Looking After Learners A Conference for Carers Friday 23 March - - PDF document
19/03/2018 Looking After Learners A Conference for Carers Friday 23 March 2018 Looking After Learners: A Conference for Carers Welcome Sue Lowndes, Head of Fostering and Adoption Felicity Evans, Virtual School Head Attachment at School
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Looking After Learners
A Conference for Carers
Friday 23 March 2018
Looking After Learners: A Conference for Carers
Sue Lowndes, Head of Fostering and Adoption Felicity Evans, Virtual School Head
Welcome
Attachment at School
Sir John Timpson, CBE
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Bereavement Relationship Debt Gambling Drink/Drugs
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GOOD LUCK
Your Library Service
Margaret Street Early Years Librarian
www.hertfordshire.gov.uk
"Reading for pleasure has a dramatic impact on life outcomes"
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Books change lives
“Reading for pleasure improves wellbeing and builds empathy. We know that reading for pleasure has a dramatic impact on life
confidence and wellbeing as it is about educational achievements. Quite simply, children who read for pleasure are happier, healthier and do better in life than those who don't. Diana Gerald, CEO of Book Trust
Young People’s Services
Times
Challenge
ages/abilities
Bookstart packs for babies and nursery children
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Reading Hack volunteering Books and Reading:
– at any age and ability
mental health
collection
Our technology
information library
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BorrowBox - 24 hour elibrary
for Hertfordshire Libraries
member
Join Us
computer access
services
Thank You
www.hertfordshire.gov.uk
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Coffee and Stalls 11:20am – 11:40am
Please browse our information stands:
Virtual School Children in Care Council Hertfordshire Library Services Hertfordshire Music Service Employment Excellence Programme East Herts FASD Support Network
Emotional Barriers to Learning
Dawn Dear North Herts Education Support Centre Looking After Learners: Supporting pupils to be successful learners
Dawn Dear
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Supporting children to be successful learners
September 1977 - St Mary’s College, University of London June 1980 - 2:2 BSc Biology and Psychology with Chemistry June 1981 - Post Graduate Certificate in Education January 1983 - East Ham School for Girls (Science, Maths and Technology, to Years 7 to 12, for 5 years) 1987 and 1988 I had my two children April 1989 –St Antony’s RC Infant School (Reception class for 1 term and Year 2 for 5 years) September 1995 began short-term supply contracts in North Herts primary schools June 1998 was appointed to a newly developed post of Primary Outreach Teacher at the North Herts Education Support Centre (NHESC),based in Letchworth The North Herts Primary Support Service was formed from the NHESC Primary Outreach team and the Primary Support Base teamOutreach at the North Herts Education Support Centre
All children should be treated as we would want our own children to be treated:
with respect and firmly upheld, yet fair, boundaries that supports them to feel safe and secure. SEBD:
Social Emotional Behavioural Difficulties
SEMH:
Social Emotional Mental Health
Outreach at the North Herts Education Support Centre
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Starting Points:
pupils either behaved impeccably or were really challenging for the adults in the room! it was interesting, and useful for the feedback, to
pupils in the class because fairly regularly at least one
pupil was simply reacting to: an unkindness at best or an intentionally cruel/deliberately aggravating interaction at worst
a method of observing a referred pupil Starting Points:
What do we need to know about why the referral had been made? When did the Pupil’s behaviour trigger the need for a referral for external support? What strategies have previously been successfulor failed? Do the parent/carers express similar concerns about their child’s behaviour? Additional background on Medical / Family / Educationalhistory School staff and parent/carers’ opinions as to what are the two most pressing areas of need for the support to cover
Initial Data Sheet Starting Points:
Agreed Outreach Programme (AOP) Two Aims of Intervention Schemes of Work: Social Skills Self-Esteem Emotional Literacy Anger Management
Individualised Programme of Support
Transition Appropriate Behaviour Following Rules Solution Focused Brief Therapy Integration and Reintegration Working with Changes
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Starting Points:
Agreed Outreach Programme (AOP) Two Aims of Intervention Schemes of Work: Social Skills Self-Esteem Emotional Literacy Appropriate Behaviour Managing Changes
Individualised Programme of Support Starting Points:
Logs of Contact Date of Session (DD/MM/YY) Intended Outcomes of the session (2+) Resources needed for session Intended session content/focus (including timings) Notes – completed post session including ideas for next session
Planning for Support Sessions Starting Points:
In the final session of the term the supported pupil was asked how they felt they were getting on At an end of term review meeting which Parent/Carers were invited to Everyone was asked for their view on progress against the Aims Following the review a decision was made whether: the support needed to continue for another term with a new AOP or the support aims had been met, so we could move to tracking (now called monitoring) the pupil for three terms to ensure continuing success in school
Termly Reviews
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Being Successful in School: A Pupil’s View
“So all I have to do in school is do as the adults ask, do my best, not fight and I won’t get in trouble any more”
Being Successful in School:
Sometimes, no matter – how many ‘strategies’ I taught them – how often I helped them practice the ‘right’ responses to use in difficult situations within school
Some children continued to struggle to successfully manage school life … so I needed to try to find out “Why?” Why doesn’t it always work? Being Successful in School:
Self ≠ Behaviour
Why doesn’t it always work? I like you but I do not always like how you behave
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Being Successful in School: Shared Understanding! “What do you think adults mean by good behaviour and bad behaviour?” “I get a bike” or “I don’t get a bike”
BEHAVIOUR IS EVERYTHING WE DO AND SAY!!
