bso.bradford.gov.uk brochure 20… · web viewfrom january 2015. bso.bradford.gov.uk/q1. welcome....

From January 2015

bso.bradford.gov.uk/Q1

Welcome

Currently more than one in five children (21%) in this country are identified as having SEN but only 2.7% have statements. Changes to SEN legislation currently being considered will mean that ensuring the progress of these students is the responsibility of individual schools. Talking about these changes, Lorraine Petersen OBE, Chief Executive of the National Association for Special Educational Needs (NASEN), said:

We are pleased to see a clear emphasis on training and development for staff in schools – building on the schools white paper. We need our teachers to be well trained and confident to identify needs and barriers to learning and provide the right support early on.

Quality First aims to support schools to meet the needs of children who have learning needs, both with and without a statement of special educational need. The courses in this Quality First prospectus and the additional services offered will enable staff to increase their knowledge and skills in a wide range of areas, in order to improve outcomes for children with additional needs.

As Quality First grows we are able to provide an increasing range of courses and training opportunities for you. Take time to look through the prospectus and identify which course is right for you. If there is something you would like to see but that is not in the prospectus please let us know and we will do our best to oblige!

Regards

Ruth DennisActing Principal Educational Psychologist

QUALITY FIRST – THE TEAMSAs Quality First, the

Educational Psychology Team, SEN Services (formerly Learning Support Service), and Social, Emotional and Behavioural Difficulties Team

will provide you with high quality training and support in relation to vulnerable children and children and young people with Special Educational Needs and Disabilities (SEND).

Educational Psychology Team

Educational Psychologists (EPs) are professionally trained and have experience of working with children, schools and families. All of the EPs are registered with the Health Professionals Council (HPC) and are fully checked through the Criminal Records Bureau.

EPs use their knowledge of psychological theory and research combined with experience to find ways of developing and enhancing the learning and emotional wellbeing of children and young people. EPs also help to address schools’ concerns in relation to a wide range of child and adolescent development and SEN issues at an individual child or group level.

Using a range of approaches, EPs collaborate with parents and a range of other professionals, and engage with children and young people themselves, to ensure that they develop appropriate and meaningful interventions.

Each Bradford school receives a number of EP sessions (3 hour) per year free of charge. The number of sessions is based on school size and other indicators of need. The use of these sessions is negotiated throughout the year and may include a combination of statutory and development work. Bespoke training and group work can also be commissioned using this allocation of time.

SEN Service

SEN Service is made up of six teams of staff specialising in Autism, Deafness, the Early Years Foundation Stage, Specific and General Learning Difficulties, Physical and Medical Difficulties, and Visual Impairment.

The Service provides specialist support, advice and training to families and to early years settings and schools who have children with SEN in their classes.

All teams are staffed by highly experienced specialists within their field who have worked with families, settings and schools in Bradford for many years.

The Service is confident that it has staff with the knowledge, experience and expertise to offer a unique breadth and range of specialist training and services that can make a real difference to children and young people with SEN

Some of our services are available at no cost to settings and schools within Bradford Metropolitan District Council.

Social, Emotional and Behavioural Difficulties Team

The Team has seven Specialist Teachers and eight Peripatetic Inclusion Mentors who work alongside primary schools supporting children for whom full-time mainstream education is challenging owing to their emotional, behavioural and/or social difficulties.

The Team works in partnership with schools, parents/carers and other agencies such as Health, Social Services and other Children’s Service teams in meeting the needs of the pupil.

Schools refer pupils to the Team at school action plus of the SEN process and, in addition to the training courses contained within this prospectus, it can offer the following range of services to schools:- Detailed assessment of a pupil’s needs- Support and advice to schools, parents, pupils and other services- A period of intensive additional support from a Peripatetic Inclusion Mentor –

based within school for up to four half day sessions a week- Specific support for children with social, emotional, behavioural difficulties

around Y6/Y7 transition- Support for pupils at risk of exclusion- The coordination of nurture group provision across primary and secondary

schools in Bradford- The coordination of the Bradford Nurture Group Network

BESPOKE OPTIONS

Additional Educational Psychology Time

An effective way to plan strategically for children with complex needs is to commission the involvement of an EP in a school or setting throughout the year.

