Harberton School 6 main departments

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Harberton School6 main departments

• Diagnostic Nursery
• Mainschool
• Outreach Learning
• Outreach Behaviour
• The Reading Units
• Nursery Support Service

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Harberton Nursery Support Service

• 1 teacher
• 5 classroom assistants
• Average of 25-30 children seen each academic year

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Referral Process

• Referral made by Educational Psychologist prior
  to child starting Nursery.
• Referral to Educational Psychology Service by
  Nursery.
• Child assessed by Educational Psychologist and
  case brought to EPD panel if further support
  required.
• Childs name added to Harberton Nursery Support
  Service list at monthly meeting.

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Harberton Assessment

• Meeting with parent/s.
• Observations.
• Discussion with teacher.
• Liaise with other professionals involved.
• Individual Action Plan written.
• Strategy meeting.
• Review in 8-10 weeks.

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Level of support following
assessment

• 1 / 2 advisory visits by specialist teacher
• Weekly / twice weekly visit by specialist
  teacher
• As above with classroom assistant 3-5 mornings
  per week
• Referral to another service e.g. ASD service.

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Most common difficulties

• Behavioural
• Speech and Language
• ADHD / ADD
• ASD
• Emotional
• Learning difficulties.

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The Way Forward

• Convince decision makers of the benefits of well
  planned, quality early intervention
• Inter-agency / allied health professionals
  working together with child and parents
• speedier referral process
• easier access to additional support
• increased staffing to service.

