Be that person!

SUPPORTING LEARNERS’ SERVICEOUR VISION AND VALUES

The Supporting Learners’ Service reflects Fife ECS’s core values of Care, Ambition, Respect and Equality and ensures all children and their families remain at the centre of our support. We will strive to remove the barriers to learning and achieving – physical, curricular, linguistic, pedagogical, cultural and attitudinal - for all children with an additional support need and remove the effects of social disadvantage and poverty.

PRINCIPALSUnderpinning principles are:• assume the least intrusive intervention• no order principle i.e. that we must be confident that interventions

will lead to better outcomes than no intervention (including educational outcomes)

• of early and proactive intervention• all children and young people should be educated within their local

community school or within Fife specialist provision• resources should be targeted at breaking the cycle of social

disadvantage and therefore at those most disadvantaged communities

• all planning and interventions should be person centred and outcome focused• decisions and planning should be solution focused

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• teaching and learning should be based on inclusive pedagogy principles• teaching and learning should build on the development of

positive and respectful relationships• all development work should extend what is “ordinarily available”/universal• actions should lead to developing rich learning communities for all • we will provide and support equity for all including positively

discriminating to do so• we promote practitioner responsibility and evidence based practice • we are required to work within best value

AIMS

This service’s main aims are: to support schools to develop the confidence and competence of staff to

meet the needs of children and young people with additional support needs

to directly support children and young people with a range of additional support needs

to support the development of policy and practice across schools and the directorate

develop and deliver appropriate professional learning experiences.

In order to achieve these aims the service will require to be focussed and responsive to a range of demands and needs.

SHARING PRACTICETeams working within the SLS service work to support schools to meet the needs of pupils with a diverse range of needs.This booklet has been developed to share features of effective practice highlighting how members of SLS support the ‘whole’ child’s education, health and well-being. The range of stories shared demonstrate how staff

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members incorporate the principles and aims of the service through interventions with pupils, schools and partners.Each pupil story exemplifies how SLS teachers have supported schools, pupils and families to reach best possible outcomes. In short how every team member can ‘Be That Person’ as part of the team around the child.

This booklet contains an opportunity for… a professional discussion (task for discussion) reading pupil stories National and Local Context discussing features of effective practice reviewing some Challenge Questions (HGIOS 4) further professional learning opportunities references

MAKING CONNECTIONS

The Supporting Learners’ Service work hard to make connections with pupils, families, school based staff and other professionals

to improve outcomes for children and young people with additional support needs.It is important that we recognise and celebrate the hard work of the teams and share examples of the impact of our support and interventions. The stories contained within this booklet are real examples of the work SLS do on a daily basis. All stories have been made anonymous but the facts contained are real and represent the difficulties that some pupils in Fife face.

This booklet is has three direct purposes;1. To share examples of effective practice within teams and raise

awareness of the range of adverse childhood experiences the pupils we work with across the service face.

2. To offer an opportunity for professional dialogue with team members you may not work directly with.

3. To raise awareness of ACEs and signpost some opportunities for professional learning.

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As you read through the stories contained within this booklet please use the models below to support the discussions within your group. The models provide key discussion points which will help you identify how colleagues in SLS support pupils and their families in Fife.

PROFESSIONAL DIALOGUE

As you read the stories please think about and discuss the how your colleagues supported pupils and their families in the key areas below.

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Abbie’s story

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CONTEXTAbbie was the youngest of a number of children. None of the children had ever attended school. Although her older siblings were receiving basic literacy and numeracy support through GATE’s Teenage Traveller Project, Abbie was not enrolled into Primary School and did not really engage with the team, being kept very much within the protection of the family home. The Site Manager expressed his concern that due to a cleft palate, Abbie’s speech was very poor and this would be difficult for her in later life. We needed to find a way to discuss the options for Abbie to allow Mum to make an informed decision about possible treatment to resolve this.

PRESENTING CONCERNSA conversation with Mum revealed the fact that she was fearful of any medical interventions that might improve Abbie’s speech and was unwilling to engage with medical services. We know that trust is the key to all successful support, so we needed to think of a creative way to give mum a chance to explore what treatment might entail and to address her concerns surrounding surgery, away from the intimidating environment of a hospital.