Schools can commission additional days from the EP Team, which can be used for work with individual children, interventions, training or development at a cost of £500 per day (two sessions per day). For example, a one off individual assessment is likely to require three sessions and can be commissioned for £750. This includes assessment of the child in context, meeting with parents and staff and production of a written report.

A reduction in cost is available when larger amounts of time are booked in advance. For example, 10 days extra time (20 sessions), agreed 9 term weeks in advance will cost £450 a day. Block commissioning of time by groups of schools can also be negotiated.

The EP Team also provide bespoke research and evaluation services focusing on improving outcomes for children and young people. EPs are trained to undertake robust scientific research and to use the same skills to evaluate interventions. An evaluation or research package can be negotiated according to your needs.

If you wish to discuss commissioning extra EP Team time please ring Ruth Dennis (Acting Principal EP) on 01274 385788.

Additional Support from the Social, Emotional and Behavioural Difficulties Team

The Social, Emotional and Behavioural Difficulties Team (SEBD) is now in a position to negotiate with individual headteachers a range of bespoke packages, examples of which are outlined below. Each package contains an indication of the time investment required and the projected costs.

Within these packages of support there will be an emphasis on quality assurance. Delivery will be negotiated with headteachers, as will an agreement on the means by which both quality of programme delivery and impact will be assessed.

Package TeacherTime

Optional Inclusion

Mentor Time

Anticipated Costs

1 The development of a Nurture Group in either a primary or a secondary school from scratch to fully operational with self review and the achievement of Quality Mark accreditation within 2 years in place.

10 half days over an academic year

6 half days over a term

With teacher support only: £1,800

Total package: £2,340

2 Support for an Inclusion Manager/ SENCo to develop and extend systems in school for the effective management of social, emotional and behavioural difficulties

10 half days over an academic year

N/A £1,800

3 The development of a Buddying system in a primary school as an effective way to develop/extend positive lunchtime experiences for pupils

4 half days over a term

6 hours over a term

With teacher support only: £720

Total package: £870

4 The development of quality circle time provision in school as a way to further develop pupils’ behaviour towards and respect for other young people and adults and to ensure pupils are able to share their successes and concerns in a safe, non-threatening environment

5 half day sessions 6 hours over a term

With teacher support only: £900

Total package: £1,050

5 The development/extension of Social, Emotional Aspects of Learning (SEAL) small group work in school as a way to support pupils at wave 2 and 3 with a range of SEN (particularly SEBD)

4 half day sessions; or

2 half day sessions plus 6 Inclusion Mentor sessions as stated

6 half day sessions

4 sessions teacher support only: £720

2 teacher sessions plus PIM time: £900

6 Preparation for Ofsted in relation to Behaviour and Safeguarding, supporting school to: Ensure “the systematic and

consistent management of behaviour”

So that “all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity”

(Ofsted Evaluation Schedule 2012)

4 half day sessions N/A £720

If you wish to discuss commissioning extra SEBD time please ring Alison Smith on 01274 385913.

Additional Support from the Learning Difficulties Team

SEN ICT training

Schools can request in-house training on some of the key software used to support children with SEN. The primary audience for the courses is teaching staff. However, they are also suitable for higher level support assistants. They can be delivered at beginner, intermediate and advanced levels. Schools can also request bespoke training.

Sessions are 2½ hours long. Ideally they should be split over two visits.

Clicker 6: This is a literacy support tool aimed at primary schools. It can support children with reading and recording at all levels of ability. It includes a word-processor with text-to-speech, text prediction, sentence support, word bars and writing frames. In addition, it provides easy to use tools to create on-screen matching, story writing, and oral story-telling and vocabulary development activities.

Communicate: In Print 2 : This is a desktop publishing tool for making symbol-supported materials, accessible documents, flashcards, worksheets, books etc. It is highly versatile and resources can be easily adapted to the needs of the pupil. When creating resources text can be copied and pasted from Word and other programmes and easily symbolised. It provides a large bank of curriculum-based images which can be used to create curriculum resources for all children irrespective of their level.

