NEW Halton Graduated Approach and Strategy Toolkit Dr Rhona Hobson, Principal Educational Psychologist Tracy Ryan, CYP Policy OfficerHalton Local Offer AIMS To share with you all what we (the LA) have done so far to the graduated approach
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Presentation Transcript
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NEW Halton Graduated Approach and Strategy Toolkit Dr Rhona Hobson, Principal Educational Psychologist
Tracy Ryan, CYP Policy Officer/Halton Local Offer<br>
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AIMS To share with you all what we (the LA) have done so far to the graduated approach documents so that you
Know where they are
Know what is in them
Can inform us how useful they are
Help us make them fit for purpose
To share with you the new strategies tool kit, trial them and get feedback on their use (these are a living document so hopefully will change over time with use)
To share our next steps<br>
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Why and the journey: In March 2020 – I got a phone call…..
A group was created
We met to look at what there was
Together we made some decisions and created the new graduated approach
We have produced a set of documents. Tracy will go through this now
The link to find them:
Halton Local Offer, SEND Graduated Approach and Strategy Toolkit<br>
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ASSESS PLAN DO REVIEW Four phases of assess, plan, do, review…..
ASSESS
Connor in year 6
Doesn’t concentrate well
Finds friendships difficult
Tends to clown around
Can shout out and sometimes what he shouts out is inappropriate
Falling behind his peers particularly in literacy
Complex family background
AS SENCOs WHAT DO WE DO? DISCUSS?<br>
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PLAN and DO What do we plan with the teacher?
How do we ensure they trial it?
What is the time frame?
How do we track and monitor it?
What is reasonable?
What tells us Connor is making progress?
How do we communicate this to his parents?
What re the barriers and difficulties we need to think about and overcome?<br>
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REVIEW: How do we review?
What works?
How do we inform parents?
How does review inform our next steps?<br>
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BREAK TIME Lets grab some coffee/tea and step away from the screen…..<br>
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THE STRATEGY TOOLKIT<br>
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Working document OUR PLAN:
To create a document full of supportive IDEAS and SUGGESTIONS that you can use – dip in and out of and chat with the teacher about when they come to you.
It details QUALITY FIRST TEACHING approaches first in EACH areas of the CODE
Moving down to SEN SUPPORT strategies for each area.
CARE schedule sits with this in the SEMH category and should also be used as a step by step guide of ‘things to try and do’. The Schedule itself should be used in the ASSESS section of activity to inform best next steps. USE IT EARLY<br>
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SCENARIO DEMI….
Aged 15
Difficult family background
Not able to create and maintain friendships
Tends to be very flirtatious with males and displays risks of being sexually exploited
Failing in most academic based subjects
Very good at art and design
Challenging in lessons
WHAT DO WE DO? Discuss<br>
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SCENARIO TOMAS aged 5
Little language use
Single words only
Play on his terms
Poor eye contact
Moved from Romania when 2
Gets distressed with loud noises
Will not play in the painting area
Likes building towers
WHAT DO WE DO, discuss?<br>
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SCENARIO Samantha aged 9
Very good vocabulary
Likes things his way
Very good with facts
Hates maths
Won’t get on with work without support from an adult
Got one friend
Gets distressed when other people make noise but makes noise himself
Enjoys working on the computer
WHAT DO WE DO, discuss<br>
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SCENARIO Joshua aged 13
Messing about in his lessons
RE teacher comes for some advice saying Joshua needs to be excluded
Joshua shouts out and is rude (in RE)
Joshua is the class clown (in RE and French)
Joshua has a nice group of friends
Joshua is on the school football team
Joshua is well liked
Joshua is not completing RE or French homework
What do we do….Discuss….<br>
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Our hopes That you use the strategy record and find it supportive.
That you add ideas as it is used
That we meet again in a year and change it to reflect good practice models you have developed
