Presentation to BESD IDP Leaders SEBD Team Children’s Services

1. Presentation to BESD IDP Leaders SEBD Team Children’s Services Department of Children’s Services

2. Today’s Session - AIMS By the end of the session participants should: Have an overview of how the BESD IDP model and resources for training staff can be used in their own school Have an emerging plan for the organisation of the training in their own school. 2

3. What 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. 3

4. What 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. 4

5. The IDP Supporting Pupils with BESD Resource DVDs including handbook was sent to all schools Also available on-line http://www.nsonlne.org.uk/node/327855 5

6. 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 ) 6

7. The self-evaluation audit tool Will: 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 section File 5.1: Self-evaluation checklist for the learner (See also hard copyin pack) 7

8. 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 8

9. includes PowerPoint presentation Information / Guidance notes for leadership teams Section for School Leaders sen_idp_ps_lead_0000310.ppt 9

10. Meeting the needs of pupils with BESD is complex …and it needs to be addressed at the following levels: Whole-school ethos and policies Classroom practice, climate for learning and quality first teaching Evidence based interventions where the progress of the pupil is monitored and which is delivered by appropriately trained staff 10

11. 1. Whole school ethos and policies: suggested key 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? 11

12. Getting Started on the IDPDiscuss……. Is IDPlinked 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

15. Module 1. How do BESD develop?In this module… How do BESD develop? Mandeep teaches Leanne and asks the question 15

16. How do BESD develop • Mental health • Attachment and development • Other special educational needs

17. Key resources module 1 • Every child matters outcome framework • The Maslow hierarchy of needs or theory of motivation • Definition of attachment • National CAMHS review diagram showing resilience and risk factors • Introduction to neuroscience • What are speech, language and communication needs? • Helping children with anxiety and depression • Helping children with ADHD in the classroom

18. Summary of Key messages in Module 1. How 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 18

19. Module 2: How can I improve provision in the classroom for pupils with BESD? • Quality first teaching • Classroom environments • Social and emotional aspects of learning (SEAL)

20. Module 2. How can I improve provision in the classroom for pupils with BESD? How can I make better provision for pupils with BESD? Zoe teaches Josh and asks the question 20

21. Classroom practice and quality 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? 21

22. Module 2 resources • Quality first teaching • Key characteristics that promote childrens’ mental health • SEAL and SEN/BESD in secondary schools • SEAL and positive behaviour in primary schools • School leadership and SEAL • Seal and the secondary curriculum • Effective teaching and learning • The principles of good classroom management • Developing a positive mindset • Motivating pupils with BESD in class • The importance of the physical environment

23. Summary of Key Messages in Module 2. How can I improve provision in the classroom for pupils with 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 23

24. Module 3 How can I support pupils with BESD more effectively? • The curriculum • Managing emotions • The role of the SENCO

25. Active listening • The importance of emotions in the classroom • Anger management resources • Provision mapping • The role of the SENCO • BESD guidance on curriculum delivery • What is a nurture group? • Checklist for arrangements out of class • Peer mentoring • Guidance on child protection and safeguarding

26. Module 4 What are the other sources of support? • Pastoral support programmes • The common assessment framework (CAF) • Working with other children's services partners • Partnerships with parents/carers

27. Key resources: • Pastoral support programme • CAF • Multi agency working • Roles of different agencies • Roles of CAMHS • YOTs • BESD 2008 guidance • Safeguarding

28. A Reminder … Whole school approaches Catering for an individual’s needs within the classroom is part 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 28

29. 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 approach Planning for Implementation in your school See Flow Chart

30. Resources Implementation Action plans for school DVD Contains All resources from today for you to use/ adapt Further resources for staff