Communicate: SymWriter 2 : Communicate: SymWriter is an easy-to-use symbol writing program which can be used by both teachers and pupils. Symbols appear above the words as you type and ‘smart symbolising’ analyses the text to help select the correct symbols. You can drop in photos and images to illustrate your document, or add them to a word to replace a symbol for more specific meaning. SymWriter features text-to-speech and a spell checker with symbol support. It also includes interactive on-screen grids to make writing accessible to users that need additional help. These enable the user to select items from the grids (using a mouse, keyboard, touch screen or switches) to be automatically added to their document, switch to another grid, or to perform a range of actions. There are a range of templates which can be easily adapted to support pupils across the curriculum. (Please note if you have the first edition of SymWriter you can download the upgrade for SymWriter 2 from Widgit’s web-site free of charge – this version has lots of additional features and is much easier to use.)

If you wish to discuss commissioning extra time from the Learning Difficulties Team please ring Fiona Whitaker on 01274 385833.

http://www.widgit.com/products/inprint/index.htm

COURSE CONTENTS


Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)

Bullying in Schools - Are you Doing Enough?

Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid

Dyscalculia - Supporting Children in Maths

Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)

I am Not a Terrible Two!

Mental Health - Everyone’s Business

Progress for Children with Complex Needs

Understanding and Addressing Self Harm in Secondary Schools

Wise Before the Event: Responding to Sad Events

SEN Services (formerly Learning Support Service) Exam Access Regulations for Secondary Schools

Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention – Overview for Teachers and SENCOs

Social, Emotional and Behavioural Difficulties Team An Introduction to Nurture Groups

Monster Magic – Training in Initiating and Delivering the Nurturing Scheme of Work

The Other 95%: How to Reduce the Need to use Physical Restraint for Pupils Presenting with BESD

THE COURSES


Title Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)

Course numberQ1014P/11

Description of CourseChildren who have had difficult early experiences often find it difficult to cope with the emotional demands of school, resulting in behavioural difficulties. This course focuses on understanding how early attachment has an impact on later learning and behaviour, and how settings can promote a nurturing ethos to support these vulnerable children.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of attachment and how it impacts on behaviour and attainment Increased your knowledge of a range of strategies to manage children who have attachment difficulties Developed a structure in your setting to support children with CLDD

Intended Participants Teachers / other adults working directly with children and young peoplePhase of education: AllDate/s 11.02.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Philippa Grace, Educational Psychology Team - Internal Tutor

Title Bullying in Schools - Are you Doing Enough?


Intended outcomes for learners: Changes in the Ofsted framework and the Equalities Act mean that schools have increased duties to keep children safe in school. This course will provide an overview of the current understanding of what is meant by "bullying", along with a review of the most effective and appropriate ways of responding, intervening and - ideally - preventing bullying.

Intended outcomes for participantsDelegates will: Understand how "bullying" is currently defined and understood Understand the evidence base behind a range of interventions and approaches Consider how this applies in your own setting

Intended Participants Managers, SENCOs and Pastoral StaffPhase of education: AllDate/s 11.06.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Maxine Fletcher - Internal Tutor

Title Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid


Description of CourseIntended outcomes for participants:By the end of the course you will have: Developed a clear understanding of the Early Years SEN Support Grid Explored how to track progress using the grid Practiced setting challenging targets for young children with SEN in the Early Years

Content of the course:How do you know when children with additional needs in the Early Years are making good progress? At what point do you need to consider statutory assessment?

These and many more questions can now be answered using the Early Years SEN Support Grid. This course will look in depth at this tool and, through use of a number of case studies, explore how you can use this to maximum impact.

Intended Participants Foundation Stage Teachers/Managers/SENCosPhase of education: Early YearsDate/s 14.10.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Ruth Dennis - Educational Psychology Team - Internal Tutor

Title Dyscalculia - Supporting Children in Maths


Description of CourseIntended outcomes for learners: Improving outcomes

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of how children learn maths and why some children find this difficult Increased your knowledge of a range of strategies aimed at improving progress in maths Developed a structure to support this group of children in your school

Content of the course:Specific difficulties with maths are often under identified and rarely considered. This course will help you to explore why some children fail to grasp basic mathematical concepts and struggle to make progress. You will learn about the psychological basis of mathematical development, and how you can support children to develop specific skills in this area.