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HARBERTON NURSERY SUPPORT SERVICE OUTREACH
BEHAVIOUR PLAN - PUPIL SCHOOL _ has completed
one term in Nursery. Since November 2006 his
attendance has been limited because of his
extremely disruptive behaviour. He was unable to
join a group setting for even a short period. He
would become physically aggressive to both staff
and peers. Incidents included kicking, scrabbing,
spitting, biting, and attempts to damage school
and personal property. These episodes would be
accompanied by swearing and shouting. It was
agreed that _ outbursts were having such an
effect on the other children that his attendance
would be limited to the times when additional
support was available. Target 1 To establish
compliance with adult requests- we do what the
teachers say Much research has been carried out
which looks at the area of children needing to
belong, the trouble is that sometimes children
have learned behaviours which do not help them to
belong to a group, indeed those behaviours
frequently have the opposite effect. Pupils who
display behaviours which are, argumentative defian
t contradictory disobedient prone to tantrum
have often moved beyond a stage of attention
seeking when needs for approval have not been
met. These behaviours are more difficult to
manage because they challenge the authority of
the adult. These behaviours often stem from
insecurity and the childs view that they can
only belong to a group if they are in charge and
controlling their environment. When children have
these unsatisfying ways of responding to the
world around them, they need adult help to
change.
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Target 1 To establish compliance with adult
requests- we do what the teachers
say Continued. This target has been the focus of
my work with _ since November. _ needed to
understand that I meant what I said, but also
that I was always there to help and support him,
to help turn around his view of the world, to
become a place were good things can happen. _
needs very clear boundaries of what is acceptable
desired behaviour and what is not. In the first
weeks of support the quiet room was used as a
time out area whenever _ became abusive or
non-compliant. The request would be made ie we
are going to sit on the mat and listen to Mrs _.
If _ was unable to do this he was given one
reminder ie we must sit and listen or we will
have to go to the quiet room and if necessary
then he would be taken to the quiet room and
asked to sit on a cushion for a short time (timer
can be used) . He would be reminded that when in
Nursery we must do what Mrs _ or other adults
have asked and if we cannot then we must leave
the group for a little while. This strategy has
been effective in establishing my authority. _
now knows I will carry through. It should be
continued using the same approach ie _ will be
reminded each morning of our 3 rules- we do as
the adults ask we use gentle hands we use kind
words He can then join the class for whatever
activities are on offer. If he objects to joining
something we need to remind him of our rule. Use
an air of expected compliance, but in Nursery we
all do what the adults ask. Use the first,
then, technique if appropriate, ie if _ is
engaged at the water, but it is time for PE, then
ask him, do you want to play with the water?
Well first PE , then water. Doing this lets him
know that the preferred activity is still on
offer, but after the directed activity. If quiet
room is used, other staff members should be aware
and be watchful in the event of assistance being
required.
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Target 1 To establish compliance with adult
requests- we do what the teachers
say Continued. Remember, messages to be conveyed
to _ if he is taken to the quiet room, the
behaviour will not produce satisfying
results nothing bad will happen to him nothing
harmful will be allowed to happen to others when
behaviour changes better things will happen you
can help him change the situation and make good
choices Alongside this approach is the constant
encouragement and specific praise when Jordan is
engaging in desired behaviours. He needs to know
that we notice him when he is behaving well. The
quality of the adult attention is one of the most
important factors in helping the children become
motivated successful learners. Consistent and
meaningful encouragement and praise help build a
childs self-esteem and contribute to the
development of trusting supportive relationships,
which in turn reinforce and nurture a childs
growing social competence. In reality,
difficult children typically have received very
little praise and excessive amounts of criticism
and disapproval. They learn to expect this, so we
need to work hard to reverse this pattern. _
demands and needs a lot of attention, so it is
vitally important that all the adults give him
attention but our challenge is to give it when he
is responding appropriately and to remove our
attention when he is not.
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MAKING PRAISE AND ENCOURAGEMENT MORE
EFFECTIVE Praise is more effective if it is
labelled. Labelled praise describes the
particular behaviour that you like, ie what a
good job youve done picking up all those bricks
, by pinpointing exactly what you like about a
childs behaviour, the praise statement conveys
much more to the child and informs him/her what
specifically was praiseworthy about his/her
behaviour. POSITIVE, SPECIFIC PRAISE Effective
praise lets the child know, I LIKE WHAT YOU
DID. It immediately follows the desired
behaviour and can include how it makes you feel,
Im so pleased _, you did what I asked first
time You kept the sand in the tray, well
done Remember that positive, specific praise is
important not only as a tool to teach new
behaviours, but to help build a positive
self-image. Also research indicates that praise
is much more effective when accompanied by some
physical response from the teacher, so a gentle
touch on the head or back will be appropriate.
Use extrinsic rewards sparingly at this stage, it
will be much more desirable if _ values our
approval in terms of smiles, hugs, or verbal
praise. A few examples of effective praise You
did what I asked first time, great boy You do/did
a super job of.. Great waiting My, that was
great teamwork You are being a good friend
by. Pat yourself on the back for.. Give me five
for Thanks for being so patient and waiting
while I was.. I like the way you remembered
to. It helps us when.. You put a lot of
thought into that.. You are making a good
choice What a good way to be a friend by waiting
for.. Again it is useful if as a staff you can
brainstorm positive specific phrases to use so
that all staff have a variety of ways of praising.
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Target 2 To learn and use phrases for
sharing/turn-taking This is an area which _ has
difficulty with and can often trigger aggressive,
non-compliant behaviour. Interactive play is any
play that involves two or more participants,
anticipating and developing their actions in
relation to each other. It develops early social
interaction and play skills and is also a form of
communication as each participant in an activity
builds on the others actions, extending,
changing, keeping going, slowing down, speeding
up etc. For some young children, making and
maintaining friendships is not easy. Research
shows that children who have a more difficult
temperament or a communication difficulty have
considerable problems because their inadequate
impulse control can lead to aggressive responses,
lack of empathy and a failure to consider the
potential consequences of their actions. We need
to provide _ with the skills required to initiate
and maintain friendships with both adults and
children, at present his lack of ability in this
area disrupts his social performance and can
often lead to conflict with the other children
and adults. Our challenge is to prevent peer
rejection and to promote effective social skills.
I have provided several books, Sharing, and
Being Kind, which are specifically for use with
this age group to teach and explore the whole
area of friendship and social skills. It will be
helpful if one book is chosen each week. Each
book has two short stories which highlight the
skill we are trying to develop. The stories can
be extended by relating them to incidents in the
playroom, refer to the stories being read and
tell _ exactly what to say if he would like to
play with a toy someone else is using, and what
to say if someone would like to play with a toy
he is using, -model the phrase and have him
repeat it. ie can I have a go please? can I
play next?etc
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• Have short role plays where the children can be
  asked to make suggestions of the words a
  particular puppet/toy could use to solve the
  problem ie what could we say if we wanted a toy
  that someone else is using? Use puppets/toys to
  revise and reinforce the skills.
• Tell the children that for the next little while
  you will be noticing how many of them are trying
  hard with these skills, stickers and special
  mentions or little laminated stars to take home
  could be given for great efforts.
• Create a special star sharers board with
  photographs of children sharing/ taking turns,
  speech bubbles can be included with words to use.
  
