News item- FLSE- How special heads are dealing with Coronavirus

 

Dear Members

Last night Kim Taylor (FLSE National Executive member) joined a telephone conference organised by Graham Quinn from Special School Voice and included representatives from ‘Medicines in Special Schools’ steering group, representatives from 8 regions of England, Pauline Holbrook (SSAT) and Adam Boddison (NASEN).

This was after an earlier meeting with Ministers including Graham Quinn (Special School Voice) and Adam Boddison (NASEN).

The agenda for this meeting had been:

  • Sustaining the workforce
  • Local provision and coordination
  • Communications
  • Future plans up to September (medium term view)
  • Good news stories

Kim has asked me to pass on her notes from the telephone conference.

 

Points we all raised in further discussion

  1. Biggest issue that is understood is the tension between needs and safety of children and that of staff for heads.(fully appreciated)
  2. Government view of local decision making in the best interests of the local population is the steer now. Heads should not be left isolated. (Local leadership and briefings to Local Authorities ongoing)
  3. Communications: Vital this continues to prevent isolation of heads and staff. (appreciated and this will be included in daily briefings)
  4. Close proximity of working with the most vulnerable for intimate care or if need arises physical intervention. (not fully understood because of lack of understanding of pupil needs)
  5. Personal and protective equipment (PPE) – (NHS first then there will be allocation and those working with complex needs children in any setting will be priority. Staff will also have access to training to use PPE correctly too)
  6. How might we plan for scenario of successive partial closures (unclear if we may have waves of the Coronavirus in UK but need to plan in medium term as contingency soon)
  7. Testing workforce (Expectation that this will become available for critical workers but NHS staff first. Details will be out soon)
  8. Terminology being used to describe vulnerable – who should or should not attend school. Definition of vulnerable is open to interpretation from guidance and not the same definition everywhere. Special Associations view is to work with Local Authorities and co- construct solutions.(Acceptance and recognition that guidance for pupils with complex needs is required. Supplementary guidance will become available soon. Special school associations have offered to shape that guidance to help)

 

  1. Good news stories: Although heads want to be positive there is a view that best practice could at this point put pressure upon heads to deliver something not possible due to lack of staff or funding. Special school associations looking into ways to communicate and share.
  2. Easter break: (Local decision making) some heads initially have been under pressures from unions but Local Authorities now intervened to follow up.
  3. Indirect provision – support by special schools that do not have pupil attendance. This is a massive addition to the system.
  4. Infrastructure – Different starting points and funding availabilities. Understanding from special school associations that use of technology will need to build up.
  5. Moral dilemmas facing special schools during lock down – reports coming in of parents to special school heads from parents reporting accidents at home (child broke parents hand or behaviours) or parents not managing or facing crisis – heart breaking stories.
  6. Private providers closing/ residential school: In some areas schools closing and children brought back to home. Will create additional pressures.
  7. We need to move from reactive to strategic – There is a need to shift from day to day operations to thinking ahead about delivery of services:

 

  • How do we maintain delivery?
  • What can we do differently for the medium term?
  • What might we do if we face higher infection rates?
  • What might be the impact to families in the medium term?

If anyone has any comments about the above please let me have them and I will share them with Kim
 

Coronavirus (COVID-19): guidance on vulnerable children and young people – Updated guidance to include additional information on children with education health and care (EHC) plans and children in alternative provision (AP) settings. You will find the answers to the questions below.

Section 20: Do all children and young people with an EHC plan need to continue at school?

Section 21: What will local authorities be expected to provide for children with EHC plans?

Section 22: What about meeting health and social care needs?

Section 23: My child is still waiting for the EHC plan to be agreed and/or I am going to the tribunal to secure the EHC plan for my child. Will they qualify as a vulnerable child and be able to go to school?

Section 24: What should be done about infection control in educational settings for children who have complex needs?

Section 25: Will my child’s special school or college stay open?

Section 26: Do special schools need to open over the Easter holidays?

Section 27: What about residential special schools and special post-16 institutions?