Intended Participants Teachers/other adults working directly with children and young peoplePhase of education: AllDate/s 23.04.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Ashraf Seedat - Educational Psychology Team - Internal Tutor

Title Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)


Description of CourseFASD is an umbrella term used to describe the range of posible effects of prenatal exposure to alcohol. Teachers and teaching support staff will undoubtedly meet students with FASD in their classrooms. This course will explore how to respond to these children's learning needs effectively and enable them to maximise their potential in school.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of FASD and how it impacts on learning and attainment Increased your knowledge of a range of strategies to manage children who have FASD Developed a structure in your school to support children with CLDD

Intended Participants Teachers / other adults working directly with children and young people in schoolsPhase of education: AllDate/s 12.05.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Vickie Wilford - Educational Psychology Team - Internal Tutor

Title I am Not a Terrible Two!


Description of CourseIntended outcomes for participants:Participants will have an improved understanding of the behavioural needs of this age group and strategies to support and promote positive behaviours.

Content of the course: Find out about the underlying cause of two year olds’ behaviour Learn how to establish appropriate adult expectation for this age group Learn positive strategies to support children's social interactions Develop strategies to support young children with emotional, behavioural and social difficulties

Intended Participants Early Professional DevelopmentPhase of education: Early Years/Foundation StageTarget audience and prior experience:

Any practitioners in Early Years Settings

Date/s 12.01.15 Times 13.00-16.00 Venue Future House No of sessions

1

Cost £90 per person Tutor Vickie Wilford - Internal Tutor

Title Mental Health - Everyone's Business


Description of CourseRecent research indicates that up to one in 10 children have mental health difficulties. These can impact in school, affecting children's learning, behaviour and overall progress.

This course will give an overview of mental health issues for children and young people and explore practical strategies that can be implemented by existing school staff to promote good mental health.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of what mental health is and how it can impact on children's progress Increased your knowledge of a range of strategies to promote good mental health at an individual, group and

whole school level Developed a structure to develop this aspect of provision in your school or setting

Intended Participants Teachers / other adults working directly with children and young peoplePhase of education: AllDate/s 30.01.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Philippa Grace, Educational Psychology Team - Internal Tutor

Title Progress for Children with Complex Needs


Description of CourseChildren with complex needs and statements of SEN are increasingly educated in mainstream classrooms. This often challenges teachers both in terms of planning for these children and demonstrating progress. This course will support teaching staff to explore best practice in this area and gain valuable skills.

Intended outcomes for participants:At the end of the course, participants will: Have a shared understanding of children with complex needs Feel confident in using a variety of tools to show progress Be able to record progress effectively and set appropriate targets

Intended Participants Teachers, SENCos, Teaching Assistants in mainstream primary or secondary working with children who have identified complex needs

Phase of education: AllDate/s 24.06.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Maxine Fletcher - Internal Tutor

Title Understanding and Addressing Self Harm in Secondary Schools


Description of CourseIntended outcomes for learners: Learners who have self harmed will be supported by confident, skilled staff who are able to respond sensitively to the needs of learners who self harm.

All learners will have information about self harm, including support and strategies which may help them to deal with their life challenges.

Intended outcomes for participants:Participants will: Understand the causes and consequences of self harm Help young people who self harm Understand the contagion effect in self harm Develop and implement a school policy to address self harm

Content of the course: Understanding and defining self harm Research focus: Who self harms and why Practical strategies to support learners who self harm The role of specialist CAMHS and specialist CAMHS referrals A school policy to address self harm

Intended Participants Senior Leaders, Inclusion Managers and Pastoral Staff in Secondary SchoolsPhase of education: SecondaryTarget audience and prior experience:

Pastoral Staff, Heads of Year, Form Tutors, Heads of House


1

Cost £90 per person Tutor Philippa Grace – Educational Psychology Team - Internal Tutor

Title Wise Before the Event: Responding to Sad Events


Description of CourseIntended outcomes for learners: A robust school policy means learners will have appropriate support from confident and knowledgeable staff following bereavement or a critical incident.

Intended outcomes for participants: Staff will be confident in responding to the needs of learners and staff following a critical incident or bereavement. Staff will be able to implement a robust school policy.

