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Presentation to BESD IDP Leaders

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1 Presentation to BESD IDP Leaders
SEBD Team Children’s Services Department of Children’s Services

2 Today’s Session - AIMS By the end of the session participants should:
Have an overview of how the BESD IDP model and resources for training staff can be used in their own school Have an emerging plan for the organisation of the training in their own school. 2

3 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. 3

4 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. 4

5 The IDP Supporting Pupils with BESD Resource
DVDs including handbook was sent to all schools Also available on-line 5

6 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 ) Your ongoing monitoring and tracking of pupil progress will identify how well pupils with BESD are doing in your school. Where pupils with BESD are not making the required levels of progress staff may wish to know what else they can be doing to improve this area. 6 6

7 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 The resource has a self-evaluation document within it. Use this to gather information about the confidence level of staff in this area. It would be good practice to gather this base line information, collate it and then after some IDP related activities gather some ‘post’ data to establish how far staff feel they are more confident in this area. TEACHERS STANDARDS Found in in the library section File 5.1: Self-evaluation checklist for the learner (See also hard copy in pack) 7 7

8 Assumes that the school embraces the features of effective CPD
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) A school which embraces the features of effective CPD is likely to: have a direct relationship with what teachers are doing in their own classrooms use external expertise linked to school-based activity, involving observation and feedback – especially teachers observing and learning from each other and expert colleagues include peer support – colleagues supporting one another rather than leadership by supervisors provide scope for participants to identify the focus of their development enable all staff to be reflective and focus on their contribution to children's learning and attainment provide opportunities to work with other colleagues and share practice include opportunities to receive regular and structured feedback apply processes for sustaining CPD over time to embed learning in classroom practice include opportunities for independent self-study. Adapted from Excellence and enjoyment: learning and teaching in the primary years (2005). See also ‘Key elements of Effective CPD’ located in the library in the inclusion development Programme: Supporting pupils with dyslexia and speech, language and communication needs Search using ‘speech, language and communication needs’ 8 8

9 Section for School Leaders
sen_idp_ps_lead_ ppt includes PowerPoint presentation Information / Guidance notes for leadership teams These notes are designed to provide a summary of the key messages and also to align these messages with other priorities in schools. They could be used at a cluster meeting with other school leaders or consultants to see how the resource could fit into existing or planned CPD for your school. There are also seven further video clips which you may like to view: 1. A headteacher talks about looking for the underlying causes for the behaviour 2. An assistant headteacher discusses the importance of quality first teaching and the climate for learning 3. A deputy headteacher talks about the importance of everyone having consistency of approach and expectations of pupils 4. A headteacher looks at the journey that the school has taken 5. A headteacher talks about the importance of having high expectations in relationships, behaviour and academic achievement 6. A headteacher describes how a flexible staffing structure works for her school 7. A Children’s Services Officer describes how she can support schools. 9 9

10 Meeting the needs of pupils with BESD is complex
…and it needs to be addressed at the following levels: Whole-school ethos and policies Classroom practice, climate for learning and quality first teaching Evidence based interventions where the progress of the pupil is monitored and which is delivered by appropriately trained staff BESD is a complex notion and in order to best support pupils members of leadership teams are encouraged to look at this from three perspectives. 10 10

11 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? Look at first – others covered later. Draw attn to second bullet point Are parents and staff clear about the systems in place for identification of and support for pupils with SEN? Provision map/ meetings – this pm session on Structured conversation will help with this Ethos The Ofsted report Inclusion does it matter where pupils are taught? (2006) identified that schools where children and young people with learning difficulties and disabilities made outstanding progress had the following key features: an inclusive ethos; high expectations; good relationships; specialist staff with a high level of skilled support;and regular academically and socially focused professional development for all staff, based on needs. Several areas contribute to creating the ethos of the school or setting. These include: the values, beliefs and principles underlying policy and practice; the emotional well-being of the learning community; the nature of the relationships within the learning community (adults with adults, adults with children, children with children); a shared understanding of the rights and responsibilities of all members of the learning community; the nature of relationships with the wider community – parents, carers and other professionals and agencies engaged with the child and family; the systems for promoting good behaviour and regular attendance; the systems for combating bullying and discrimination in all its forms; how the environment is organised and cared for; the ways adults speak to and listen to children; and the attitude taken to children’s community languages and to their use. There is also a study topic in the National Programme for school leaders in Behaviour and Attendance (NPSLBA): Vision and Values: Creating an ethos. This may be found at: Search using ‘NPSLBA’ For further information on your Disability Equality Schemes the following guidance is available for schools: Implementing the Disability Discrimination Act in Schools and Early Years Settings, 11 11

