1. Katie Murray Deputy Headteacher Percy Hedley School
“An integrated approach within the principles of Conductive Education” What does it really mean?
Katie Murray
Deputy Headteacher
Percy Hedley School

2. Terminology? Jargon? Advertising material Reports Statements/EHC
Job descriptions
Unique selling point
We use this phrase over and over again- a stock phrase that rolls off the tongue with ease- we offer an integrated approach within the principles of CE its written everywhere and we use it repeatedly

3. But what does it mean? Physiotherapists Speech and Language therapists
Occupational therapists
Support staff
Teachers
Conductors???
We have a range of staff from different disciplines, with different experiences, different ages, trained and different times, all with a very clear idea of what their role is in enabling a child to succeed. Teachers teach the curriculum ? Physios do physiotherapy working on developing motor skills? Speech and language therapists work on communication, occupational therapists look at fine motor development, access, equipment, support staff support the pupils to access the curriculum Conductors- do task series? Because that’s CE isnt it?

4. Principles- what principles?
Active participant
Functionality and independence
Focus on what they can do, not what they cannot
Potential in all
Focus on the development of the whole child
24 hour approach

5. Practice- what practice?
Task series
Opportunities for generalisation
Rhythmical intention
Planned daily routine
Breaking down tasks into manageable chunks
General mindset of all staff- whole school philosophy (key drivers)
Culture follows through all therapies and curriculum sessions

6. Working alongside or working together?
The child at the centre
Communication is key
Shared targets and shared understanding
Open, honest, transparent, flexible, willing to share and willing to learn
Development of individuals, leads to development of the team, development of the children
Staff must learn not be precious about their discipline- we must only be precious about the child and their progress

7. Challenges Became really apparent over the past few years
Perceptions- overcoming the myths
Time
Culture needs to encourage, enable and give confidence to all staff- professional dialogue
Training
Shared accountability for progress whilst maintaining individual professionalism
EHC plans- prescriptive nature of provision
If staff aren’t confident or feel under pressure they revert to type/training and become precious for their bit
Professional dialogue comes with its challenges- but ultimately it leads to development for all as we question and justify our thoughts and approaches
With new plans- the outcomes are sectioned out clearly with the provision in place this places pressure on staff
Training challenge for new staff- like clear guidelines and clear instructions- struggle with things like facilitation etc
Easier to deliver training for a specific element- more difficult when we are trying to adopt a whole day approach- modelling, carefully structuring class teams, peers

8. Is it easy?
Not always but we think its worth the effort.