HEADTEACHER MONITORING AND EVALUATION

Of SENSORY & THERAPEUTIC CURRICULUM

Summer Term 2017

As Amos E. Dolbear implies in “An Educational Allegory” published in the “Journal of Education” in 1898 and often attributed to Einstein “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

Traditional schooling kills creativity and individuality. One teacher standing in front of a large number of pupils, each of them with different strengths and different needs being taught as if they are the same is a recipe for failure.

Typical classroom 1860 Typical classroom 2017

Every child is an individual. No two brains are the same. Thankfully, the new curriculum for Wales ‘Successful Futures’ now places the individual child at the very centre of the curriculum and in treating our pupils with this respect we can prepare them for a better future. In the last 20 years the world has progressed exponentially so that individualism, being different, and creativity is now prized and encouraged. Personalised learning can get the necessary interventions and supports exactly where they are needed to help pupils to meet their learning goals. This is particularly important for children who have difficulty learning through the ordinary method of teaching.

As a head teacher in Wales and as head teacher of a Pioneer school for both curriculum and professional learning. I, and all of the staff in our school, have been fortunate enough to be involved in pioneering the new curriculum and training staff. It is a very promising future for the children being educated in Wales.

There are many pupils in schools all over the world today that suffer from some type of physical, behavioural or emotional barrier to learning that can result in them not having the same opportunities as others to develop to their full potential.

In the past it was parents who were expected to employ dietary changes and investigate alternative interventions. It was assumed that ordinary teaching, in a small setting, with no one actually trained in the specific needs of the child was the best that any parent and child could expect.

Nowadays that could be termed as neglect. Today the Welsh government is determined to change all of that. Educators are being encouraged to personalise learning with focused interventions, differentiated instruction and supports to meet the specific needs of historically underserved populations. By meeting our pupils where they are and using advanced technologies and interventions, pupils are able to achieve dramatically improved outcomes and experience successful attainment of learning goals.

As a school we currently provide at least 24 different therapies /interventions. We use individual and group therapy rooms to deliver these as well as whole classrooms to deliver different ways of teaching.

We use a structured workstation approach set- up in many of our classrooms. In other classes we use the play- based learning approach which emphasize back-and-forth play interactions establishing the foundation for shared attention, engagement and problem solving. Each teaching intervention is suited to a particular learning need. We focus on our pupils’ strengths and talents.

Every term since we opened in 2009, I, as head teacher, monitor and evaluate an area of our curriculum or provision and produce a report. This summer term 2017 the report focuses mainly on the new therapies and interventions that we have put in place during the last two years. To see a report on other areas of the curriculum or our other therapies please go to our website at: ysgolpencoch.org and go to the M&E section.

Why monitor and evaluate? We want to deliver the best possible education for our pupils with the resources that we have. Whilst we think there are things we do well already, there are areas where we know we could do better. Monitoring and evaluating areas of our provision helps us to ensure that we are delivering the very best education for the pupils in our care.

Pupils with physical, emotional or behavioural issues need to have some type of therapy or intervention that allows them to develop at their own pace. One common theme that runs through both our therapies and interventions is that they help our pupils to feel calmer. Some of the approaches provide children with tools to help them directly impact how they feel via what they do (movement therapies, meditation, art), which enhances our pupil’s feelings of mastery and control. Over 75% of our pupils have autism as a primary or secondary diagnosis and it is very important to those pupils to feel in control.

Estyn, the education and training inspectorate for Wales inspected the school in June 2017 and said “The school’s consistent approach to supporting pupils’ emotional, behavioural and communication needs is highly effective and has an extremely positive impact on their wellbeing. The integrated approach is a particular strength of the school.”

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Evidence Base

Questionnaires were sent to all parents/carers and staff were asked to comment through a different questionnaire. Pupils views were sought (Please see Appendices 1-3).

Individual interviews were held with key education and therapy staff and professionals. All therapies and interventions were observed at Ysgol Pen Coch. Current timetables were reviewed. The most important part of this monitoring and Evaluating exercise this year was the research based therapies that we have been involved in and the new programmes introduced.

