1. Making a Difference Kevin Tansley Headteacher Tŷ Gwyn School 9 July 2014

2. Jamie Brotherton ICT Co-ordinator Laura Holmes HLTA

5. Tŷ Gwyn School 143 pupils aged 3 – 19 years FSM: 45% BME: 43% PMLD & ASC with complex learning needs P1 – P3 (Routes for Learning, RfL): 40% P1 – P6: 92% i.e below NC Outcome 1 Staff: 117  28 teachers  70 TAs  12 Health Staff  5 Admin  2 Estates

6. Assistive Technology Research & Development Centre

7. Access to the curriculum Communication Mobility Environmental control Multi-agency assessment Support Training Access Play Project

17. Play is a motivating tool! “Children are active participants in their own development, reflecting the intrinsic human drive to explore and master the environment” (Shnokoff & Phillips) “Human Development is shaped by a dynamic and continuous interaction between biology and experience” (Shnokoff & Phillips)

18. “Through play children learn about the world around them. They learn to communicate, interact with others, develop their own identity and build on their social skills…” (‘Play Talks’ – SCOPE)

19. Play is … Having fun Developing skills Taking control Communicating

20. The Challenge  Physical & cognitive difficulties can reduce opportunities for exploration and play  A child with complex disabilities needs tools at every stage  Tools need to be pitched at the right level

21. Access Play Project (APP)… … is an accessible play based resources lending library

22. Support for families Parents are looking for information, advice and support Parent expectations tend to be based on typically developing children Parents are recognised as being experts on their own children

23. Considerations Resources that: can be accessible to children with a variety of physical difficulties

24. are engaging for a range of cognitive levels, from children who need more sensory equipment to those who have imaginary play skills are motivating and maintain a child’s attention provide the opportunity for communication

25. Appropriate tools for play Different types of play require different tools. Exploratory play Constructive play Pretend play Social interaction Developing control skills

27. Tools to access play Switches Touch screen Joystick Latching box Adult support

28. Tools to access play Mounting solutions

29. Access Play Project Comparison of cost: Early Learning Centre Bubble Machine RRP: £7.50

30. Access Play Project Comparison of cost: Early Learning Centre Bubble Machine RRP: £7.50 Inclusive Technology Switch adapted: £52.50 Mount:£142.80 Switch £39.60 Total price: £234.90

31. Access Play Project Comparison of cost: Magic disco Mushroom Maplins: £24.99

32. Access Play Project Comparison of cost: Magic disco Mushroom Maplins: £24.99 Inclusive Technology: £44.40 Latching box: £154.80 Switch mount: £142.80 Switch: £39.60 Total price: £381.60

33. Getting parents onboard Gained support from the parent group Announcements in the school newsletter Invite to a launch party Leaflets with up-to-date information about resources

34. Information available through the family centre and courses Working with parents regarding individual cases

35. Parents experiences “My child loved the book so much we had to buy a replacement so we could keep it. It was something that we would never have thought of purchasing before” Liz Mitchell

36. “ We got the whole family involved by using Ryan's grandads voice on the device. We all had a lot of fun” Mandy O’Sullivan “Through use of the touch screen we were able to help our son progress using the same resources as they have in school” Cheri Holly

37. The Access Play Project was launched in October 2012 The project currently supports 19 families: 63% of these have primary aged children 42% of these children have free school meals 16% of these children are from an ethnic minority background 5% of these children are looked after

38. Awards ICT Mark – 2011 3 rd Millennium Award – 2012 BETT Awards Finalists: ICT service & support – 2012 Estyn: sector leading practice – 2012 TES Awards (ICT): shortlisted - 2013

39. ‘Support available at the centre is formally evaluated and indicates a direct impact on standards of pupils’ learning across school and home. This partnership is sector leading.’ Estyn 2012

40. ‘Some pupils with complex communication difficulties require innovative approaches to enable access and progression. The provision for information and communications technology in general, and the role of the Assistive Technology Centre in particular, is sector leading.’ Estyn 2012

41. Future plans Parents taking more ownership of the project, therefore leading to more collaborative work Increase the library of resources available Work closely with the Family Centre and Nursery to create more opportunities for early intervention Switch adaptation courses