Content of the course: A case study of a critical incident – do’s and don’ts in school Practical steps in a critical incident policy Practical steps following bereavement in the school community Research focus: The nature and effects of grieving Research focus: Understanding and recognising post traumatic stress disorder

OverviewAccidents, traumatic events and bereavement can affect all members of a school community. This course helps school staff to prepare for such events, with research based evidence about appropriate and effective practical steps to respond to the needs of pupils, parents and staff.

The course also considers the possible psychological impact of loss and bereavement on children and young people, and how to identify, understand and respond to their needs.

Intended Participants Pastoral Managers and Senior School LeadersPhase of education: AllDate/s 23.09.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Philippa Grace - Educational Psychology Team - Internal Tutor

SEN Services (formerly Learning Support Service)

Title Exam Access Regulations for Secondary Schools


Description of CourseIntended outcomes for learners: Understand the principles and requirements for current exam access arrangements Know the range of access arrangements available Understand the roles, responsibilities and systems involved How to screen a large group of candidates Completion of Form 8 Understand how to use assistive technology in exams

Content of the course:The day will involve a combination of taught materials and practical activities to support the planning of exam access. Learners will know how to timetable for exam access in their school and select appropriate materials. Steps to becoming a qualified assessor will be explained. Learners will be made aware of the changes to exam access regulations for the coming year. They will explore the paperwork and evidence required for exam access. They will have an opportunity to try assistive technology that can be used as an alternative to a reader or scribe and consider the implications for their school.

Intended Participants SENCOs and Teachers Phase of education: SecondaryDate/s 22.01.15 Times 09.00-16.00 Venue Future House No of

sessions1

Cost £50 per person(subsidised by DSG funding)

Tutor Cognition and Learning Team - Internal Tutor

Title Exam Access Regulations for Secondary Schools


Description of CourseAs above.

Intended Participants SENCOs and TeachersPhase of education: SecondaryDate/s 29.01.15 Times 09.00-16.00 Venue Future House No of

sessions1



Title Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention - Overview for Teachers and SENCOs


Description of CourseIntended outcomes for learners: Understand the nature of literacy difficulties and the characteristics of dyslexia Be able to explain the processes involved in reading and writing Identify the impact of certain learning difficulties on reading and writing skills Be able to use and interpret screening tools to inform a one-to-one multi-sensory literacy programme Be aware of the content and principles of delivering a one-to-one multi-sensory literacy programme

Content of the course:The sessions will involve a combination of taught materials, practical activities and videos with lots of opportunities for discussion and feedback. Learners will be expected to purchase the book 'Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach' by K Kelly and S Phillips, Sage Publications, and be familiar with the content prior to the course because it will be a source of reference. The course content includes: the nature of literacy difficulties and dyslexia; using informal assessment to develop a multi-sensory literacy programme; the principles of delivery.

At the end of the course delegates will have the knowledge of the components of a personalised one-to-one intervention in order to support the delivery of these programmes in school.

This is an overview of the six week course 'Supporting Pupils with Reading and Writing Difficulties - a Multi-Sensory Intervention' (Q1014P/17 and Q1014P/18) which enables SENCOs and Teachers to support staff in the delivery of the programme. A folder of resources is included in the course cost. In the future, we intend to hold forums hosted by participating schools where learners can share good ideas and practice.

Intended Participants SENCOs and TeachersPhase of education: Primary and SecondaryDate/s 17.03.15 Times 09.00-16.00 Venue Future House No of

sessions1



Social, Emotional and Behavioural Difficulties Team

Title An Introduction to Nurture Groups


Description of CourseIntended outcomes for participants: You will learn about the origins of nurture groups and the theory that underpins them. You will begin to develop an understanding of how nurture group practice might be developed in your

school/setting and how a nurture group would complement your existing provision around social, emotional and behavioural difficulties.

You will begin to learn how to identify pupils who would benefit from nurture group provision and about how their needs can be assessed and how targets for improvement can be set.

Content of the course:A half day introductory course for both teaching and non-teaching staff who are interested in finding out more about the theory and practice of nurture groups and how they might be developed in their school.

“Nurture groups can make a considerable difference to the behaviour and social skills of children who might otherwise be at risk of exclusion” (Ofsted report, July 2011).