Why doesn’t it always work? Being Successful in School: ‘Good Behaviour’ = APPROPRIATE behaviour Doing or saying the RIGHT thing at the RIGHT time ‘Bad Behaviour’ = INAPPROPRIATE behaviour Doing or saying the WRONG thing Doing or saying SOMETHING at the WRONG time Why doesn’t it always work? Being Successful in School:
Who decides what is appropriate when?
Who ensures that a child is truly aware of what behaviour will get them ‘in trouble’ in school? How is this successfully conveyed to them? And why do some children keep repeating these mistakes? Why doesn’t it always work?
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Being Successful in School: Supporting the needs not the behaviour
‘Why are they behaving as they are?’ We know that behaviour is a very important way of communicating social, emotional or mental health issues/difficulties. So it is vital that we find out, that we truly listen to, what a child is trying to tell us via their behaviour!!! … and then, as Support Service Workers , we need to address our pupils’ SEMH issues in 1:1 sessions out of the classroom, in environments that mean they can feel safe and able to speak openly … whilst always following ALL safeguarding practices.
Being Successful in School: Supporting the needs not the behaviour
Useful training: Protective Behaviours – 2009 Autism – 2012 Vulnerable and Traumatised People - 2013 Hertfordshire Steps – 2014 Attachment Theory – 2015 Anxiety – 2016 Child Mental Health -2016 Developmental Trauma – 2017 Mental First Aid – 2017 Attachment based Play Interventions – 2018
Being Successful in School: Supporting the needs not the behaviour
We do (or say) what we do for a reason . . . whatever
Our minds are shaped by many things including emotions, attitudes and experiences Trauma from insecure attachments can lead to many disorders A child’s resilience in the face of trauma can depend
with adult support can be one of the ‘buffer’ factors Traumatised children develop a range of unhealthy coping strategies which they believe will help them survive
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Being Successful in School: Supporting the needs not the behaviour
We return to default behaviours that have helped in the past – either to cope/manage or to keep self / feel safe Feeling safe and secure is more important than learning Traumatised children do not develop the essential daily living skills that children need, such as being able to manage impulses, solve problems and executive functioning If an old behaviour helped a child feel safe/calm, what are we replacing it with to also help them feel safe/calm?
Being Successful in School: Doing our best to ‘Get it Right’
Support Service Workers must ensure that they start by: developing a nurturing and empathic relationship providing well-structured, regular, support sessions sharing the purpose of the support providing firm boundaries and expectations within sessions having a consistent working environment in which the pupil can feel safe and secure
Right Time Right Place
Support will only be successful if it’s:
Being Successful in School: Doing our best to ‘Get it Right’
Social Skills Self-Esteem Positive Self Identity Becoming Independent Emotional Literacy Ready to Engage in Learning
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Being Successful in School: Take home points
always remember that it is not about us the child is centre stage and their needs are most important
Being Successful in School: Take home points just because a child is not able to do something right now it does not mean they will never be able to do it – make use
“I agree that you cannot do that work yet but with time and the right support you will be able to in the future”
Being Successful in School: Take home points
journey to become the person they are meant to be we sow the seeds that may help them achieve this and we may not see the flower bloom nor even see the seed germinate, but there can’t be the flower without the seed being first sown, so our work is important
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Being Successful in School: Take home points
All children deserve the right to achieve their potential Even if this becomes different to the potential they were born with Potential can change for many reasons after all
Being Successful in School: Take home points
Being Successful in School: Take home points
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Being Successful in School: Take home points
Support every child towards being the best person they can be!
Carer 2 Carer
Pat Denny
Chair of Fostering Forum
Research has shown:
the school can increase outcomes by as much as 30%
children from troubled families not in care, but not nearly as well as the rest of the school population
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Parent 2 Parent is designed to:
as best they can both at home and in School
learning and how to overcome them and about how important relationships are in the learning process. Although much of the material is directly transferrable to Carers there is a really important difference: Children in care are survivors of Developmental Trauma. Meaning they spend a lot of their time surviving not learning.
Another key difference:
The foster carer not only needs to develop a relationship with their young person but also with the School and The Virtual School With these key elements from Parent to Parent and key elements from the ARC Theory….
Carer 2 Carer is developed
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Another key difference:
The foster carer not only needs to develop a relationship with their young person but also with the School and The Virtual School With these key elements from Parent to Parent and key elements from the ARC Theory….
