1. Presentation by Charis Penfold and Kamal Riar from Achieving for Children
Tuesday 25 April 2017

2. Director for Education Services
Charis Penfold

3. SEN Update An exciting but complex agenda!
2,200 EHCPs in 2017 across AfC (+7%pa)
Severe categories increasing 10%pa
Significant budget challenges in both DSGs, for the Councils and for schools. High needs spend across AfC will exceed by £5M and £4M
Implementation of national SEND reforms is exciting but not easy to implement locally
Deadlines for statement to EHCP transfer are unrealistic

4. SEN Update
Currently completing a full needs assessment of all children / YP with SEN to inform a revised strategy and plans for investment in SEN Resource Base provision. Consultation with schools, parents and carers
1 Special Free School agreed, one further application planned
Mainstream school inclusion focus - Team Inclusion Primary focus groups to understand what behaviours are most challenging in schools. EPS input to help secondary schools to understand, support and include their most complex, challenging and vulnerable students, including those at risk of exclusion and/or educational disengagement
KS2/3 Transition – what does being ‘secondary ready’ mean

5. Primary Support Practitioner
SEMH

6. Supporting teachers and Inclusion managers to meet the needs of pupils with social / emotional or behavioural needs (which may affect their learning; putting them at risk of exclusion, under-achieving and mental health issues) using realistic; practical resources and systems

7. SEN ADHD Low- level anxiety ASD
Emotional regulation (e.g. anger / anxiety )
Attachment needs
Down's Syndrome
Self – esteem / resiliency

8. Pupil work/Group work/Class work
Support plans / Teacher / T.A coaching / Training
Observations, assessments and guidance for individual pupils and support in the production of support plans
Monitoring the implementation of support to meet the changing needs of the pupil
Advice on base-lining, assessment and monitoring in the area of SEBD

9. Main needs... Emotional regulation Sensory processing
Executive functioning

10. All 3 of these neurological components - Sensory processing, executive functioning and emotional regulation - depend on one another
Important to look at all 3
Share : Which self regulation tools do you use ?

11. What can schools do to support pupils with ADHD...
Staff can have an ethos seeing the positive / strengths
Alert to what’s going on
Tireless when motivated
Keen to get on with things
Independent
Willing and able to take risks
Fearless and energetic
Keen/impatient to contribute
Spontaneous
Individualistic, enquiring

12. What can schools do ?
Have a 'soft start'/ morning routine/ checking -in
Support parents with making a visual schedule to help the mornings run smoother
Why a morning checking - in?
A time for nurture/ social time
- Go over visual timetable and changes to the day
- Ask how they are/ use any emotional coaching tools
Pre- tell expectations around expected behaviour and learning tasks
Explain how this 'expected behaviour' will be 'noticed'

13. Discuss Plan A and Plan B
Go over targets with visuals

14. Ask staff to record type and frequency of incidents to check the appropriateness of provision
Work wise: teachers can make a big difference by using clear instructions / less text and visuals
Scaffold / separate the task into 10 minute chunks, ensuring a break / sensory / movement / calming break
Clarity around work expectations
Teach skills around transitions

15. Emotional coaching skills and tools....
The '5 ' point scale.
The way to A.
The Zones of Regulation
Comic strip conversations
Visual schedules.

16. Feelings in the classroom display

18. Whole class too!

19. Point of choice...

20. Zones of regulation tool

21. Green zone - Good to go
Yellow zone - caution / slow down
Red zone - person needs to stop / regain control
Blue zone - blue rest area / tired / need to recharge
NOTE: everyone experiences all of the zones at one time or another

22. Red and Yellow zones are not the bad / naughty zones.
Aim is to teach pupils to figure out the expected in different situations and determine if they need to manage their behaviours while in different zones to meet the demands of the different zones
Not a tool for pointing out when they are in red / yellow

23. Questions ?