12 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 Activity



15 Module 1. How do BESD develop? In this module…
Mandeep teaches Leanne and asks the question Show relevant bits from resource and run through ‘notes for trainers’ (Claire to do) 15 15

16 Attachment and development Other special educational needs
How do BESD develop Mental health Attachment and development Other special educational needs

17 Key resources module 1 Every child matters outcome framework
The Maslow hierarchy of needs or theory of motivation Definition of attachment National CAMHS review diagram showing resilience and risk factors Introduction to neuroscience What are speech, language and communication needs? Helping children with anxiety and depression Helping children with ADHD in the classroom

18 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 CLAIRE So the first module explores child development, issues connected with mental health and the correlation between BESD and other special educational needs. Further resources to support you In May 2008 the DCSF issued revised guidance on the education of children and young people with BESD. On this site you will also find a link to the department's 2001 guidance on promoting mental health in schools and Early Years settings. This explains how teachers and others, working alongside other agencies as appropriate, can promote children and young people's mental health and can intervene effectively with those experiencing problems. It provides case studies of children and young people whose behaviour, social and/or emotional development is causing concern and suggests strategies to address both the presenting behaviour and the underlying causes. The report is called The Education of children and young people with Behavioural, Emotional and Social Difficulties as a Special Educational needs (DCSF 2008) and may be found at 18 18

19 Module 2: How can I improve provision in the classroom for
pupils with BESD? Quality first teaching Classroom environments Social and emotional aspects of learning (SEAL)

20 How can I make better provision for pupils with BESD?
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 Module 2 Val High expectations and positive relations. Explore Module 2 on DVD and share training notes for school based CPD.(Val to do – see Jackie's Module 4 e.g.) 20 20

21 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? Classroom practice will include QFT, AFL, personalisation, classroom management as referenced in the (school) learning and teaching policy and assessment for learning policy. Monitoring the effectiveness of provision for teaching of pupils with SEN Your school learning and teaching policy will guide you here but there are additional checklists available for pupils with SEN within all of the Inclusion Development Programme resources. Each of the areas in the Inclusion Development Programme has a self-evaluation tool which allows staff to identify the areas where they are most and least confident. Using this tool could be a starting point for a whole school audit. The Inclusion Development Programme may be found at: Select ‘Inclusion’ Assessment for Learning Further information and guidance on assessment for learning may be found at: Search using ‘primary assessment’ or ‘secondary assessment’ 21 21

22 Module 2 resources Quality first teaching
Key characteristics that promote childrens’ mental health SEAL and SEN/BESD in secondary schools SEAL and positive behaviour in primary schools School leadership and SEAL Seal and the secondary curriculum Effective teaching and learning The principles of good classroom management Developing a positive mindset Motivating pupils with BESD in class The importance of the physical environment

23 Summary of Key Messages in Module 2
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 VAL Coffee at at latest – aim for 10.25 23 23

24 Module 3 How can I support pupils with BESD more effectively?
The curriculum Managing emotions The role of the SENCO

25 Active listening The importance of emotions in the classroom Anger management resources Provision mapping The role of the SENCO BESD guidance on curriculum delivery What is a nurture group? Checklist for arrangements out of class Peer mentoring Guidance on child protection and safeguarding

26 What are the other sources of support?
Module 4 What are the other sources of support? Pastoral support programmes The common assessment framework (CAF) Working with other children's services partners Partnerships with parents/carers

27 Key resources: Pastoral support programme CAF Multi agency working Roles of different agencies Roles of CAMHS YOTs BESD 2008 guidance Safeguarding

28 Whole school approaches
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 SENCO Child protection and safeguarding Professional support 28

29 A possible approach Initial Considerations
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 Monitoring Impact Show flow chart Show Action Plans Show Resources on DVD list in pack Blank Action plan for own use Lunch time arrangements Back for 1pm prompt for those staying to pm session on Structured Conversation See Flow Chart 29

30 Resources Implementation Action plans for school DVD Contains
All resources from today for you to use/ adapt Further resources for staff

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