Young Starts: babies & toddlers (severe learning difficulties) A CPD Resource focusing on Starting School A Window On Special

Overview The purpose of this video and CPD resource is to: Support the school to review its induction and settling in process for young children to the nursery and foundation departments; Reflect on school procedures; Consider methods to minimise the stress of starting school for young children and their families; Look at how information is provided to families about what early years education in a special school looks like This may be particularly useful for schools to use when meeting with others in their local cluster. You may also find these documents useful (links are on the last slide): Together Towards Improvement (Pre-school) Editable Performance Indicators (Pre-school) Together Towards Improvement (Special) Editable Performance Indicators (Special)

Support for All & Planning Ahead Session Three Support for All & Planning Ahead

Coping with Separation Some children may need additional support with separation. Some things that may help are: Keeping the same daily routine so the child learns when they are going home Keep the same key worker for that child until they settle Straight after the goodbye, schedule a favourite activity for that child Allowing the child to have access to a comfort item from home that they can go to for reassurance

Coping with Separation How separation anxiety may present in young children with SLD: Crying, screaming, asking for parent Child refusing to move from the spot or engage in activities Self-harming behaviours e.g. biting self, pulling hair, head banging Clinginess to main carer or a member of staff Self-soothing behaviours e.g. rocking, pacing Aggressive behaviours e.g. biting, hitting, pushing Hiding from other children and staff For more detailed information on separation anxiety see: http://ccea.org.uk/curriculum/sen_inclusion/social_emotional_behavioural_difficulties http://www.younghealthymindsni.co.uk/faqs/separation-anxiety/

Access For All As a school, do we: Familiarise ourselves with cultural differences and take them into consideration, e.g. customs, diet, important celebrations and dates Ensure a welcoming environment for newcomers , e.g. displays, signage Ensure information is accessible for all families: translating letters, accessing translators for meetings, using visual home/school diaries, enlarged print, minimal jargon in reports Could we improve in this area?

Meeting challenges scenario 1 Bobby is 3 years old and has a diagnosis of ASD. He was late to school on his first day. His mother brought him to school in his ordinary clothes and explained that Bobby would not get dressed in his school uniform. He had missed his bus and was upset so his mother eventually dressed him in his ordinary clothes and drove him to school. She is already anxious about tomorrow and wants advice on what to do. What advice would you give Bobby’s mother? How can you support Bobby and his mother with coping with the school uniform? What pro-active steps could have been taken earlier in the process to ensure an easier start for Bobby? Split into 3 groups to each discuss one scenario and then come back to share with the whole group. It’s important to note that there is no ‘right’ answer to these scenarios. These should be used to consider: The types of questions staff should ask in each situation The sources of help that staff might go to The initial strategies that might be considered

Meeting challenges scenario 2 Conor is a 3 year old boy who has a diagnosis of ASD. He started nursery and appears to have settled well but after almost 4 weeks he still refuses to eat or drink while in school. Staff are concerned about Conor and want to put something in place for him at snack and lunch. What could be causing Conor’s refusal to eat and drink? Who would you ask for advice? What actions would you consider taking? What pro-active steps could have been taken earlier in the process?

Meeting challenges scenario 3 Molly is a 4 year old girl who has Down’s Syndrome. She attended a private day nursery before starting school. In this setting Molly was observed to be developing independence in play, interacting with other children and using single words and Makaton signs. Molly has now been at school for 5 weeks and is quiet, withdrawn, and using only limited Makaton signs. She has recently been observed covering her ears and biting the back of her hand. What could be the possible causes of the changes in Molly’s behaviour? What actions would you consider taking to support Molly? Who would you ask for advice? What pro-active steps could have been taken earlier in the process?

Evaluating the New Process Consult with parents, class teams and where appropriate the children Compare baseline and end of year assessments for the children Find out what benefitted families most and what they would have liked more support with Find out from staff what worked well and what could be improved Use feedback to inform the next year’s induction and planning

Next Steps Which ideas from this training would we most like to implement in our school? Priorities for school development plan

Consider each of these ideas in turn and answer these questions Next Steps Consider each of these ideas in turn and answer these questions What actions are needed? Who will undertake each action? What deadlines will we set? eti priorities

School Development Plan How to make the school development plan work for your department What priorities from the school development plan are relevant to your agreed action?

Useful Documents Together Towards Improvement (Pre-school) Editable Performance Indicators (Pre-school) Together Towards Improvement (Special) Editable Performance Indicators (Special)