• Circle time/discussion is a good place to talk
  about friendly play skills, WHAT MAKES A GOOD
  FRIEND can lead to discussion about qualities
  required
• -sharing
• -making a suggestion
• -waiting
• -asking for permission
• -taking turns
• -helping
• -giving a compliment
• -agreeing with each other
• -asking for help
• -being polite
• -giving up a turn to someone else

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Target 2 To learn and use phrases for
sharing/turn-taking continued. Remind _ of the
names of the other children at play activities,
have the children say Hello to each other,
when they join an activity, over time this can be
extended to encourage them in simple
conversations with each other. Adults will
definitely need to model the phrases to be said.
If there is a Class Book with photographs of all
the other children, take a few minutes every so
often to look at it and see if _ knows the
childrens names. Use specific praise good
sharing _ youre a good friend Target 3 To walk
around the playroom _ tends to run from activity
to activity. It means he is always operating at a
fast pace. We want to help him become more calm
in his daily routine. When trying to teach
children a new skill or engage in a Target
behaviour I have found the use of Visual
Symbols to be extremely effective, especially
with Nursery age children and particularly with a
child who tends to be impulsive. Unlike the
spoken word, things a child can see will last for
a longer time. When a child sees a picture he
continues to receive the information presented in
it for as long as he looks at it. Use of the
symbol necklace for walking indoors will be
helpful here to teach the behaviour Always
introduce the symbol when the whole group are
gathered together with a simple discussion about
what it means and why we do it ie we walk
because it is safer than running. Use the symbol
to remind the child of the target behaviour,
another reason for these being very effective is
that they force the adult to always use a
positive reminder, we are always focusing on what
we want the child to do. The use of a small bell
might be useful in signalling calm time to all
the children.
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Harberton Nursery Support Service J.Rankin Outreach Education Plan JAN 2007
Name D.O.B. Pupils strengths_____ enjoys coming to school. He is competent in self-help skills ie toileting/dressing. He enjoys a variety of play activities and can be engaged for extended time periods. School Class Teacher Principal SENCO
Current Difficulties (include medical problems and pastoral issues) was referred by the BELB Psychology Service. There were concerns over tantrum behaviour with loud shouting and swearing and physical aggression towards peers and staff. He has considerable concentration and attention difficulties, even in a one to one setting and is unable to join a group for activities such as rhymes. Behaviour Targets 1.To establish compliance with adult requests Current Point 0 1 2 3 4 5 6 7 8 9 10 2. To learn and use phrases for sharing/turn-taking Current Point 0 1 2 3 4 5 6 7 8 9 10 3. To walk around the playroom Current Point 0 1 2 3 4 5 6 7 8 9 10
Outreach Contribution preparation of Behaviour Plan liaise with other professionals involved liaise with Parent/Guardian C.Assistant 5 days per week People involved in this Behaviour Plan Name Responsibility Joan Rankin Drawing up Behaviour Plan HBU Teacher monitoring progress Teacher Implementation of B.Plan Implementation of Plan under C.Ass direction of class teacher Implementation of Plan under HBU C.Ass direction of class teacher Signed Date Jan 2007
People involved in this Behaviour Plan Name Responsibility Joan Rankin Drawing up Behaviour Plan HBU Teacher monitoring progress Teacher Implementation of B.Plan Implementation of Plan under C.Ass direction of class teacher Implementation of Plan under HBU C.Ass direction of class teacher Signed Date Jan 2007
Pupil Comment N/A People involved in this Behaviour Plan Name Responsibility Joan Rankin Drawing up Behaviour Plan HBU Teacher monitoring progress Teacher Implementation of B.Plan Implementation of Plan under C.Ass direction of class teacher Implementation of Plan under HBU C.Ass direction of class teacher Signed Date Jan 2007
Monitoring Arrangements weekly visits by Mrs Rankin / records kept. Plan will be reviewed. Date to be set week beginning Mar 22nd 2007. People involved in this Behaviour Plan Name Responsibility Joan Rankin Drawing up Behaviour Plan HBU Teacher monitoring progress Teacher Implementation of B.Plan Implementation of Plan under C.Ass direction of class teacher Implementation of Plan under HBU C.Ass direction of class teacher Signed Date Jan 2007

