Welcome to our 3 TeachMeet - SEND Teaching Pie Corbett •Talk for Writing ... • If a teacher heard a student saying this, would they would challenge it and ... tent, laptop, music, sensory techniques

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  • Welcome to our 3rd TeachMeet

  • Talk for Writing

  • Pie Corbett

    Talk for Writing is based on the ideas of Pie Corbett.

    You cannot write something without saying it first.

    Ties in with milestone 1 Say first then write

    The idea is to build up a series of story/writing structures (fiction/non-fiction) which can be re-told, adjusted or re-written. It can be differentiated to suit a learners needs.

  • 1. Imitation - to know the text. Re-tell the story/text.

    2. Innovation tell then write a different version of the story/writing.

    3. Invention create your own story/writing.

    Build up a bank of story structures/ writing structures which can then be re-told, adjusted or re-written.

  • Enjoying The Slightly Annoying Elephant

  • Use a story map and actions to re-tell the story/writing.

    Helps to aid memory and allows everyone a chance to engage.

    All staff are models readers and writers.

    Through shared writing - grammar, spelling, vocabulary and punctuation can be taught and modelled, as well as different forms of writing.

  • Competition in SEN

    Physical Education

    Gareth Phillips

    Class Teacher Linden Bridge

    Competition is a lot like cod liver oil. First it makes you sick. Then it

    makes you better.

    Rosenau (2003:1)

  • Benefits of competition in Physical

    Education

    Hyland (1984) and Leah and Capel (2013) supported the view of competition being intrinsically built in to children.

    Children are able to learn skills such as winning, losing, resilience, and team work.

    Children will face winning and losing in life, PE gives them a structured environment that allows this to take place.

    PE for some children is their strongest subject so allowing them to thrive supports building their confidence and self-esteem.

  • Negatives of competition in

    Physical Education

    Creating anxiety for children who struggle with Physical Education and taking the child's natural motivation to

    succeed away.

    Coping with loss may result in children having a negative connotation and relationship with sport and fitness.

    High ability competitors often place additional pressure on themselves to win.

  • How to use competition in PE

    Firstly children need to be able to compete against themselves or an environment (personal bests.)

    Children then move on to competing against one or more child.

    Finally children take part in team based games allowing them to win and lose collaboratively.

    Needham (1994.)

  • Implementing competition in SEN

    PE

    Allow children to compete against themselves using personal targets such as how many laps can they run, how quickly. These can be changed weekly allowing children to always reach their goals.

    If children compete against others of varied ability give the higher ability a different piece of equipment to level the playing field.

    Use social stories before and after lessons allowing children to see the importance of winning and losing and why both these elements of competition are positive.

    Change the wording of competition and focus on self improvement, this takes the stigma of winning and losing away and focuses the child on improving their performance/ effort and not whether they win or lose.

  • Intensive

    interaction Linden Bridge School

  • Social Communication

    begins from birth.

  • For some children it is harder to

    make that connection

  • Communication

    informs,

    underpins and

    gives access to all

    other aspects of

    learning and the

    curriculum.

    (Hewett & Firth,

    2012)

  • Before intensive interaction.

  • This is where Intensive

    Interaction helps..

  • The Equalities Group at Hinchley Wood School

  • The Equalities Group

    Meet every Friday breaktime, led by a team of Sixth Form students

    Meetings structured: Social time

    Discussion of an issue that has been raised, either in the news/media or from within HWS

    Fundraising

    Assemblies

    Clear guidelines Only reputable sources used organisations and news outlets, rather than

    social media

    Safeguarding: Nick Lang is present for meetings to ensure that topics covered remain appropriate for a school setting. Students advised to seek professional advice if needed; there is a clear focus on ensuring that students feel happy and safe but acknowledging that as students, they are not in a position to give advice to students in terms of their welfare

  • The Equalities Group and its work what the students say

    its good to have somewhere that you can talk about these things without worrying about being judged

    before the Equalities Group there was nothing there like it I felt quite alone

    the school is now more understanding and accepting

    if you look on the internet there is support if you know where to look. But there is a lot of negative stuff online too

  • If we asked our students these questions, what would they say?

    If they ever hear anyone use the word gay when describing something If a teacher heard a student saying this, would they would challenge it and

    explain why it is wrong? If students ever get picked on by other children for not behaving like a

    typical girl or a typical boy If they have had any lessons about different types of families (single

    parent, living with grandparents, having two mums or two dads) If there is any homophobic bullying or name calling in school or on social

    media sites If a gay pupil was out in school, that pupil would feel safe from bullying If they have learned about homophobic/transphobic bullying and ways to

    stop it happening in school If they learn in school about different types of families whether anyone

    is, or would be, teased about having same-sex parents.

    Ofsted: Exploring the schools actions to prevent homophobic bullying April 2013

  • We no longer tolerate racist language, were getting better at dealing with sexist language, but sadly were still not actively addressing homophobic and transphobic language in our society.

    www.nohomophobes.com

  • Homophobic/biphobic/transphobic language does get used at Hinchley Wood.

    https://www.youtube.com/watch?v=agLrVvCUkzI

    https://www.youtube.com/watch?v=agLrVvCUkzI

  • The iceberg effect

    Whats going on below the surface? Janine Garth, Linden Bridge

    School

  • What might be going on for our students?