RESPONSEIn partnership with the School Nurse from the local Primary School, we ran a number of healthy eating/healthy skin/healthy body sessions with Abbie’s teenage sisters, who enjoyed working with the nurse. Latterly we started to involve Abbie in the sessions, which comprised of her wearing the tabard for the girls to Velcro vital organs onto, lying on the floor to be chalked around so that they could imagine where these organs might be etc. Abbie then also formed a relationship with the nurse. Mum was then invited to a session at which the girls shared their learning as well as smoothies and fruit kebabs…again Abbie was invited. This gave Mum a chance to get to know the School Nurse, and a natural opportunity for the Nurse to speak to Mum about Abbie’s condition.

OUTCOMESThe Nurse was then able to build a relationship with Mum outside our support for the teenagers, and with this support, sought surgery for Abbie. The surgery was successful, but the story did not end there. A few months after the surgery I was approached by Dad who said he was considering sending Abbie to Primary School – what did I think? With support from our service Abbie was enrolled in school. School staff had previously received awareness-raising from our Service and Abbie’s needs were sensitively met. She not only attended school, but stayed on afterwards for netball club. Additional support was provided by the Speech and Language therapist to improve Abbie’s speech post-surgery. This experience impacted on the whole family’s relationship with education services. All Abbie’s older siblings are now parents. Their combined 11 school-aged children have all enrolled in school from Nursery or P1…and there are younger children waiting in the wings! Some of these children now live out with Fife, but through the Traveller Education Network (TENET) GATE has put the families in touch with support teachers in their new region, who have supported their enrolment in the new Authority.

Bo’s story

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CONTEXTBo came to Scotland from Bulgaria in Dec 2016 and enrolled into S1. He was very anxious and wouldn’t speak for several months. He struggled to understand enough English to manage in any of his classes and cried a lot. He was miserable.

PRESENTING CONCERNSSocial isolation. Increasing signs of anxiety. Beginning to miss classes and at times days of school, attendance dipped to 65%.

RESPONSEEAL service worked with him for a session a week to learn strategies to help him learn in each situation he was in, to learn English, to build confidence and to access the class work. We met with parents and guidance staff to discuss strategies to help him, did vocabulary building exercises, taught how to research topics in his first language and ensured he knew who to go to when he had difficulties and questions. I delivered CPD with probationers, students and class teachers and also met with 2 teachers with the Bo to see how he could best learn in their classes. One teacher I approached (which Bo had identified as being a difficult class for him), the other teacher had approached me for support with ideas of how to help him in class. It was essential that Bo and I met regularly to help build the relationship and improve his communication. I suggested that some S6 peers could give his some support which has also helped.

OUTCOMESHe is now in S3, happy in school and working hard. He smiles more and has made friends. He sometimes helps his friends with work.He has strategies in place to help his with learning and he is feeling more confident about his understanding and his work. Support may be required again as class work becomes more demanding and the exams become more difficult.He helps his 5 younger siblings with learning so any input with this pupil is passed on to them and his family. His parents still need an interpreter for meetings.

Cori’s story

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CONTEXTCori entered S1 in August 2016 without an enhanced transition following a settled year in primary 7. The transition into secondary was challenging for her and within a short period of time she became a school refuser. The school put a plan in place where Cori was to collect work from school first thing on a daily basis and check in with staff. This plan quickly broke down. School were unsure of how to move forward and felt her diagnosis of Non-Verbal Learning Disability (NLD) was a confusing one. They felt unclear what strategies they should be putting in place to support their pupil.

PRESENTING CONCERNSExtreme anxiety about accessing the school building.Cori set off every morning to collect work but rarely arrived at school. Mum reported she had vomit on her jumper on her return indicating his level of stress and anxiety.Cori had become socially isolated despite previously having friends. Aggressive behaviour towards mum and her siblings. Mum is a single parent, struggling to cope. She was unsure whether to call police during her violent outbursts.An ever increasing anxiety attending activities she’d previously enjoyed.Despite previous involvement from a wide range of different services, no one was currently working with the family.

