These approaches focus on emotional regulation and transactional support with the aim of improving the pupils’ ability to self-regulate and understand their own feelings and emotions. The pupils move through a colour coded behaviour system that helps them understand their level of behaviour and the action they need to take to improve. It is a system that allows pupils to reflect on their own behaviour and self-regulate and there is an expectation that all teachers operate the system and teach pupils to understand how it functions. The framework is adapted for each key stage. Some common basic techniques for behaviour management are:

Be non-confrontational.

Be consistent in your use of the policy and in the boundaries that you set.

Use positive language.

Give choices.

Pause and give time for pupils to respond.

Be assertive but not aggressive, autocratic or indecisive.

Try to remain logical and not become emotional when dealing with behaviour issues.

If you are reacting emotionally step aside and let someone else deal with the pupil.

Safe Touch The developmentally appropriate (and therapeutic) use of safe touch is defined by situations in which abstinence of contact would actually be inhumane, unkind and potentially psychologically damaging. Safe touch is used to support pupil at MKS to feel safe and soothed and where necessary to bring them down from an uncontrollable state of hyper arousal. Maintaining boundaries in such cases can be a vital, corrective emotional experience, without which the child can be left at risk of actual physical or psychological damage. Examples of how to use safe touch and de-escalation include:

Lower the voice.

Encourage deep breathing.

Match and then regulate the pitch and volume of a child’s emotional display.

Talk slowly and firmly in an unhurried, unflustered way.

Provide clear predictable consistently held boundaries.

Use a gentle appropriate touch.

On rare occasions, especially with developmentally young and EYFS/KS1 pupils staff should use brief, gentle contact on open clothed parts of the body: hands, arms, shoulders, head, hair, shoes. For older pupils (Year 5-11) all staff should seek guidance from Thrive/SCERTS practitioners about use of reassuring touch.

For more detail on safe touch see the Safe Touch Policy Safe Holding The need for safe holding may occur when a child:

Is hurting, or about to hurt himself/herself or others, or

Is damaging property, and/or

Is out of control and endangering themselves or others, so that all verbal attempts to engage him/her have failed.

In these circumstances trained staff members will use the appropriate, safest and gentlest means of holding a child. Except in exceptional circumstances, MAPA holds and attempts to move pupils should be agreed and undertaken only by trained members of staff in accordance with MAPA guidelines. Examples of how to use Safe holding include:

Explain what you are doing and that the actions taken are for safety reasons.

Reassure the child ‘I am holding you to keep you safe. When I think you are safe I will let you go’.

As the situation de-escalates, touch can be appropriately used to move from a situation of control to one of care, using the THRIVE/SCERTS methods such as the friendly hold, which again is only undertaken by Thrive trained practitioners or with their supervision.

All incidents that involve safe holding due to unsafe behaviours will become part of a professional debriefing with THRIVE, SCERTS and MAPA practitioners and SL.

De-escalating Behaviour Pupils with chronic or severe behaviour problems often follow a predictable pattern of behaviour escalation leading to outbursts. Understanding how behaviour problems escalate and when and how to intervene is a key factor in effective classroom management.

Phase 1: Calm Typically the pupil is following classroom expectations and able to engage in the lesson appropriately. Strategies include:

Plan the classroom environment to allow supervision, reduce distractions, and provide a quiet space for pupils to calm down.

Establish and teach clear expectations and acknowledge and praise compliance.

Establish classroom routines to decrease downtime and disruptions.

Plan ahead for transitions and entry and exit routines. Phase 2: Triggers A trigger is any event or interaction that starts the pupil moving toward acting out behaviour. It can be school based or home based. Strategies include:

Identify the situation where problem behaviour is likely to occur and be alert changes in how the child is feeling and behaving.

Attune to their emotional state through facial expression, body language, gesture and noises.

Show you understand the intensity, pitch, pace and volume of the child’s emotional state.

