1

THE INCLUSION DEVELOPMENT THE INCLUSION DEVELOPMENT PROGRAMME (IDP)PROGRAMME (IDP)

Supporting pupils with Behavioural, Emotional and Social Difficulties

2

WelcomeWelcome

Your presenters today are:Jackie Hibbert (SIPS -Senior School Development Adviser)

Julie Thompson (SIPS - SEN Lead Consultant)

Fiona Le Cras (SIPS - B&A consultant)

Claire Page (Psychology Service - Senior Psychologist)

Val Brown (Service Leader - Learning Support Service)

Outline of sessionOutline of session

09.00 – 09.15 Introduction

09.15 – 09.30 Overview of IDP BESD 

09.30 – 09.45 Meet the characters

09.45 – 10.30 Modules 1 and 2 

  Refreshments

10.50 – 11.30 Modules 3 and 4

11.30 – 12.00 Planning for implementation

3

4

The Youth of TodayThe Youth of Today

“Young people have bad manners, contempt for older people and talk nonsense when they should work. Young people don’t stand up any longer when adults enter the room. They contradict their parents, talk too much in company, guzzle their food, put their feet on the table and tyrannise their elders.”

5

The IDP is not about the everyday behaviour of the majority of ordinary young people who push the boundaries.

The IDP is about the minority of those ordinary young people who also have additional emotional needs, due to underlying medical or social difficulties. Sometimes these lead to mental health difficulties.

6

What the IDP is notWhat the IDP is not

• The IDP is not training on everyday behaviour or classroom management.

• The IDP is not specialist training on working with pupils with Behavioural, Emotional and Social Difficulties.

• The IDP is not only for the SENCo or SEN department.

7

What the IDP isWhat the IDP is• The IDP is training for all staff working with children

and young people to give them foundation level knowledge about BESD.

• The IDP is about improving Quality First Teaching (QFT) and other provision to include children and young people with BESD.

• The IDP is about demystifying child and adolescent mental health so that every professional can understand their role in supporting children and young people with BESD.

8

Today’s Session - AIMSToday’s Session - AIMS

By the end of the session participants should:• Have a model and resources for training staff

in their own school or place of work.• Have an emerging plan for the organisation

of training in their own school or place of work.

9

The IDP The IDP Supporting Pupils with BESD ResourceSupporting Pupils with BESD Resource

• DVDs including handbook have been sent to all schools (in school post)

• Also available on-line www.nationalstrategies.standards.dcsf.gov.uk/node/251416

10

The IDP Resource – Why might it be used?The IDP Resource – Why might it be used?• Any CPD programme in school seeking to improve

quality first teaching should consider this resource as part of that provision

• Evidence from school’s ongoing monitoring and tracking may identify the need to improve the progress of pupils with BESD.

• Staff may identify this as an area for their own professional development. (See IDP BESD links with Professional Standards in pack)

11

The self-evaluation audit toolThe self-evaluation audit toolWill:• help you identify confidence level of staff

• help you prioritise IDP activities for school improvement in the area of pupils with SEN and BESD

• provide baseline information about the perceived skills and knowledge of your staff against which to measure any gains

Found in in the library sectionFile 5.1: Self-evaluation checklist for the learner

(See also hard copy in pack)

12

Assumes that the school embraces the features of effective CPD

(see ‘Key elements of Effective CPD’ located on page 7-8 of the accompanying booklet inside your DVD case)

The approach The approach

13

includes PowerPoint presentation -

Information / Guidance notes for leadership teams

Section for School LeadersSection for School Leaders

14

Meeting the needs of pupils with BESD is complexMeeting the needs of pupils with BESD is complex

…and it needs to be addressed at the following levels:

1. Whole-school ethos and policies

2. Classroom practice, climate for learning and quality first teaching

3. Evidence based interventions where the progress of the pupil is monitored and which is delivered by appropriately trained staff

15

1. Whole school ethos and policies: suggested 1. Whole school ethos and policies: suggested key questions for schoolskey questions for schools

• Is the desired ethos of the school shared with all stakeholders?• How does the whole-school CPD programme ensure that all

staff have appropriate skills to meet the needs of pupils with a range of special education needs (SEN) and disabilities?

