Transcript Slide 1

THE INCLUSION DEVELOPMENT
PROGRAMME (IDP)
Supporting pupils with Behavioural,
Emotional and Social Difficulties
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Welcome
Your presenters today are:
Jackie Hibbert (SIPS -Senior School Development Adviser)
Julie Thompson (SIPS - SEN Lead Consultant)
Fiona Le Cras (SIPS - B&A consultant)
Claire Page (Psychology Service - Senior Psychologist)
Val Brown (Service Leader - Learning Support Service)
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Outline of session
09.00 – 09.15
09.15 – 09.30
09.30 – 09.45
09.45 – 10.30
10.50 – 11.30
11.30 – 12.00
Introduction
Overview of IDP BESD
Meet the characters
Modules 1 and 2
Refreshments
Modules 3 and 4
Planning for implementation
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The Youth of Today
“Young people have bad manners, contempt
for older people and talk nonsense when
they should work. Young people don’t stand
up any longer when adults enter the room.
They contradict their parents, talk too much
in company, guzzle their food, put their feet
on the table and tyrannise their elders.”
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The IDP is not about the everyday behaviour of
the majority of ordinary young people who
push the boundaries.
The IDP is about the minority of those ordinary
young people who also have additional
emotional needs, due to underlying medical
or social difficulties. Sometimes these lead
to mental health difficulties.
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What the IDP is not
• The IDP is not training on everyday
behaviour or classroom management.
• The IDP is not specialist training on working
with pupils with Behavioural, Emotional and
Social Difficulties.
• The IDP is not only for the SENCo or SEN
department.
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What the IDP is
• The IDP is training for all staff working with children
and young people to give them foundation level
knowledge about BESD.
• The IDP is about improving Quality First Teaching
(QFT) and other provision to include children and
young people with BESD.
• The IDP is about demystifying child and adolescent
mental health so that every professional can
understand their role in supporting children and
young people with BESD.
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Today’s Session - AIMS
By the end of the session participants should:
• Have a model and resources for training staff
in their own school or place of work.
• Have an emerging plan for the organisation
of training in their own school or place of
work.
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The IDP
Supporting Pupils with BESD Resource
• DVDs including handbook have been
sent to all schools (in school post)
• Also available on-line
www.nationalstrategies.standards.
dcsf.gov.uk/node/251416
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The IDP Resource – Why might it be used?
• Any CPD programme in school seeking to improve
quality first teaching should consider this resource as
part of that provision
• Evidence from school’s ongoing monitoring and
tracking may identify the need to improve the
progress of pupils with BESD.
• Staff may identify this as an area for their own
professional development. (See IDP BESD links with
Professional Standards in pack)
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The self-evaluation audit tool
Will:
• help you identify confidence level of staff
• help you prioritise IDP activities for school
improvement in the area of pupils with SEN and BESD
• provide baseline information about the perceived skills
and knowledge of your staff against which to measure
any gains
Found in in the library section
File 5.1: Self-evaluation checklist for the learner
(See also hard copy in pack)
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The approach
Assumes that the school embraces the features
of effective CPD
(see ‘Key elements of Effective CPD’ located on page 7-8 of
the accompanying booklet inside your DVD case)
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Section for School Leaders
includes
PowerPoint
presentation Information /
Guidance
notes for
leadership
teams
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Meeting the needs of pupils with BESD is complex
…and it needs to be addressed at the
following levels:
1. Whole-school ethos and policies
2. Classroom practice, climate for learning and
quality first teaching
3. Evidence based interventions where the
progress of the pupil is monitored and which is
delivered by appropriately trained staff
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1. Whole school ethos and policies: suggested
key questions for schools
• Is the desired ethos of the school shared with all stakeholders?
• How does the whole-school CPD programme ensure that all
staff have appropriate skills to meet the needs of pupils with a
range of special education needs (SEN) and disabilities?
• How is your Disability Equality Scheme reviewed, updated and
shared with staff and parents?
• How does the school monitor the effectiveness of provision for
and teaching of pupils with a range of SEN?
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Getting Started on the IDP
Discuss…….
• Is IDP linked to any of your school’s current
priorities?
• Your view of staff confidence in supporting young
people with BESD
• Recent and planned CPD
• Possible links with other schools/ settings
THE INCLUSION DEVELOPMENT
PROGRAMME (IDP)
Supporting pupils with Behavioural,
Emotional and Social Difficulties
•Meet the Characters
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Characters
Four practitioners
supported by two
experienced
practitioners:
Alan and Barbara
Mandeep,
Zoe,
Beth,
Steve,
Teacher in a
primary school
who
teaches
Leanne
(Year 4)
English teacher
in a
secondary
school who
teaches Josh
(Year 8)
Teaching assistant
in a primary
school who works
closely with
Daniel
(Year 6)
Geography teacher
in a
secondary
school
who teaches
Wayne (Year 10)
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Structure of the course
What are BESD?
1. How do BESD
develop?
2. How can I improve
provision for
pupils with BESD
in the classroom?
3. How can I support
individual pupils
with BESD more
effectively?
4. What are the
other
sources of
support?
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Module 1. How do BESD develop?
In this module…
How do BESD
develop?