RESPONSEWorked with Cori gain her trust and make a connection.Used talking mats to encourage her to communicate with me. Mindfulness strategies and CBT therapy activities from a published workbook to help her to better understand her emotions and how to manage them.Suggested that school hold a Child wellbeing meeting to discuss other educational options. This included the possibility of Cori accessing the school’s Learning Hub in a nearby village.I visited the hub alone to speak to staff and take a video which I took back to share with Cori. I was able to describe the hub for her and answer questions as we watched the video together.I revisited the hub, this time with the pupil and her mum. Although the visit only lasted 9 minutes as she was clearly anxious, it was a huge achievement for her.

OUTCOMESCori is now accessing education at the school’s learning hub 3 half days a week. Her anxiety has been greatly reduced now that the pressure of returning to the high school has been removed. If her anxiety prevents her from returning to school in the future, she can sit Nat 4’s at the hub. Mum has told me stress and anxieties at home have been reduced.

Dawn’s story

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CONTEXTDawn developed a serious life threatening illness during summer holidays when she was 11 years old. She had just finished P6 and should have started p7 in August. Instead, she spent a number of months in hospital fighting for her life. She was finally discharged from hospital in October, began recovering and becoming stronger and started a reduced in school timetable in January. The team around Dawn decided that she should repeat P6. As a result of this illness, Dawn is now blind.

PRESENTING CONCERNSBlind, difficulties with speech, gross motor skills, fine motor skills, personality changes, cognitive changes/memory loss

RESPONSEInitially I worked with parents and Dawn at home. I then worked with PSAs, Depute, Class Teachers and Dawn in school. We engaged with a number of services such as SaLT, OT, Ed Pysch, Habilitation, Disability Sport, RNIB Youth Club, RNIB Activity days, Seescape IT AdvisorIssues addressed whilst constantly projecting a positive ‘can-do’ attitude whilst helping with strategies for things she could once do but now couldn’t, with constant emphasis on future independence.VI (skills normally taught to a pupil during P1-P7 but priorities had to be made to prepare pupil as much as possible for high school) taught such as touch-typing, pre braille skills (developing appropriate touch skills), how to determine tactile diagrams, use of specialist aids such as Cubarithms, talking calculator, assisted Habilitation specialist with sighted guide technique teaching cane skills for independence, reinforced use of iPad with VoiceoverDawn had presenting speech difficulties (all work was multi choice at first), we then worked on her lack of finger isolation (important for braille / touch typing, relearning maths, relearning letter names and sound, relearning blending), making friends, and supporting a range of emotional issuesStaff development for primary and secondary school staff including emotional issues of staff (who were grieving for the girl they once knew).Gave practical advice to parents. Had to address roller coaster of emotional issues as they cycled form being joyous she was alive to being devastated about what the future held for Dawn.

OUTCOMESJoint decision made for Dawn to be retained in P6 – she is now in S1. Dawn is settled in school with both old friends and new friends, High school PSAs and teachers aware of her on going and ever changing needs.

Evan’s story

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CONTEXTEvan had a shared placement in a Speech and Language Class (SALC) from P1. He had a diagnosis of Specific Language Impairment (now known as DLD) but was also non-verbal. He communicated by using some signing (Signalong), gesture, facial expressions and occasional vowel sounds. During his time in SALC he began to use a ‘Go Talk’ and IPod but would only do so with support. Despite his severe communication and learning difficulties he worked hard and was keen to please. Evan enjoyed his time in the SALC possibly because over time staff were able to understand him fairly well and supported him both in SALC and through outreach in her mainstream school. He regularly needed support to be able to give his side of the story regarding incidents in the playground etc.

PRESENTING CONCERNSEvan lived with his mum who had learning difficulties. His parents had separated and his siblings decided to live with their dad. As Evan got older his behaviour became more challenging at home. Mum felt that Evan wanted to live with his dad but dad did not want Evan. He visited dad at weekends and his behaviour was always very distressed when he came back. Dad also had a new partner and a new baby. His siblings were moved into foster care due to neglect and abuse.