Report

Main findings:

Evidence clearly indicates: -

  • Wide range of therapies /interventions are used to aid wellbeing
  • Some therapies help pupils to relax
  • Some therapies/interventions motivate the pupils to develop their skills.
  • All therapies/interventions are aligned to the assessment programme used by the school.
  • Comprehensive information can be found on the school website
  • All therapies/interventions have flyers introducing the therapy or programme explaining the benefits
  • Therapists/ assistants know pupils well and adopt an innovative approach to encourage relaxation or engage pupils interest and motivation
  • Different teaching approaches suit different pupils

Strengths:

  • Records kept by Virtual Reality assistant and Lego therapy assistant were exemplary
  • Two interventions at our school and the way we use them -Virtual Reality and Lego Therapy- were written about by a leading educational journal (links to the journal can be found on the school website)
  • One of our teachers presented on our use of Lego therapy to a world conference on special needs in Australia in June 2017.
  • Our Virtual Reality assistant was a speaker at the Manchester Autism Show in June 2017. She presented on using our virtual reality room with pupils diagnosed with ASD. Interest at the show was overwhelming and she will now present at two more autism shows in Wales and in England.
  • Ysgol Pen Coch have been involved in research work with universities regarding Magic therapy and Lego.
  • Neurofeedback has shown positive results in reduction of behaviour incidents
  • The Eye gaze programme has allowed pupils with PMLD to communicate more effectively

Areas for development

  • DIR floortime: This term it has been trialled with a few pupils and has proved very successful. It has benefitted some pupils with ASD who do not work well with a very structured teaching approach (use of Teacch stations etc). In the autumn term the provision will be timetabled for identified pupils and will be consistently monitored and evaluated by SMT. Play based learning has a big future in special schools.
  • Virtual Reality. Virtual Reality has proved successful for helping pupils to cross the local road safely. It has also helped to prepare pupils for transition. It is being developed to include visits to the dentist, Supermarket; Zoo and other real life situations that have been identified by parents and pupils as stressful.
  • Neurofeedback – release time for the trained teacher has proved difficult and only a couple of pupils have benefitted from this very exciting intervention. A teaching assistant is now trained to assist the trained teacher in September so that more pupils may benefit.
  • Story Massage has proved very popular and we are grateful to Mary and Sandra, the co-founders of Story Massage for introducing it at our Therapies in Education conference in October 2016. Evidence records are needed.
  • Cosmic Yoga – this is You tube based Yoga and it has proved hugely popular with some of our pupils in Key Stage 2. In September it will be used throughout the school.
  • Lego Therapy – This is a therapy that has taken off throughout the school. A record of progress needs to be developed. A staff member from Foundation Phase will be trained to deliver it in the department.
  • Magic Therapy- This therapy is currently used by 2 classes in Key Stage 2. It helps develop fine motor skills. In September it will be delivered to all classes in Key Stage 2 and a staff member from Foundation Phase will be trained to deliver it.

Observations

All therapies and interventions have been observed by the head teacher this academic year. However, for this report,I have concentrated on those introduced since the last report on therapeutic interventions.

Virtual Reality

I observed several sessions taken primarily with pupils from Key Stage 2. There are good observation sheets in use and suggested formats to follow. The record keeping is exemplary.

The sessions were very well run with pupils fully involved and the sessions were child led as they should be. The sessions were excellent and the pupils were used to the established routines and all recognised the start and end of the session. The sessions themselves were individualised to meet the needs of every pupil.

An assistant from the Foundation Phase has been trained so that identified pupils in that department also benefit from the therapy.

Venture into Play

I observed therapeutic play sessions for pupils with communication difficulties. The sessions were all very moving and it was clear that the pupils enjoyed the sessions. The lesson plans used were very thorough and the objectives met with pupils IEP targets. From September these sessions will be offered throughout the school to targeted pupils. This will be constantly monitored to evaluate its effectiveness.

Lego Therapy

We are very lucky to have a specific Lego Therapy room. I have observed numerous sessions. It is highly effective and is now timetabled for the autumn term throughout the school.

DIR Floortime

Members of staff had received training and aspects of DIR floortime was introduced in two classes. However, a few pupils in other classes were not able to make progress through a structured teaching approach and so a pilot study was set up whereby a classroom was made available to staff trained in the approach and those pupils causing concern. I constantly monitored the pilot study and the ASC coordinator oversaw the project.

The project was hugely successful. Three of the pupils were having behaviour reports written up daily prior to the DIR pilot. In the term that the pilot has been in operation they have not had one behaviour report written on them. In addition, they have made significant academic progress as a result of the different style of teaching through play. It is an active learning environment. Pupils can seek out things they are personally interested in, create a plan, and find the resources. By providing pupils with ownership over their education, they experience empowerment, through learning around their strengths, needs, interests and experiences, and it enable them to guide their own learning pathways with a new, invigorating sense of responsibility.

The system promotes engagement.