Section 29: What if there are not enough staff in educational settings due to COVID-19?

Section 30: How will local authorities and educational settings manage the financial impact of these changes?

 

https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people

 

COVID-19: guidance for educational settings – Updated on 25 th March 2020 – Poster added

 


https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19#history

Coronavirus (COVID-19): implementing social distancing in education and childcare settings –

Guidance for education and childcare settings on how to implement social distancing

 

https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-social-distancing-in-education-and-childcare-settings

 

IPSEA Update -List of FAQs on how the COVID-19 measures will affect children and young people with special educational needs (“SEN”)


https://www.ipsea.org.uk/news/ipsea-update-on-covid-19-school-closures-and-sen-provision

 

NAHT – Coronavirus guidance for school leaders


https://www.naht.org.uk/advice-and-support/management/coronavirus-guidance-for-school-leaders/

 

Whole School SEND – WSS have today launched a suite of new resources including Condition Specific Videos and two new Review Guides – Demonstrating Inclusion Tool and Effective SENCO Deployment

 


https://www.sendgateway.org.uk/whole-school-send/find-wss-resources/

 

Free SEND CPD and reading for staff during school closures

 

I have put together a list of free SEND CPD and articles and documents that staff can access from home. Thought this might be helpful to circulate to staff.


https://lpec.org.uk/2020/03/25/cpd-and-reading-for-staff/

 

Stay Safe!

Lorraine Petersen
FLSE Facilitator

info@flse.education<mailto:info@flse.education>

07725 733455

 

Mapping and Assessing Personal Progress

 

Presenters – Peter Imray and Mike Sissons

 

Whole Day Workshop

MAPP (Semi-formal) and MAPP (Formal) Versions

Date to be confirmed – The University of Manchester
and
Date to be confirmed – NCVO, Central London.

Cost: Only £149+VAT per delegate for members and £249+VAT for non-members.

EQUALS has organised two whole day workshops to provide training and guidance related to Mapping and Assessing Personal Progress. These will cover both the existing Semi-formal version and the new ‘Formal‘ version.  The whole day workshops will be held in Manchester and Central London.

To reserve a place please email admin@equalsoffice.co.uk

 

 

Cost: Only £149+VAT per delegate for members and £249+VAT for non-members.

EQUALS members save £100+VAT per delegate. If you are not a member, we have some new members special offers.

Not a member?

 


 

Peter Imray

Peter Imray is a freelance trainer, advisor and writer with over 30 years experience of working with children, young people and adults with learning difficulties. He is the author of a number of books and articles, including Inclusion is Dead: Long Live Inclusion, published by Routledge in 2017, which argues that curriculum models for children with complex needs must be different, rather than differentiated, if pupils are to make lasting progress.

 

Mike Sissons

Mike Sissons has taught children and young people with profound, severe and moderate learning difficulties in a number of local authority schools and a Barnardo’s residential school. His main roles have been as a teacher, assistant head teacher and deputy principal. Additionally, he has delivered outreach support to pupils with complex learning difficulties in mainstream schools and has helped coordinate the North Yorkshire communication aids project, assessing need and providing training. As a teacher his primary interest has been in the areas of drama and music, whilst as a senior leader he has had responsibility for curriculum development, assessment and for data.

Whole Day Workshop Application

Conference:
Date:

 

Cost: £149 + VAT for Members and £249 + VAT for Non-Members.
(payable by cheque or BACS – details of how to pay will appear on your invoice)

There will be a key note speaker, followed by a selection of workshops

School/ Organisation:
School Order No/ LA:

Names of the delegates:

Address:

Telephone:
Fax:

Membership No:
Email:

 

Whole Day Workshop Application

Conference:
Date:

 

Cost: £149 + VAT for Members and £249 + VAT for Non-Members.
(payable by cheque or BACS – details of how to pay will appear on your invoice)

Further details will be available soon!