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HARBERTON NURSERY SUPPORT SERVICE OUTREACH
BEHAVIOUR PLAN REVIEW 1 Name

Date MAR 2007 Present CURRENT TARGETS

Target 1 To establish
compliance with adult requests Target 2 To
learn and use phrases for sharing/turn-
taking

Previous
point 0 1 2 3 4 5 6 7 8 9 10
Previous point 0 1 2 3 4 5 6 7 8 9 10
Current point 0 1 2 3 4 5 6 7 8 9
10 Current point 0 1 2 3 4 5 6 7 8
9 10 Target 3 To walk around the playroom
Previous point 0 1 2 3 4 5 6 7 8 9 10
Current point 0 1 2 3 4 5
6 7 8 9 10


NEW TARGETS Ammendment of Target 1(use
of quiet room) New Target 4 To join main group
for a variety of activities New Target 5 To
follow dinner routine successfully Current
Point 0 1 2 3 4 5 6 7 8 9 10
Current Point 0 1 2 3 4 5 6
7 8 9 10
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HARBERTON NURSERY SUPPORT SERVICE OUTREACH
BEHAVIOUR PLAN - PUPIL ____ SCHOOL _has
made good progress this term. He loves coming to
Nursery and we have seen a reduction in frequency
of tantrums. _ will still have outbursts when he
does revert to using the verbally and physically
aggressive behaviours, but since January as our
records show he has made considerable progress in
this area.
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With regard to our Targets Target 1To establish
compliance with adult requests We need to extend
this target to ensure that _ is able to take
direction from all adults. In order for his to
be effective we need to strengthen relationships
between _ and the other adults. A good start has
been made in this area and it is important that
we build upon it. _ can participate in activities
led by any other adult. The Classroom Assistant
can be involved in that activity or be close by ,
keeping a watchful eye on _. We want him to feel
secure enough to be able to develop independence
but to know that the dependable adult is there
if need be. Make sure that all other staff
members praise _ specifically for good
behaviours, kind words, compliance etc this will
help him to recognise that others notice him when
he is behaving appropriately. The second aspect
to alter in this Target is the use of the quiet
room. We obviously still need to use this room as
referred to in the original Education Plan, ie
when _ is being verbally or physically aggressive
but we should now be trying to use in class
strategies as well to help _develop more self
control. The use of the circular spot can be
implemented. I would refer to it as our thinking
circle or our calming circle. It can be used
in conjunction with the timer to help _ gather
himself in order to rejoin the group.
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Target 4 To join main group for a variety of
activities. We have started on this Target and
want to build on our progress to date. The
activities include, music gymnastics top
start jo jingles yoga storytime television show
and tell primary movement Make sure that _
receives specific praise for joining the group
activity. Make sure that whoever is leading the
activity comments on this. Make a point of
telling _Greatgran about his participation when
he is going home. Take some photographs of _in
group events and make reference to the fun he has
with all his friends. Praise all the other
children for helping _ to join our group
activities by being good friends. I have provided
two books, Sharing, and Being Helpful, which
are specifically for use with this age group to
teach and explore the whole area of friendship
and social skills. It will be helpful if one book
is chosen each week and read to the whole class.
Each book has two short stories which highlight
the skill we area trying to develop. The stories
can be extended by relating them to incidents in
the playroom.
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Target 5To follow dinner routine successfully We
have recently extended _ day to include staying
for lunch. At present he brings a packed lunch.
He enjoys this time and generally is quite
good. Be aware of the seating arrangements,
paying attention to the other children at _
table. It is also a good idea to place _ seat
next to the wall. This enables the adult to sit
next to him and lessens the opportunity for _ to
leave his seat. Having an adult sit at the table
is useful as the social aspect of eating can be
focused on with the adult leading and involving
all the children at the table in conversation.
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• This presentation will be available on the school
  website
• www.harbertonschool.co.uk