Phase 3: Agitation When a pupil moves into this phase, teachers and peers can see behaviours that indicate anger, sadness, anxiety or frustration. Behaviours that may increase during this phase include hand movements such as tapping or opening and closing books, darting eyes, wandering from one group to another, or starting a task and then dropping it to begin another. Overall, agitated pupils may appear preoccupied or unfocused and unable to engage fully in an activity. Teachers may notice the pupil daydreaming, avoiding eye contact or conversation, withdrawing, or folding their arms

while disengaging from the activity. Their verbal or nonverbal message is “Leave me alone”. Strategies include:

Provide opportunities for movement such as running an errand or sorting and distributing materials.

Help the pupil to identify their feelings of agitation and choose strategies to try and self-regulate their feelings.

Don’t show reactive behaviours - instead disengage briefly, regain your composure, and return to the pupil. Don’t allow the pupil to engage you in arguments or power struggles.

Pausing, rather than responding immediately, shows pupils that while they may be out of control, staff members are calm and controlled. Be aware of your own emotions and if you are reacting emotionally get someone else to step in.

Use a calm but serious tone when speaking to the pupil. Focus on addressing the behaviour while maintaining a respectful tone, and be brief and matter of fact.

Use the pupil’s name and speak softly.

Speak with the pupil privately if possible. Focus on the expected behaviour.

Be calm when approaching the agitated pupil. Move slowly and give the pupil appropriate physical space.

If the situation escalates, withdraw and follow school procedures for emergency situations.

Phase 4: Acceleration In this phase, behaviour becomes focused and directed toward engaging others in a negative interaction. The pupil may begin to question, argue with or confront the teacher or defy teacher directives, whine, refuse, cry and maybe threaten.

Avoid escalating the pupil’s behaviour - be careful not to shout or take the behaviour personally. Don’t get in the pupil’s face or space. Don’t corner, touch or grab the pupil. Arguing, defensiveness, agitation or anger on the part of the staff member may serve to escalate the situation. Strategies include:

Attunement as above. Show empathy: recognize the pupil’s problem and communicate concern for the pupil’s wellbeing.

Help the pupil become engaged in the lesson or task at hand (distraction).

If appropriate provide space in a quiet area, or allow pupils to disengage briefly or to put their heads down for some quiet time. (10 mins time out).

Provide encouragement, reassurance and extra time if needed.

Allow pupil to engage in a favourite activity or follow an interest for a brief period.

Use proximity or brief interactions. Show acceptance of pupil. Offer it back in named small manageable pieces. (Be careful not to use too much language when a pupil is agitated).

Phase 5: Peak This phase includes serious behaviours that may pose a safety threat to the pupil or others. Pupils may destroy or seriously damage property, attack others or hurt themselves, run away or throw a tantrum.

Focus on pupil and staff safety.

Notify necessary staff of situation and provide directions for response.

If needed, use evacuation of classroom or lockdown procedures.

Contact appropriate assistance from key trained staff in MAPA/THRIVE/SCERTS.

Phase 6: De escalation During this phase, the pupil begins to calm down and the behaviours decrease in intensity. It is important to validate the child’s perspective /experience. Behaviour may be similar to the third phase in lack of focus and distraction, and may respond well to clear, brief directions. Pupils may appear confused or withdraw. They might deny their behaviour, blame others or blame the trigger event, or try to reconcile with the teacher. They will avoid problem solving or discussion at this point, as they need time to begin recovery. In brief remember: Attunement

Be alert to how the child is feeling.

Show you understand. Containment

Catch it / match it / digest it.

Make it survivable. Validate the child’s experience.

Use phrases like: o ‘I understand why you are feeling angry….’ o ‘It must be very difficult for you….’ o ‘It is ok to be upset…’

Soothe, calm and stimulate

Look.

Think.

Use voice, tone, body language.

We have to be calm and demonstrate that to children as we are working with them and help them learn to self-regulate.

DON’T

Shout / shame / use Sarcasm or jokes.