School/ Organisation:
School Order No/ LA:

Names of the delegates:

Address:

Telephone:
Fax:

Membership No:
Email:

 
 

 
 

Working Effectively with Traumatised Children/Trauma
Informed Care/Trauma Informed Schools

 

Crown Plaza Hotel – Date to be confirmed
Hadrian Education and Development Services – Hadrian School – HEADS

Guest Speaker Dr Margot Sunderland

Hadrian Education and Development Services (HEADS) are working in partnership with
Dr Margot Sunderland to deliver this fantastic training opportunity.

Course Content:

    • These interventions will help you reach out to the most defended children and young people, helping them thrive
    • Effects of trauma on life and learning, interventions that work
    • Helping troubled children thrive, what cutting-edge brain science and psychological research can tell us
    • The traumatised child, healing brain, mind and body. Key emotional and physiological
      regulation interventions
    • Relational stress and relational poverty, the long term impact on the child’s mind and
      brain and interventions that work
    • Trauma informed schools/organisations, why they are essential.

Dr Sunderland has a wealth of powerful images, film footage and case histories, along with highly accessible use of language, means delegates go away moved, inspired and informed.

Dr Sunderland lectures all over the world on the psychology and neuroscience of child and teenage mental health, offering a wealth of practical strategies and interventions, always underpinned by the latest research. Overall, she is concerned to ensure that parents, teachers and mental health professionals alike, are offered the most up to date psychological and brain science research on how children and young people can be enabled to thrive. She is passionate about social change for a kinder, warmer world.

The conference is being held at the Crowne Plaza Hotel. The hotel is located in the centre of Newcastle. There are hotel discounts available for
delegates.

Course Bookings

The course cost is £195.00 per delegate (lunch and refreshments are included). The conference starts at 9.15am until 3.30pm. Bookings can be made by emailing david.palmer@hadrian.newcastle.sch.uk, or contacting Hadrian School on 0191 273 4440. The conference starts at 9.15am until 3.30pm.

For further information on our Conference/Training Courses please visit our website:
www.headstraining.co.uk

 

 

Early Years Foundation Stage – EYFS

 

The characteristics of effective learning for pupils with complex learning difficulties
and disabilities in the early years foundation stage (EYFS)

 
Practitioners must also ‘reflect on the different ways that children learn and reflect these in their practice’ (Statutory Framework for EYFS DfE 2017 1.9).

The three Characteristics of Effective Learning in EYFS are:

    • Playing and Exploring – Engagement
    • Active Learning – Motivation
    • Creating and Thinking Critically – Thinking

 

 

Contents

    • Introduction – Rationale, Background and How to use the recording sheets
    • Playing and Exploring – Engagement
    • Active Learning – Motivation
      Creating and Thinking Critically – Thinking
    • A Case Study from Brookfields School in Reading

 

Click here to download the document

The materials are designed to be flexible, please adapt them and use them in any way that is useful to you! Any feedback on how you have found these materials and how you have used them would be gratefully received. Please email feedback to admin@equalsoffice.co.uk

 
There is a growing body of evidence that supports the idea that individual learning styles and differences in how young children approach learning affects their later achievements in school
(Stewart, 2011; Bronson, 2000).

The long-term effects of developing positive learning characteristics in the early years are profound (Tickell, 2011), and the Characteristics of Effective Teaching and Learning are integral to the EYFS standards for learning and development. Current requirements are that Year One teachers must be given a copy of each child’s Profile report at the end of EYFS to include a commentary on the child’s skills and abilities in relation to the three key characteristics of learning.

 

 

Whiteboard Room

 Sensory Stories

 

Resource File Summary Credits
  Bed Bug

1.28 MB

 

Bed bug

181 KB

Find out what happens when you go to bed and your bed turns into a bed bug!  Print and use the script to tell the story.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Christmas Carol

1.28 MB

 

Christmas carol poem.doc

71.5 KB

A sensory version of the classic Christmas story, print the poem for details.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Creation Poem

2.52 MB

 

Creation Poem

57 KB

Use this PowerPoint to re-tell the creation story in a sensory way.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Dozy Dwight on Bonfire Night

1.15 MB

 

Dozy Dwight on Bonfire Night

71.14 KB

Firework code

20 KB

Follow Dwight’s story as he fails to follow the Firework Code.  Print the script for the story and sensory effects.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Evlis the singing bull

3.59 MB

 

 

Evlis the singing bull

42.5 KB

Evlis lives in Memphis and tries to sing like his human counterpart.  Print the song sheet for words and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Frank the fifteen stone fairy

2.94 MB

 

Frank the fifteen stone fairy

225 KB

Christmas will never be the same again if you tell this sensory story (it makes a great assembly too!) Print the script for the poem and sensory ideas.