    Lack of understanding

    embarrassment

    Poor social skills/ communication skills hunger

    Illness or pain

    refusal, disruption, not doing homework, problems with uniform, absconding, shouting, hitting, etc

    Previous failures

    Fallen out with friends

    Low self esteem

    Sensory impairment sight and hearing

    Stuff going on at home

    Sensory or cognitive processing difficulties

  • Using the incredible 5 point scale

  • The incredible 5-point scale

    Objective is to teach social and emotional information in a concrete, systematic and non-judging way

    Great way for all people involved in the young persons life to communicate more effectively

    Can be co-created with the young person (increases acceptance and motivation to use the scale)

  • Using the scale to support our pupils emotional regulation

    Impact

    0

    20

    40

    60

    80

    100

    120

    Behaviourincidents

    Significantincidents

    Autumn term Spring term Summer term

    1. Pupils achieved their SCERTS IEP targets (Social Communication Emotional Regulation Transactional Supports)

    2. Pupils have progressed in all areas of the curriculum

    3. Reduction in number of recorded behaviour incidents

    4. Reduction in number of significant incidents

    5. Large increase in the number of transactional supports being used throughout the day (lesson observations, learning walks)

  • Can you think of your own 5-point scale?

    You need to be able to recognise your own emotional responses to support pupils with their emotional regulation

    5 Completely withdrawn or outwardly angry

    4 Major verbal and / or motor signs

    3 Verbal signs and / or motor signs

    2 Non-verbal signs of feeling anxious / stressed / unhappy

    1 Calm, happy, not stressed, not anxious

  • Provide an example with visuals

    Support pupils to produce their own scale

  • Provide a starting point

    Support pupils to produce their own scale

  • Provide ideas

    Support pupils to produce their own scale

  • Use the pupils interests

    Support pupils to produce their own scale

  • If they cannot make their own, adults complete one for them

    All adults involved in pupils life decide on how to respond

  • What it look like What **** can do How the adults can help 5

    Kicking

    Hitting

    Spitting

    Pushing & Pulling

    Biting

    Breaking glass

    Climbing outside

    Deeps breaths

    Rest

    4

    Faster pacing

    Running from room to

    room

    Shouting

    Screeching

    Throwing classroom

    equipment

    Choose a calming task

    Resting

    Use whiteboard with choice

    of calming tasks e.g. swing,

    tent, laptop, music, sensory

    techniques

    Swap adult if necessary

    Use 5 point scale

    3

    Pacing

    Saying No, shut up, it

    doesnt matter

    Choose a calming task

    Have a learning break

    Offer a choice of calming tasks,

    e.g. peanut ball, calming box,

    making 1 page profiles

    Use 5 point scale

    2

    Reluctant to start or

    complete tasks

    Work with a friend

    Do jobs for an adult e.g.

    laminating

    Give S***s jobs to do e.g.

    laminating

    Have a learning break

    Colouring in Telly Tubbies, In

    the Night Garden

    Use 5 point scale

    1

    Smiling

    Engaged in learning

    Quietly playing

    Quietly talking

    Enjoy school

    Talk to friends

    Keep S*** engaged

    Use a clipboard schedule

    Let mum know that Sean has had

    a good day

  • Active and inclusive

    approaches to language

  • Our mission and core values

    At Shakespeare Schools Foundation, we use the unique power of Shakespeare to

    change lives.

    Active and inclusive approaches to language Page 49

  • The king doth keep his revels here tonight;

    Take head the queen come not within his sight.

    Active and inclusive approaches to language Page 50

  • At Shakespeare Schools Foundation, we use the unique power of Shakespeare

    to change lives.

    Aspirational: We help people achieve the impossible. Confidence flourishes

    as people exceed their own expectations.

    Experiential: We offer an active, real and enriching approach.

    Diverse: We make Shakespeare relevant to all who encounter it.

    Uniting: We unite casts and bring communities into theatre.

    Thrilling: We show that playing Shakespeare is not just fun, it can also be

    terrifying, hilarious and moving.

    Transformative: We know that what we do has the power to change lives.

    Active and inclusive approaches to language Page 51

    Our mission and core values

  • What next?

    Take part in our annual festival

    Ask about our workshops, CPD and education products.

    Active and inclusive approaches to language Page 52

  • Teaching School Big 6

    Initial Teacher Training

    Continuing Professional Development

    Succession Planning & Talent Management

    School-to-School Support

    Specialist Leaders of Education

    Research & Development

  • Who are we?

  • School-to-School Support

  • School-to-School Support We provide School-to-School Support for

    Mainstream Schools

    Mainstream Schools with a Specialist Centre

    Special Schools

    Academies

    Independents

    Non Maintained Special Schools

    Within the partnership schools and the schools in our alliance of special schools in Surrey

    National Leaders of Education (NLEs)

    Leaders of Education (LLEs),

    Specialist Leaders of Education (SLEs)

    SEND Leading Practitioners (SEDNLP)

    A range of Outreach staff

  • School-to-School Support

    We can offer

    Short term support

    A longer term approach

    A package of support that is tailored to suit individual needs

    For further details please contact

    teachingschool@west-hill.surrey.sch.uk

  • CPD (Continual Professional

    Development)

  • Some of our courses for Professionals are:

    AET (Autism Education Trust) School program

    AET Post 16 program

    Elklan

    OLT (5 courses)

    OT & Sensory

    PDA training

    TEACCH (One Day, 3 Day & 5 Day)

    SCERTS

    Mental Health

  • We also help parents by:

    NAS EarlyBird training (Pre School)

    Barnados Cygnet training (4-19 year olds)

    PDA Awareness

    Fathers ASD Awareness

    Sensory Training

  • Please let us know what your training needs might be:

    Contact Vicky Jones

    courses@sendteachingschool.co.uk

    020 8330 3009 extension 237

    mailto:courses@sendteachingschool.co.uk