4. Transactional Support: Principles of TEACCH

TEACCH methods are based on the premise that people with autism are predominantly visual learners, so intervention strategies focus on physical and visual structure, schedules, work systems and task organisation. Individualised systems aim to address difficulties with communication, organisation, generalisation, concepts, sensory processing, change and relating to others. At the core of TEACCH is the idea of structured teaching. Structured teaching is comprised of 3 components: physical organisation, scheduling, and teaching methods. The developers of the TEACCH method have based their model on the idea that to effectively teach pupils with autism a teacher must provide structure. This means they should set up the classroom so that pupils understand where to be, what to do, and how to do it, all as independently as possible.

Physical Organisation The classroom should be clearly laid out so the pupils know where they are supposed to be and what they are supposed to be doing. There should be adequate space for independent and group work and the work areas should be arranged in the least distractible setting. The work areas should be clearly marked so the pupil can independently find their way to different locations within the classroom independently and the boundaries within those areas should be clearly marked. Play areas should not be located near exits to decrease the likelihood of a pupil leaving the classroom. All work and play areas should be well organised with all relevant materials available. All “teacher only” materials should be inaccessible and all areas should be free of clutter and/or broken items.

Scheduling There are two levels of scheduling which are both important to the structured teaching method. First is the daily classroom schedule. This schedule allows the teachers and pupils to clearly know what will be happening during the day. The overall schedule should also contain information about which teachers and/or assistant will be in which area. The daily schedule should balance opportunities for individual, independent, group and leisure activities throughout the day. In addition to the daily overall schedule, individual pupils should also have smaller schedules within scheduled activities to clearly define the expectations during the class period. The individual schedules should help the pupil transition by letting them know where to be and what to do, and it should inform them about where and when to begin and end tasks. Lastly, there should be a clear and consistent signal in the classroom which indicates time for a transition (i.e. timer, teacher instruction, pupil monitors clock, etc.).

Teaching Methods The teaching methods used in the TEACCH method are all behaviourally based. The goal for all programs is to maximise independence. Antecedent strategies utilised include getting pupil attention before giving instructions using clear and concise language, presenting materials in an organised manner, prompting only as much as necessary before a pupil responds incorrectly, and providing prompts which are pupil-specific and effective. Consequence strategies employed include giving clear feedback regarding correct and incorrect responses, clearly defining consequences/ reinforcers, providing reinforcers immediately following the desired behaviour, giving frequent reinforcers, and basing reinforcer selection on pupil preference and motivation.

Tasks: 1- Research and find out 3 different ways that schedules are presented in the school 2- Discuss with an experienced ASD/Highly structured teacher what kinds of tasks are

appropriate to use in a tray system 3- How are the structures in 2 different classes different? What does this reflect, teacher

preference or the needs of the pupils?

Section D Barriers to Learning

Some pupils learn particular things easily and successfully, while others of similar ability are struggling or have become alienated. Why aren't they learning? Anything that prevents a pupil from learning we can term loosely as a ‘barrier to learning’. For different pupils there can be different barriers and part of being a teacher is to identify the barrier and then adapt or intervene in a specific way to help overcome these barriers.

1. Attachment Disorders Attachment is a basic human need. It is the bond that develops between a child and their primary care giver. It is unique and special and will ultimately colour the way that the child will experience and see the world. It conveys a feeling of safety and protection and a feeling that they are worthwhile. If a child feels all these things they can self-regulate their emotions and trust people. Conversely if this is not the case the child can grow up feeling worthless, unsafe, weak and afraid. Attachment disorder is a spectrum of conditions relating to these feelings which we can classify into 4 main types:

Avoidant: ‘Tough guys’ who ‘don’t care’ but are really very sad and lonely. They will do anything to avoid feeling sad and the safest way is to deny it. They may appear aloof and often use nuisance behaviours to create tension and provoke frustration and anger.

Anxious: They are terrified of rejection and abandonment and have an inner sense of emptiness and of ‘not existing’. They can be really clingy and seek attention. They may also be very chatty, trying to control conversations and very eager to please.

