Outstanding PMLD Practice

A bit of background… The needs of pupils in school are changing over time, with increasing numbers of pupils with PMLD. We want to meet the needs of PMLD pupils effectively. Teachers and TAs within school have a range of experience. Some have expertise in working with pupils with PMLD, others have less experience of this. We therefore want to share the expertise that exists.

Aims for today To share our ideas about developing outstanding practice for pupils with PMLD at St Francis. To look at the ‘problem’ we need to solve and the possible solution. To share draft guidelines that we have devised to support outstanding practice.

A ‘problem’ to solve We’re keen to use a problem solving approach. Our initial ‘problem’ was how to share the PMLD knowledge and expertise that exists within school. We thought of more possible ‘problems’ within this: Are we clear what outstanding PMLD practice looks like for St Francis? Do we know what support/information about outstanding PMLD practice different teachers/TAs need? Is there time to meet with teachers/TAs? (There’s never enough time!)

A possible solution We met as a team to try and find a possible solution. We focused on what we could do to solve our ‘problem’, trying to stay positive and think of possible solutions. We decided to work towards 3 main actions: Clarify what we as a school think outstanding PMLD practice looks like. Share this with teachers and TAs, through both written guidelines and discussion. As a whole staff team work together to develop this outstanding practice for all pupils with PMLD.

The draft guidelines As a team we have devised some guidelines to support outstanding PMLD practice. These are a draft and we would welcome any suggestions for changes or additions. We expect they will be adapted and added to as they are trialled this year. We’re definitely not here to give all the answers! We want to start a dialogue to work together to develop outstanding PMLD practice. We don’t expect all classes or staff to follow everything contained in the guidelines immediately. However we do hope that teams will work towards improving their practice by using the guidelines.

The draft guidelines- 4 parts The draft guidelines have 4 parts: An overview showing the 5 key sections. A pack of additional information, linked to the 5 key sections. A ‘ready to work’ document. An Appendix of useful documents linked to the guidelines.

The overview

The overview (cont.) The overview follows the Assess – Plan – Do – Review cycle which fits with the SEND Code of Practice. This is a cycle that teachers are familiar with as we follow it when we plan, teach and assess. There is an additional section at the beginning of the guidelines called ‘Meet basic needs’. This recognises that the basic needs of pupils must be met first before effective learning can take place. Today we are going to focus on this first section, plus the Plan/Prepare and Do sections.

Meet basic needs We have created a document called ‘Ready to work’. This covers 6 key areas for ensuring PMLD pupils are given the best opportunity to learn. These areas are: Positioning Communication/AAC Support Care needs Equipment Respect

Plan/Prepare All adults who work with a pupil should be aware of what their learning intentions are. Planning should be shared. Plan a well organised timetable/daily routine, ensuring as much learning time as possible (covering the 4 key areas) as well as time for care, medical and therapy needs. Plan engaging activities (based on pupils’ motivations, likes, interests) that are fun, multi-sensory and accessible. Plan activities that are either relevant and useful to the pupil or that bring the wider world to them. Prepare suitable, individualised multi-sensory resources for each activity and ensure these are organised/in place.

Do Outstanding learning is built on positive, trusting adult-pupil relationships. Adults should put time and effort into building these relationships. Work effectively as a team towards a common goal- ensuring every pupil progresses with their learning. Sessions should usually follow a three part structure- with a clear starter, main and plenary. Consider the 4 elements of MAPP when delivering learning- Prompting, Fluency, Maintenance, Generalisation.

Problem solving approach