The development of quality nurture group provision allows a school to accurately identify and support vulnerable pupils whose social, emotional and behavioural development is delayed.

In a nurture group setting children’s needs are identified and carefully assessed, targets for improvement are determined and a cycle of assessment is established to support an improvement in both behavioural and learning targets.

Intended Participants Teaching and non-teaching staff with an interest in developing nurture group provision

Phase of education: AllDate/s 22.01.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Alison Smith - Internal Tutor

Title Monster Magic – Training in Initiating and Delivering the Nurturing Scheme of Work


Description of CourseIntended outcomes for learners: The course attendees will know about the Monster Magic scheme. They will know how to set up the group work, identify pupils for the group, set up the environment, assess impact and run a session.

Intended outcomes for participants: To have a sound understanding of nurturing principles underpinned by small group work. To understand the impact of developmental trauma on the developing brain. To know how to apply social, emotional and behavioural teaching strategies to support identified young people.

Content of the course: This course consists of an overview and understanding of the whole scheme of work. Participants will know how to run a session, understand the structure of the sessions, be able to identify the pupils

for the group, know how to set up the room and assess pupil progress. They will be able to support the development of the identified pupils thus ensuring a successful transition of key

skills back into the classroom.

Any course follow up: Course delegates will be able to sign up to purchase the resource and apply for further support in schools.

This is a one off training session in setting up the small group work Monster Magic. Bespoke support can be bought by individual schools. The scheme of work can be bought as a usable disc for an extra £20. The disc has all resources and 40 planned sessions.

Intended Participants Teachers and Teaching Assistants, NQTs, SENCOs, Nurture Group Staff, Mentors, Inclusion Managers, FS/KS1 Teachers

Phase of education: Primary and InclusionTarget audience and prior experience:

No prior experience necessary, but an interest in including children with developmental and behavioural issues is desirable.


1

Cost £90 per person Tutor Anna Robinson - Internal Tutor

Title The Other 95%: How to Reduce the Need to use Physical Restraint for Pupils Presenting with BESD


Description of CourseIntended outcomes for learners: It is said that the use of force constitutes approximately 5% of the provision for a child displaying this level of behaviour. Here we examine what the other 95% comprises. Some children's behaviour can escalate quickly to crisis and the need arises to consider using reasonable force in order to keep them and others safe. This course explains some of the underlying reasons for this kind of behaviour and suggests strategies to differentiate for the child's behavioural, emotional and social needs in order to diffuse and de-escalate before the crisis is reached. It is essential that the use of force occurs with appropriate risk assessments, incident reports and positive handling plans being in place, and this course will focus on some exemplars. The course will explain what the law permits in this area and how best to interpret guidance on the topic.

Intended outcomes for participants:Participants will: Have an up to date and clear understanding of what the law permits in the area of physical contact with a pupil. Be able to create an effective plan for managing children whose behaviour presents a physical risk either to

themselves, someone else, or school property. Understand what information is necessary in a record of a serious incident. Have the opportunity to examine real life scenarios with a view to understanding how to 'unpick' an incident in

order to learn how to minimise the risk of its reoccurrence. Develop their understanding of why pupils are likely to behave in this way.

Content of the course: Why do they behave like that? A revision of the key principles driving this behaviour. The principle of foreseeable risk. Six stages of a crisis. How to use diffusion, distraction and de-escalation. How to differentiate for children's behavioural, emotional and social needs. What the law says about the use of force. Case histories - how to unpick an incident in order to reduce the risk of it reoccurring. What should a risk assessment contain? How to plan for the behaviour you expect to see. Afterwards - how to record effectively; how can the action be justified in the event of a complaint?

Any course follow up: An evaluation of the course will be done.

Participants will be able to send in one draft risk assessment for support in developing it post course.

Intended Participants Teachers and Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOsPhase of education: Primary, Secondary and Behaviour Specialist Provisions Target audience and prior experience:

Colleagues who have children who need to be held or supported through emotional trauma


1

Cost £170 per person Tutor Sara Burgess and Alison Smith - Internal Tutor

bso.bradford.gov.uk brochure 20… · web viewfrom january 2015. bso.bradford.gov.uk/q1. welcome....

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