Kindred Spirits

1
Kindred Spirits

• Mandy Baggott
• Inclusion Manager
• Busill Jones Primary

2
Inclusion in a 21st Century Primary School

• Mandy Baggott

3
Presentation Content

• Practical task (Audience participation compulsory
  I shall require volunteers!)
• E.V.E.R.Y. C.H.I.L.D. M.A.T.T.E.R.S. and School
  Development
• ARP Development at Busill Jones
• Circle of Friends

4
Practical Task

• A Please follow the written instructions.
• B Please write detailed directions, listing all
  street names, when travelling from Busill Jones
  School to 28, Buttermere Grove.
• C Take seat indicated and follow written
  instructions
• D..

5
How did you do?
? ? ? ?
6
What would have helped you?

• A A Dutch phrasebook, an interpreter.
• B An A-Z, a navigator.
• C A guide, someone to help you understand what
  was going on.
• D Clear instructions.

7
Inclusion in a 21st Century Primary School could
mean

• Inability to communicate
• Lack of direction (where do I go?)
• Isolation (whats going on?)
• Confusion
• Frustration

• Effective communication
• Clear objectives and planning
• Structure
• Interaction
• Success, enjoyment

8
School Development

• Inclusion is a process part of school
  improvement and developing more effective
  schooling for all.
• Inclusion requires commitment from the whole
  staff, governors, parents and children.
• Inclusion is about building a school community
  that accepts and values difference.

9
Every Child Matters

• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

10
E.V.E.R.Y.

• E Enjoy Environment
• V Visual Value
• E Empathy
• R Relationships Routine
• Y ?? Why inclusion in mainstream?
• ?? Why do all this work for 1 pupil?

11
C.H.I.L.D.

• C Communication Consistent CAF
• H Healthy High expectations
• I Inclusion Independence
• L Learning Language
• D Distress Develop

12
M.A.T.T.E.R.S.

• M Management Mainstream Meaningful
• A Attitudes Awareness Achievement
• T Teaching Training TAs Teamwork
• T Transition Tolerance Triggers
• E Early intervention Engagement
• R Results Ready
• S Structure Support Success

13
Developing ARP at BJ

• ARPs in Walsall
• CNRP at Busill Jones (Service Level agreement
  with LEA until July 2008)
• ASD and SLI pupils (Admission numbers 7 Jan 06
  10 Sept 06 15 April 07)
• Admission criteria ASD Statement SLI now SA

14
Team building

• Staffing structure Inclusion Manager (SLT), SLT
  (3 days), TAs, now p/t HLTA
• Recruitment and interviews
• Induction/training/becoming part of BJ
• Staff meetings, joint planning/teaching
• Spreading the ethos whole school training,
  collaboration, whole school strategies (eg.
  Makaton signs and symbols, timelines)

15
Admission Procedure

• Pupil raised with AT, EP, SLT (IPM)
• Application for place to Statutory Assessment
  Panel
• Paperwork received by BJ from HH
• MB/NM visit pupil at current school/home
• Parents/pupil invited to visit BJ
• Place offered if appropriate

16
Inclusion in practise at BJ

• Settling in induction determined by need
• Assigned TAs core team around pupil
• Acclimatisation and assessment
• Target setting and IEPs
• IEP support timetables (multipurpose)
• Reports, reviews

17
Inclusion in practise at BJ

• Mainstream class and lessons
• Withdrawal (the Green Rooms) time out, calming
  down, reward, 1-1 work on IEP targets, Speech
  work, pre/post teaching
• Specialist teaching RML, Narrative Language
  Group, Colourful Semantics, Pragmatics

18
What next?

• Regular review of Action Plan which feeds into
  School Development Plan
• Plans for maths groups, joint planning with class
  teachers, on-going training
• Links with other ARPs, sharing good practise
• Outreach supporting teachers of pupils with ASD
  and SLI in non-resource schools

19
Tools for Inclusion

• Vision beliefs, support of Senior Management,
  leading the way
• Ethos catching inclusion
• Introducing new strategies drip feed not
  force feed will embed at roots rather surface
  level.

20
Circle of Friends

• Introduction
• Kindred Spirits (Inclusive Solutions)
• Whole school training
• Doing it the BJ Way

21
COFs at KS2

• Who?
• Why?
• Main aims
• To help him understand his own behaviour and
  offer solutions to handling a situation
• To help him make more friendships
• To give him a sense of achievement
• To build self esteem

22
The First COFs

• Members (voluntary)
• Circle Name
• Rules
• Confidentiality
• Turn taking (hands up to speak)
• Good listening
• Good manners

23
COFs at KS2

• What?
• Timetabling and timing
• Staff one to chair, one to scribe and support
• Ice breaker
• Positives Whats gone well?
• Issues Whats not gone so well? encouragement
  and sensitivity

24
COFs at KS2

• What?
• Advice suggestions and solutions from members
• Reflection summarise main points of meeting
• Plan of Action reminders, encouragement
• Close positive comments

25
The BJ Way

• Weekly log one member keeps a daily log of Bs
  week, noting any positives and issues. A mark out
  of ten is also recorded. This is then read out at
  the meeting, focussing on the positives first
• Ice breaker shared good practise
• TAs into class and playground, training,
  rolling out COFs

26
COFs at KS2

• Benefits for Circle Members
• Greater understanding of the pupil
• Helps them become good listeners
• Helps them become better speakers
• Consider their own actions

27
COFs at KS2

• Ultimate aim
• We cannot change B but we can give him hope,
  lessen his isolation and help him cope with
  relationships at school, reducing frustration and
  unhappiness and leading to an improved attitude
  and outlook.
• We dont see COFs as a quick fix, rather a
  vehicle for teaching strategies and encouraging
  attitudes that are life long not school life
  long

28
COFs at KS1

• Who?
• Why?
• Aims
• Increase confidence
• Increase self esteem
• Encourage building of relationships
• Reduce anxiety

29
The First Circle at KS1

• Members
• Circle Name
• Rules
• Good thinking, no pushing, dont be horrible, no
  running, hold hands, no shouting out, dont tell
  L he is naughty, dont say nasty things, good
  sitting, be good friends

30
COFs at KS1

• What?
• Timetabling and timing
• Staff - one chair, one scribe and support
• Ice breaker pass a smile
• The BJ Way bracelets, box, books
• Whats gone well positives of week
• Whats not gone so well

31
COFs at KS1

• What?
• Issues focus on one, discuss solutions
• Book time suggested by members, reminder
• Close sum up, pass smile around circle

32
COFs at KS1

• Whats changed?
• More aware of Ls needs
• Helping on arrival at school, making sure he goes
  to toilet before lessons start
• Asking if he needs help during lesson times
• Playing with him more in the playground
• Helping him during snack time
• Noticing when he starts to get upset, offering
  help and support

33
Impact at KS1

• Focus child
• Gained confidence
• More comfortable and confident at snack time
  eating
• More confident at break playing with more
  children

• Other members
• More aware of Ls needs
• C eager to offer help and support less
  self-centered
• Js improved behaviour and attitude become
  friends
• Improved discussion skills
• Willing to suggest ideas
• Impact on whole class

34
Where do we go from here?

• Tool for Inclusion
• Commitment to COFs
• Support of SLT
• Whole school feedback
• Sharing Good Practise
• New Circles support from skilled TAs

35
Conclusion

• Het success bereiken is de uitdagign.
• The challenge is to achieve success.
• For our children.
• For our staff.
• For our school.
• For myself.