Mandeep teaches
Leanne and asks the
question
Mental health
Key areas
addressed
Attachment and
development
Other SEN
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Risk and Resilience
Risk and Resilience
The ‘Marine Navigation’ metaphor
Self-harming behaviours
behaviour
is the tip of
the
iceberg
BESD and other SEN
•Speech, language and communication
•Autism (Aspergers)
•ADHD
•General and specific learning difficulties
•Executive functioning
Summary of Key messages in Module 1. How
do BESD develop?
• BESD has many antecedents:
- social
- emotional
- cognitive
- physical
• Early childhood experience is a major factor in the
development of BESD
• There is a strong correlation between other SEN and BESD
• Mental health problems often contribute to BESD
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Module 2. How can I improve provision in the
classroom for pupils with BESD?
How can I make
better provision
for pupils with
BESD?
Zoe teaches
Josh and
asks the
question
Quality first
teaching
Key areas
addressed
Classroom
environment
SEAL
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Classroom practice and
quality first teaching: key questions for schools
• Is there a framework for the preparation, delivery and
monitoring of quality first teaching?
• Are high expectations and positive relationships at the heart
of classroom practice?
• Is there a common framework for supporting and reinforcing
good behaviour in the classroom?
• Do staff feel confident to meet the needs of a range of pupils
with SEN in their classrooms, including BESD?
• Are resources and approaches which support pupils with
SEN such as the Inclusion Development Programme
actively promoted through school development groups?
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Summary of Key Messages in Module 2. How can I
improve provision in the classroom for pupils with
BESD?
• Many pupils need explicit teaching to develop their social and emotional
skills
• Positive relationships are key to promoting the well-being of pupils with
BESD
• Consider the classroom environment and be mindful of how this can
affect behaviour
• Quality first teaching which is personalised to take account of pupils
with BESD is crucial
• Pupils with BESD are often more comfortable once routines are
established
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Module 3. How can I support individual pupils
with BESD more effectively?
Beth works
closely with
Daniel and
asks the
question
How can I support
individual pupils
with BESD more
effectively?
The curriculum
Key areas
addressed
Managing
emotions
The role of
the SENCO
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Triggers to an emotional outburst
Individual – what is a trigger for one person
may not be for another
Context dependent – ‘the straw that breaks the
camel’s back’
Thresholds vary – an ‘emotional regulation
thermostat’ is set to a default setting
during the pre-school years.
Adults also get triggered!
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Thoughts
Physiology
Feelings
Behaviour
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The emotional cycle
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An everyday scenario ...
Appropriate group and
differentiated task
But Daniel is:
•becoming quieter
•banging his pencil on
the table
•digging his elbows into
his neighbour
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Teaching emotional regulation
•Time out systems
•A safe place to go (to cool off)
•Emotional regulation games (‘Theraplay’)
•Mentoring approaches
•Cognitive-behavioural programmes
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Relationships
To work successfully with children and young people we
need good relationships AND appropriate interventions –
neither can be sufficient on their own.
What we say and how we say it are crucial to both these
areas.
We need to strive to separate out disapproval of a behaviour
from a child’s perceiving that we disapprove of them.
Cue Alan ...
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A Reminder …
Whole school approaches
Catering for an individual’s needs within the classroom is
part of Wave 1 provision.
Ensuring that there is adequate monitoring and additional
provision requires a well-coordinated whole school approach.
•Behaviour system
•Child protection and safeguarding
•SENCO
•Professional support
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Individual interventions (with appropriately trained
staff): Key questions for Schools
•Does your provision map demonstrate clearly how
pupils with BESD are supported through Waves 1, 2 & 3?
•Is your partnership work with a range of professionals aligned in a
strategic way so that staff have professional support and training on
an ongoing basis to meet the range of needs of pupils with SEN
including BESD?
•Is the organisation sufficiently flexible to allow staff to gain
additional qualifications, become reflective practitioners and coach
each other to higher levels of performance in order to improve
outcomes for pupils with SEN including those with BESD?
Summary of Key Messages in Module 3. How can I
support individual pupils with BESD more
effectively?
•Have strategies for managing emotional outbursts
•Build positive relationships with pupils
•Consider use choice of words and tone of voice
•Think about the role of a key person
•Understand the provision that is in place
•Think about unstructured times
•Be aware of anxiety caused by transitions
Module 4. What are the other sources of
support?
Steve teaches
Wayne and
asks the
question…
What are the other
sources of
support?
PSPs and
the CAF
Working with
other
partners
PSPs – pastoral support programme; CAF – the Common
Assessment Framework;
Key areas
addressed
Partnerships
with parents
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Summary of Key messages in Module 4. What
are the other sources of support?
• You can contribute to and gain support for a pupil with
BESD through a thoughtfully designed Pastoral Support
programme (PSP)
• A pupil with complex needs will be receiving support from a
range of professionals: consider how these programmes can
be built upon in the classroom
• Engaging with the parents and carers of pupils with BESD
to gain their support is crucial and can be extremely valuable
• There are many creative strategies which have been
successfully adopted to engage with ‘hard to reach’ families.
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Planning for Implementation in your school
A possible approach
• Initial Considerations
• Staff Self Evaluation, Analysis
• Action Planning
– Look at modules and prioritise which to focus on
– Decide how to deliver
• Tracking, assessment and monitoring pupil
progress
See Flow Chart
• Monitoring Impact
Resources
• Implementation Action plans for school
• DVD
Contains
– All resources from today for you to use/ adapt
– Further resources for staff