Any age

From P2

Thanks to
Pete WellS
Portland Academy
sunderland
Gobbin Hood

2.93 MB

Gobbin Hood Comprehension

3.27 MB

 

Gobbin Hood

173 KB

A delightfully disgusting take on the hero of Sherwood Forest!  If you have a mixed ability class you can use the comprehension PowerPoint to answer questions about the story.  Print the script for the poem and sensory ideas.

Any age

From P2 (comprehension P6)

Thanks to
Pete Wells
Portland Academy
Sunderland
  Gods sixth day rejects

2.32 MB

 

 

Gods sixth day rejects poem

82.5 KB

find out about all the creatures that didn’t make it through God’s selection process!  Print the script for the poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Lambton Worm

2.27 MB

 

Lambton Worm

106 KB

Lambton Work – Song

79 KB

Lambton Worm Song

A sensory story about a scaly beast and a noble knight. Print the script for the song, poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
  Medusa

681 KB

Medusa comp

674 KB

Medusa Poem

131 KB

Persius and Medusa do battle in this lively sensory story which comes with a supplementary comprehension PowerPoint for mixed ability classes.  Print the script for the poem and sensory ideas.

Any age

From P2 (comprehension P6)

Thanks to
Pete Wells
Portland Academy
Sunderland
My amazing photographs

2.61 MB

My amazing photographs comp

5.76 MB

 

My amazing photographs

63 KB

Join a young man as he takes some amazing holiday snaps but look out for the twist at the end of the story!  There is also a comprehension PowerPoint for mixed ability classes.  Print the script for the poem and sensory ideas.

Any age

From P2 (comprehension P6)

Thanks to
Pete Wells
Portland Academy
Sunderland
Narnia

7.06 MB

 

Narnia

24 KB

 

A sensory version of CS Lewis’ classic story.  Print the script for the story and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Nessie

1.80 MB

Nessie – Comprehension

1.20 MB

 

Nessie

290 KB

 

Find out what happened on a day spent by Loch Ness.  There is also a comprehension PowerPoint for mixed ability classes.  Print the script for the poem and sensory ideas.

Any age

From P2 (comprehension P6)

Thanks to
Pete Wells
Portland Academy
Sunderland
Norbert the Reindeer

3.15 MB

 

Norbert the reindeer

23 KB

Have fun with Norbert and his runny green nose in this rather revolting story!  Print the script for the song, poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Rowena Lector School Inspector

1.68 mB

Rowena Lector School Inspector

473 KB

 

Meet the school inspector from hell and see how an enterprising teacher deals with her.  Print the script for the poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Sheldon

9.61 MB

 

Sheldon

161 KB

Sheldon the snail gets ready for a day out at the beach but things don’t go according to plan.  Print the script for the song, poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Sir Pranceabout

23.2 MB

Sir Pranceabout comp

4.81 KB

 

Sir Pranceabout and the Dragon

61 KB

Another fun filled sensory battle between a knight and a dragon.  There is also a comprehension PowerPoint for mixed ability classes.  Print the script for the poem and sensory ideas.

Any age

From P2 (comprehension P6)

Thanks to
Pete Wells
Portland Academy
Sunderland
Stan the Bogeyman

23.2 MB

Stan the Bogeyman

61 KB

Stan the Bogeyman is no match for Mum in this sensory story.

Print the script for the poem and sensory ideas.

Any age

From P2

Thanks to
Pete Wells
Portland Academy
Sunderland
Walking through the storm

499 KB

Walking Through the Storm script

34 KB

Read the story aloud as a call and response with other adults and follow the sensory instructions to bring it to life for your pupils.