Ambivalent: These children are angry and defiant, maybe violent. They can be destructive and tend to sabotage positive things that happen to them. They do actually understand the impact of their actions but do not care. The can be deliberate underachievers and although they might be classed as being of low ability some can be extremely able.

Neurologically disorganised: they display a range of symptoms which may be related to other conditions such as foetal alcohol or substance abuse, auditory hallucinations, bipolar, excessively excitable behaviours, overwhelming anxiety, disrupted random speech patterns, problems with boundaries and personal space.

2. Attention Deficit Hyperactivity Disorder Pupils with ADHD have difficulties in managing their attention, impulse control and motor activity. This means they:

May be careless.

Have poor attention span.

Avoid/delay/find it difficult to complete tasks.

Lose things.

Are distracted.

Are forgetful.

Are restless: fidgety, can’t sit still.

Talk a lot.

Interrupt.

Have poor turn-taking skills.

May engage in risky behaviour.

May be aggressive.

May be obsessive. They may also:

Be emotionally sensitive

Have very low self esteem

Worry excessively and needlessly

Have difficulty maintaining friendships

Have difficulty sleeping (too many thoughts)

Startle easily, sensitive to touch, sound, light, etc

Seek high stimulation

Switch around numbers, letters or words

Task: Which of the following have you used? How successful were they? Provide a clear desk at the front away from doors, windows, distractible peers, etc. Provide them a space to work alone if required. Provide a visual timetable. Provide frequent reinforcement of rules, expectations and targets (explain what should be done rather than what shouldn’t be done) Break down tasks into small steps. Give one instruction/request at a time. Check their progress often. Provide distraction from inappropriate activity. Provide opportunities to move around and frequent breaks. Provide a range of achievable and short activities (change often). Provide 1:1 support during unstructured times. Ensure problems are sorted quickly to avoid upset and obsessive thinking (a ‘finished box’ can help the pupil/pupil to move on once an issue has been resolved. Provide support to check they have everything at the end of a lesson. Provide personalised strategies: Check if the pupil has bespoke strategies; these may include medication and behaviour programmes. These will be recommended by CAMHS / EP / other external agencies

3. ASD/ASC (Autistic Spectrum Disorder/ Condition) Autism is a developmental disorder that makes it difficult for a person to predict the intentions and actions of others.

According to current diagnostic criteria, people with autism show a set of core behaviours or characteristics, including difficulties in social communication and rigid and repetitive ways of thinking and behaving. Unusual reactions to some sensations (such as the feel of clothes or the smell of perfume) are common, as are co-occurring mental health problems, especially anxiety and attention difficulties.

Autism is diagnosed according to impairment in three areas of development.

Social understanding and relating.

Communication verbal and non-verbal.

Imagination and flexibility of thought.

People with Autism have difficulty in:

Understanding other people’s points of view.

Sensory perception.

Sensory integration. They often present with:

Repetitive movements.

Self-stimulation.

Sometimes self-injurious and/or aggressive behaviours.

Asperger Syndrome is also an autistic spectrum disorder and shows similar characteristics and difficulties. People with this condition usually have average or above average intelligence. Their language style appears stilted and pedantic and they find it difficult to understand implicit meaning.

In order to meet the needs of ASD pupils the school follows aspects of the SPELL philosophy and SCERTS approach.

Task: One thing you can do to help children with an ASD diagnosis is help them deal with change. How would this translate into use in the classroom?

4. CAPD Central Auditory Processing Disorder is a neurological condition. People with CAPD have global developmental difficulties. They can have problems processing incoming information, attention, memory, emotional, behavioural and social dysfunction and language delay. Problems can range from mild to severe. This means that they:

Can be easily distracted by visual/auditory background noise.

Have difficulty following long conversations.

Have difficulty following multi-step directions.

Have difficulty concentrating for long periods – ‘drifting off’.

Have difficulty dividing attention.

Have difficulty separating relevant/irrelevant incoming information.

Can be disorganised and forgetful.

Can be upset by environmental noise.

Have problems with reading, spelling and writing. They may also:

Have difficulty remembering, short/long term.

Have characteristics of autism, dyslexia.