Carer 2 Carer is developed Carer to Carer:
in supporting the education of children in their care
From Parent 2 Parent to Carer 2 Carer:
Session One Learner Development. Know yourself - Look after Yourself Understanding How the mind works Explore the Human Brain and what helps or hinders Learning Developing effective communication with our young people Learner Confidence. Learning how confidence affects our learning Explore what happens when we get stuck How to encourage the young person to have a go and learn from mistakes
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From Parent 2 Parent to Carer 2 Carer:
Session Two Learner Relationships Active Listening – Attunement - Modulation Learning How to model and build positive relationships Understand what helps us to bounce back when relationships go wrong Support for our Young People to make and sustain positive relationships with others Learner Smartness How we learn and how that is important Develop ways to enhance our young people’s ability to think smarter Explore how we increase our child’s capacity for progress
From Parent 2 Parent to Carer 2 Carer:
Session Three Learner Strengths Self Development and Identity Support to grow our Young People’s talents and skills Understand the barriers that negatively affect our young people’s learning progress How do we overcome these barriers Learner Thinking Understand the importance of Thinking How we develop and strengthen our young People’s growth mindset Encourage our young people to think creatively and act independently
New additions to Carer to Carer:
Session One
Foster Carers and Education of our Young People Education and Fostering Fostering – Virtual School - Schools The Virtual School Subject relevant training Virtual School Priorities 2017- 2018 VS Foster Carers Handbook
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Session One continued
Vulnerability Guilt and Shame Brene Brown video clip Discussion guilt shame and curiosity Mindsets - Gowth and Fixed The Power of YET Carol Dweck Video Clip Developing a Growth Mindset Open and Closed Questions Problem Solving – Advice and Advising Solution Focused thinking
Session Two
Recap learning from Session One Building a growth Mindset Maslow and Developmental Trauma Survival and learning Other Barriers to Learning Learning Styles The Importance of hard work and effort in building intelligence. Motivation – intrinsic & extrinsic Perseverence Learning from mistakes - Mr Dyson.
So far, we have run:
Feedback has been positive
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A positive experience of school
Dr John Mynott Headteacher Central Primary School
Where to start?
Lorax, Dr. Seuss
Central Primary School
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Overview
How can a school create a positive experience for a Child Looked After (CLA)? Supporting vulnerable pupils in school
Supporting the vulnerable child help themselves
New to Care
Selena is new to care. She has been at the school for a term starting just after Christmas in Year 1. She steals food, hurts other children, is disruptive to learning. Her emotional and physiological needs were not met at home and her behaviour escalated. In July, she slammed a door onto her teacher’s hand, breaking four fingers. In September she was placed into foster care.
Options:
Exclude/permanently exclude Selena Adapt provision for SelenaEveryone deserves a positive experience but there are some who need it even more
Trauma Insecurity Confusion Change Difference Professionals Limited control of their lives
places – there is not going to be a perfect school for a CLA pupil but with flexible approaches, kindness and planning, schools can adapt provision to support CLA pupils.
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Listening
School is not the only expert involved in a CLA’s provision The child Foster carers Parents Social workers Guardians Professionals conducting assessments School is the location to bring knowledge together and support a universal plan for provision (behaviour management, talk, therapy etc)
Collaboration
support CLA pupils. This takes many forms but can look like: Daily communication with foster carer/ social worker Meetings to agree targets Joint conversations with child Mirroring things that are working in the foster home Organising and working on a plan together
Flexibility
School has to be flexible. Rigid rules and procedures are all well and good but in a period of crisis they can be alienating and impossible Establishing familiar people (always including me/ my deputy) Forgiving (every day is a new day) Responsive and caring (moving things around to support/ returning to things as needed) Changing provision (adding adults, developing spaces – tents, rooms, breakaway spaces)
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Planning Ahead
Self-esteem and confidence are long term development areas which are as important as academics. We provide our CLA pupils with swimming lessons in the years before they join Y5. Then in Y5 they enter our school lessons as a confident swimmer We aim to develop multiple locations of friends (not just school but clubs) this allows the CLA pupil to have bad days in one place but still have friends to turn to – it can feel really good to know you can’t ruin all your friendships in one go Consider how moves/ changes will be bridged. Can a support adult transition at a different point to the main teacher (change LSA in May – class in Sept) Work with team around the child to think about what is best Be ambitious (it is better to fail trying then not try at all)
Supporting the Child to Help Themselves
Growth Mindset Instils resilience Encourages pupils to try Asks them to challenge themselves Be independent Therapeutic Teaching Gives them opportunity to try Teaches them that it is them that makes the changes – in a supportive but not dependent inducing way Gives them the space to make mistakes (a lot) but focuses on steps forward
How carers can help schools to help children
Dan Nearney Head of Stevenage ESC d.nearney@stevenage- esc.herts.sch.uk
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Overview
The key to success
action and being able to adapt to situations as they arise
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Engagement and Barriers
Case Study 1
behaviours every Monday and Wednesday; not going into class, defiance and rudeness to staff Actions
with carer Outcomes for the student
Discussion / Questions
Final Questions