Any age

From P2

Thanks to
Nick Wonham
The Bridge School
London
Rama and the Demon King Ravana

19.7 MB

Rama and the Demon King Ravana script

51 KB

The ancient Hinu myth told as an interactive story in call and response. Print the script for the poem.

Any age

From P3

Thanks to
Nick Wonham
The Bridge School
London
Walking through the storm

499 KB

Walking Through the Storm script

34 KB

 

What begins as a pleasant walk in the sunshine turns into a scary experience.  Great for Halloween!  Print the script and retell the story in call and response with sensory interactions.

Any age

From P2

Thanks to
Nick Wonham
The Bridge School
London

 

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Whiteboard Room

 Targeting & Choosing

Resource File Summary Credits
  American Rejects Target

4.35 MB

Click or touch the star to play the song.  When it stops you are prompted to click or touch to play it again.

Any age

From P3

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Kylie Target

6.43 MB

Click or touch the star to play the song.  When it stops you are prompted to click or touch to play it again.

Any age

From P3

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  McFly Target

5.75 MB

Click or touch the star to play the song.  When it stops you are prompted to click or touch to play it again.

Any age

From P3

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Usher Target

3.57 MB

Click or touch the star to play the song.  When it stops you are prompted to click or touch to play it again.

Any age

From P3

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Goal

373 KB

Click or touch the ball to score a goal!

Any age

From P3

Thanks to
Andrew Beswetherick
The Bridge School
London
Hexagons

286 KB

Explore the colourful hexagons by clicking or touching, they all move and play a sound!

Any age

From P3

Thanks to Alison Collins
Moving Faces

711 KB

Click or touch a picture to hear its sound and click or touch anywhere to make it move.

Any age

From P3

Thanks to Alison Collins
Musical Stars Scale

2.16 MB

Click or touch the stars one at a time to make them move and play a musical note, use the last slide to explore all the notes.

Any age

From P3

Thanks to Alison Collins
  Old McDonald

9.87 MB

Click or touch the pictures to make them move and listen to a sound effect.

Primary

From P3

Thanks to Alison Collins
  The Magic Balloons

302 KB

Click or touch the balloons to tell a simple story.

Any age

From P3

Thanks to Alison Collins
  Reveal the Spots and Dots

18.1 MB

Click or touch the target to peel away the patterns to reveal a hidden face.

Any age

From P3

Thanks to Alison Collins
  Blob

11.3 MB

Click or touch Blob to animate him and play a tune.

Any age

From P3

Thanks to Alison Collins
Clown

116 KB

 

Click or touch the clown to animate him and play a tune.

Any age

From P3

Thanks to Alison Collins

 

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Whiteboard Room

 

 Cause and Effect

Resource File Summary Credits
American Rejects Cause & _ Effect

4.60 MB

Press a switch (set to left mouse click) or touch a screen to play the song.  When it stops you are prompted to press or touch to play it again.

Any age

From P2

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Kylie Cause & Effect

6.72 MB

Press a switch (set to left mouse click) or touch a screen to play the song.  When it stops you are prompted to press or touch to play it again.

Any age

From P2

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  McFly Cause & Effect

5.98 MB

Press a switch (set to left mouse click) or touch a screen to play the song.  When it stops you are prompted to press or touch to play it again.

Any age

From P2

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Usher Cause & Effect

3.92 MB

Press a switch (set to left mouse click) or touch a screen to play the song.  When it stops you are prompted to press or touch to play it again.

Any age

From P2

Thanks to
Sally Paveley
The Bridge School
London(Thanks to the copyright holders of music and images used in this resource)
  Fireworks

5.32 MB

Press a switch to activate a colourful firework display with accompanying music.

Any age

From P2

Thanks to
Sally Paveley
The Bridge School
London
Seascape

8.83 MB

Press a switch or touch the screen to animate the underwater scene and play a song.

Primary

From P2

Thanks to Alison Collins

 

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