• How is your Disability Equality Scheme reviewed, updated and shared with staff and parents?

• How does the school monitor the effectiveness of provision for and teaching of pupils with a range of SEN?

Getting Started on the IDPGetting Started on the IDPDiscuss…….Discuss…….

• Is IDP linked to any of your school’s current priorities?

• Your view of staff confidence in supporting young people with BESD

• Recent and planned CPD

• Possible links with other schools/ settings

17

THE INCLUSION DEVELOPMENT THE INCLUSION DEVELOPMENT PROGRAMME (IDP)PROGRAMME (IDP)

Supporting pupils with Behavioural, Emotional and Social Difficulties

•Meet the Characters

20

CharactersCharacters

Four practitioners supported by two

experienced practitioners:

Alan and Barbara

Mandeep,

Teacher in a primary school

who teaches Leanne (Year 4)

Zoe,

English teacher in a

secondary school who

teaches Josh(Year 8)

Beth,

Teaching assistantin a primary

school who worksclosely with

Daniel(Year 6)

Steve,

Geography teacherin a

secondaryschool

who teaches Wayne (Year 10)

22

Structure of the courseStructure of the course

What are BESD?

1. How do BESD develop?

2. How can I improve provision for

pupils with BESD in the classroom?

3. How can I support individual pupils with BESD more

effectively?

4. What are the other

sources of support?

23

Module 1. How do BESD develop?Module 1. How do BESD develop?In this module…In this module…

Mandeep teaches Leanne and asks the question

How do BESD develop?

Attachment and development Other SEN

Mental health

Key areas addressed

Risk and ResilienceRisk and Resilience

Risk and ResilienceRisk and Resilience

The ‘Marine Navigation’ metaphor

Self-harming behavioursSelf-harming behaviours

behaviour

is the tip of the

iceberg

BESD and other SENBESD and other SEN

•Speech, language and communication•Autism (Aspergers)•ADHD•General and specific learning difficulties•Executive functioning

28

Summary of Key messagesSummary of Key messages in Module 1. How in Module 1. How do BESD develop?do BESD develop?

• BESD has many antecedents:- social- emotional- cognitive- physical

• Early childhood experience is a major factor in the development of BESD• There is a strong correlation between other SEN and BESD• Mental health problems often contribute to BESD

29

Module 2. How can I improve provision in the Module 2. How can I improve provision in the classroom for pupils with BESD?classroom for pupils with BESD?

How can I make better provision for pupils with

BESD?

Classroom environment SEAL

Quality first teaching

Key areas addressed

Zoe teaches Josh and asks the question

30

Classroom practice and Classroom practice and quality first teaching: key questions for schoolsquality first teaching: key questions for schools

• Is there a framework for the preparation, delivery and monitoring of quality first teaching?

• Are high expectations and positive relationships at the heart of classroom practice?

• Is there a common framework for supporting and reinforcing good behaviour in the classroom?

• Do staff feel confident to meet the needs of a range of pupils with SEN in their classrooms, including BESD?

• Are resources and approaches which support pupils with SEN such as the Inclusion Development Programme actively promoted through school development groups?

31

Summary of Key MessagesSummary of Key Messages in Module 2. How can I in Module 2. How can I improve provision in the classroom for pupils with improve provision in the classroom for pupils with

BESD?BESD? • Many pupils need explicit teaching to develop their social and emotional

skills

• Positive relationships are key to promoting the well-being of pupils with BESD

• Consider the classroom environment and be mindful of how this can affect behaviour

• Quality first teaching which is personalised to take account of pupils with BESD is crucial

• Pupils with BESD are often more comfortable once routines are established

32

Module 3. How can I support individual pupils Module 3. How can I support individual pupils with BESD more effectively?with BESD more effectively?