Have hyper/hypo sensitivities affecting eating, sleeping and avoidance of mixed textures, changes in visual presentation, smells/tastes and movement activities.

Have unusual sense of humour – often ‘chuckling’ to self.

Be obsessed with a particular activity, drawing, TV, cartoons.

Be easily tired.

Withdraw from social interaction.

Be aware that they are different from their peers.

Suffer from low self-esteem.

Be frustrated because they cannot communicate feelings.

5. Dyslexia & Dyscalculia

Dyslexia is a ‘learning difficulty’ that is to do with the way language is processed. Dyscalculia is difficulty in learning or comprehending mathematics. Dyslexic people have a combination of learning abilities and difficulties that affect the learning process in one or more areas of reading, writing, spelling and numeracy. The degree of difficulty varies from severe to mild. Generally people with Dyslexia might:

Make slow progress in literacy not commensurate with intelligence.

Demonstrate motor development delay (clumsiness).

Display frustration/behavioural problems (be forgetful, inattentive, disruptive).

Have a poor sense of direction (left/right confusion).

Have poor concentration (especially in afternoons).

Have a poor sense of time. When reading people with Dyslexia may:

Experience difficulty in keeping their place on a line or locating the next line.

Have halting, slow reading.

Substitute letters and words.

Omit letters and words.

Add letters and words.

Reverse letters and words.

Confuse similar words (for, of, from form).

Confuse similar letters (d/b, p/q, m/w, n/u).

Demonstrate ‘barking’ at print with little/no understanding of text. When writing people with Dyslexia may:

Be unable to plan and organise writing and have messy presentation.

Have problems with punctuation, SVO sentence structure and paragraph concept.

Have Insecure spelling – (*visual – siad/said; auditory –

donnd/down; bizarre tabf/elephant).

6. Co-ordination Difficulties (Dyspraxia) Dyspraxia is a neuro-motor dysfunction. People with dyspraxia have difficulties with motor planning and perceptual problems. This means they may:

Have psychological/emotional problems.

Have motivation and concentration problems.

Have poor balance.

Have difficulties with social interaction.

Tire quickly and are fidgety.

Have unusual posture – ‘floppy’.

Be described as ‘clumsy’ – problems using knife/fork/tying shoelaces.

Be described as ADHD or having dyslexia, dyscalculia.

Have difficulty finding root of problems.

Have problems with rapid memory recall.

Have difficulty ordering, sequencing and acquiring visual information.

Have delay in the control and use of the visual motor system.

Have links with motor control difficulties experienced in cerebral palsy.

They may also have:

Difficulties with letter recognition.

Difficulty reading print – words ‘running together’ or ‘jumping’.

Difficulties with shape and direction.

Problems with eye movement – may move whole head instead of just eyes.

Difficulties with spelling and reading.

Problems with numbers and concepts of size and shape.

Problems with calculations and sequencing for tables.

Problems with writing clearly due to inadequate holding and co-ordinating fine movements of pencil.

7. SPD Semantic Pragmatic Disorder is a complex disorder affecting communication, language, social and emotional development. People with SPD have difficulty processing information. They receive on a literal level. They have difficulty with abstract thinking. They tend to focus on detail and not the whole picture. They have difficulty recognising what is sociably acceptable and unacceptable. They seem to learn more by memorising than knowing what individual words really mean. This means that they:

Will display some mild characteristics of the autistic triad.

Cling on to routine.

Follow rules strictly and expect others to do the same.

Have to be told how to behave.

Do not understand other people’s intentions.

Can have little empathy.

Can be immature/self-centred.

Find loud noise distressing and may comment on it.

Can communicate fluently but only want to talk about things important to self.

Do not take turns in conversation.

Do not understand abstract concepts.

Can appear rude – difficulty in recognising what is sociably acceptable/unacceptable.

Can be obsessional about asking questions. Answers don’t satisfy.

Give bizarre answers. They may also:

Feel uncomfortable in conversation that involves jokes/sarcasm as they may take everything literally.