However, it was recognised that the teacher responsible for these children could not be expected to observe these pupils whilst teaching their own classes. As a result, pupils using the DIR room will be timetabled in the autumn term to receive 2 days’ maximum in the DIR room to see if those skills learnt can be adapted to their class base.

Neurofeedback

Our assistant head teacher, Julian Lewis, trained in neurofeedback in the summer recess 2016. It was difficult for him to fit in time for giving neurofeedback and so an assistant has been trained to deliver the intervention. It has been very successful in moderating behaviour and assisting in reasoning ability amongst pupils who have received it. Another assistant will be trained to deliver the intervention so that both departments benefit in the autumn.

Vibro-acoustic Therapy

This therapy seems to have assisted pupils with constipation. It has also helped pupils to relax and some pupils communicate that they wish to go to the room. More pupils will have this opportunity in the autumn as they have been specifically timetabled to receive it.

This therapy has also been used by a young cancer patient from a mainstream school and it is a favourite with our after school provision for adults with learning difficulties.

Story Massage

Story massage was introduced to us during our October conference. Since then it has been delivered by individual teachers who were trained. In key stage 2 it has become part of the experiential learning curriculum that happens each afternoon.

Yoga

I was able to witness Cosmic yoga happening regularly in Key Stage 2. It is easily available to all classes via YouTube.

Magic Therapy

As this therapy helps develop fine motor skills we decided, after the monitoring and evaluation of therapeutic interventions, to include it in the morning Literacy sessions where we could monitor its effectiveness more stringently. Haf is still working with Kevin Spencer and the university in America as part of its research project

Eye Gaze

There was a long wait for training and for the necessary equipment to arrive.

However, we are delighted with the opportunities it has given to our pupils who find

communication the most difficult. Please visit our website to see the abilities these

pupils have now managed to demonstrate as a result of this amazing technology. I

urge all special schools with pupils who have PMLD to buy one.

Conclusion

School is no longer defined merely as a physical space, classrooms lined with rows of desks and a teacher who regurgitates information at the front of the room. Personalized learning is anytime, anywhere learning in partnership with formal and informal learning experiences and through the effective use of advanced technologies, therapies and interventions. Nothing works for all pupils. It is our duty as educators to help our pupils to find what works for them and to give them a voice and choice in their education.

All of the staff who work at Ysgol pen Coch are passionate about the personalised learning approach and the benefits of the interventions we use.

The Estyn Inspection report for Ysgol Pen Coch published July 2017 states:

“As a Curriculum Pioneer School Ysgol pen Coch has a clear focus on developing skills through an innovative range of enrichment activities and therapies. These play an important part in supporting pupils’ physical and emotional needs and enabling them to be in the right frame of mind to learn. The innovative approach to the curriculum is a strength of the school.”

I am justifiably proud of our school .

A. Anderson

Appendix 1 Pupil Questionnaires

Since September 2016 all pupils should receive therapies and interventions within the curriculum. Yoga became part of PE and Magic therapy became part of Literacy etc. Pupils in the past left the classroom for a therapy but now the therapy or intervention has become more blurred with their education and so pupils often don’t realise they are receiving a therapy or strategy to assist them in their learning.

Questionnaires (Communicate in Print) were sent out to all pupils and pupils were helped with the completion of them. Just over a third of questionnaires were returned.

  • Pupils were asked what therapies or interventions they had received:

All pupils who responded, apart from two, named therapies that they received. Two pupils did not think they received therapies.

  • Pupils were asked if they felt they needed to continue with the therapy.

100% of pupils said Yes.

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  • Pupils were asked what they liked about it.

Several replied that it ‘was fun’ Three pupils replied that they liked ‘building with Lego’ another pupil said they had learned to dance and they liked dancing. Another pupil named the horse they rode at RDA

  • Pupils were asked how often they had therapies during the week

Answers ranged from “every day” every week” “yesterday” and some pupils named the days of the week that they had a therapy or intervention on.

  • Pupils were asked if they could remember the name of the person who helped them with the therapy.

Most pupils named the staff involved. A couple said they couldn’t remember.

  • Finally, pupils were asked what therapy or intervention would they like if they could choose for themselves.

50% of respondents asked for Lego. 50 % of respondents asked for Rebound Therapy (trampolining) ;20% of respondents asked for Music Therapy; 10% of respondents asked for horse riding(RDA); 10% asked for Magic Therapy and 10% asked for Play therapy.

Action Points

Requests and observations made by pupils will be acted upon immediately.

Appendix 2 Parent Questionnaires