How can I support individual pupils with BESD more

effectively?

Managing emotions

The role of the SENCO

The curriculum

Key areas addressed

Beth works closely with Daniel and asks the question

33

Triggers to an emotional outburstTriggers to an emotional outburst

Individual – what is a trigger for one person may not be for anotherContext dependent – ‘the straw that breaks the camel’s back’Thresholds vary – an ‘emotional regulation thermostat’ is set to a default setting during the pre-school years.

Adults also get triggered!

34

Thoughts

Feelings Behaviour

Physiology

35

The emotional cycleThe emotional cycle

36

Appropriate group anddifferentiated task

But Daniel is:•becoming quieter•banging his pencil on the table•digging his elbows into his neighbour

An everyday scenario ...

37

Teaching emotional regulationTeaching emotional regulation•Time out systems

•A safe place to go (to cool off)

•Emotional regulation games (‘Theraplay’)

•Mentoring approaches

•Cognitive-behavioural programmes

38

RelationshipsRelationshipsTo work successfully with children and young people weneed good relationships AND appropriate interventions – neither can be sufficient on their own.

What we say and how we say it are crucial to both these areas.

We need to strive to separate out disapproval of a behaviourfrom a child’s perceiving that we disapprove of them.

Cue Alan ...

39

Whole school approachesWhole school approachesCatering for an individual’s needs within the classroom ispart of Wave 1 provision.

Ensuring that there is adequate monitoring and additional provision requires a well-coordinated whole school approach.

•Behaviour system

•SENCO

•Child protection and safeguarding

•Professional support

A Reminder …

Individual interventions (with appropriately trained Individual interventions (with appropriately trained staff): Key questions for Schoolsstaff): Key questions for Schools

•Does your provision map demonstrate clearly how pupils with BESD are supported through Waves 1, 2 & 3?

•Is your partnership work with a range of professionals aligned in a strategic way so that staff have professional support and training on an ongoing basis to meet the range of needs of pupils with SEN including BESD?

•Is the organisation sufficiently flexible to allow staff to gain additional qualifications, become reflective practitioners and coach each other to higher levels of performance in order to improve outcomes for pupils with SEN including those with BESD?

Summary of Key MessagesSummary of Key Messages in Module 3. How can I in Module 3. How can I support individual pupils with BESD more support individual pupils with BESD more

effectively?effectively?

•Have strategies for managing emotional outbursts

•Build positive relationships with pupils

•Consider use choice of words and tone of voice

•Think about the role of a key person

•Understand the provision that is in place

•Think about unstructured times

•Be aware of anxiety caused by transitions

42

Module 4. What are the other sources of support?Module 4. What are the other sources of support?

What are the other sources of

support?

Working with other

partners

Partnerships with parents

PSPs and the CAF

Key areas addressed

Steve teaches Wayne and asks the question…

PSPs – pastoral support programme; CAF – the Common Assessment Framework;

43

Summary of Key messages in Summary of Key messages in Module 4. What Module 4. What are the other sources of support?are the other sources of support?

• You can contribute to and gain support for a pupil with BESD through a thoughtfully designed Pastoral Support programme (PSP)

• A pupil with complex needs will be receiving support from a range of professionals: consider how these programmes can be built upon in the classroom

• Engaging with the parents and carers of pupils with BESD to gain their support is crucial and can be extremely valuable

• There are many creative strategies which have been successfully adopted to engage with ‘hard to reach’ families.

• Initial Considerations

• Staff Self Evaluation, Analysis

• Action Planning– Look at modules and prioritise which to focus on– Decide how to deliver

• Tracking, assessment and monitoring pupil progress

• Monitoring Impact

A possible approachA possible approach

See Flow Chart

Planning for Implementation in your schoolPlanning for Implementation in your school

ResourcesResources

• Implementation Action plans for school

• DVD Contains

– All resources from today for you to use/ adapt

– Further resources for staff