RESPONSEWe were able to sustain a relationship with Evan’s mum and often listened to her worries about how she was coping with Evan. We carried out some home visits, helped her with signing, and offered suggestions as how best to support his communication. We suggested clubs for Evan and he began to go to Beavers.We attended regular meetings with staff from his mainstream school, Educational Psychologist and Social Workers, where we shared concerns about Evan’s welfare and behaviours including the fact that his clothes were always very dirty (at times we gave him new polo shirts to wear).Due to increased distressed behaviours (setting fire to the shed, knife threats etc.) Evan was offered support from Includem and also the Cedar Project. We were in regular communication with both organisations and Social Work to help keep Evan safe e.g. if Evan was absent from school we informed all of the agencies straight away. We offered training in Signalong to Includem staff to help them communicate with Evan.

OUTCOMESEventually it was decided that Evan should be fostered out of his home area. We met with foster carers and supported them with signing and in understanding Evan’s personality.Before being taken into foster care Evan had been given a place at a local DAS and had been supported by us through a lengthy transition period where we had accompanied him on visits and liaised with staff. He was then given a place at another DAS near his foster home. Before the end of her P7 year we took him to visit his new school and met with staff. We provided training on SLI and how best to support Evan in class to DAS and mainstream High School staff in twilight sessions. When he started in S1 we went along with him on his first day to help him with practical issues e.g. ordering lunch and following a timetable.

Franc’s family story

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CONTEXTRefugee family fleeing war torn homeland – father killed during the war Family (mum and two children ) moving to another country but not settling in as host country was not welcoming – no support provisionFamily eventually coming to Scotland – new and very different culture and systems

PRESENTING CONCERNSTrauma of civil war and bereavement Interrupted learning Little knowledge of new education system – placing of children in appropriate classesCulture clashes leading to misunderstandingsSocial isolation – missing on opportunities to integrate with community and cultureEconomic hardship – missing on opportunities to engage in employment

RESPONSESupported family through school enrolment, placement, parent meetings, school paperwork and transitions (EM, EP & HT)Supported school/staff – support plans for language and curriculumSupported family to apply for school clothes and meals grantMediated with school to cover costs to alleviate hardship and provide opportunities for experiences – Trips, clubs Supported family application to FC after school service and facilitated cost cover grant application

OUTCOMESChildren fully engaging with education system and reaching their potential academically and socially (child going on a week field trip)Parent and school – full engagement, involvement and communication

Gina’s story

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CONTEXTGina is a pupil with complex additional needs. She has cerebral palsy and is in a wheelchair. She has very limited motor control and has communication difficulties.

PRESENTING CONCERNSGina was referred to ATSS as her curricular access was limited. Staff were keen to support her learning but were unsure of the best way to achieve this. Due to her motor difficulties, she was struggling to use the computer via a mouse and keyboard but she appeared to be motivated by ICT.

RESPONSEThe first thing I tried was a touchscreen monitor as the Smart Board was not easily accessible for her, but Gina found it difficult and tiring to target accurately. After consultation with FAACT and OT, I trialled a joystick, as she was due to be allocated a joystick-driven wheelchair. A conventional joystick was not a solution as she lacked the control to target accurately. Due to rights restrictions, the technician and I could not slow down the mouse speed sufficiently or change the cursor to a large Philips cursor which she could see more easily. We persevered over four visits, including getting a Fife IT technician to come out and support us. Another solution had to be found.The next step was to put in a ratcheted joystick which the FAACT team recommended. It moves in clicks so it makes it easier to target. This was not a solution either, as Gina could not get the hang of moving in clicks. At this point, iPad Pro became available for our team to allocate. The larger screen size meant that Gina had a larger target area and immediate sensory feedback rather than through a third party device. Through practice, her ability to target the screen improved. This iPad is now also used to support her communication, in conjunction with a communication book.

OUTCOMESAfter almost nine months of trialling equipment, it appears that we have found a solution, however the story does not end there. Our service needs continuing involvement as her PSA starts maternity leave later this session and we need to ensure that her replacement is confident with the technology supporting Gina, as well as providing ongoing advice to the school.Gina can:

now access the curriculum – she is achieving

have a level of independence – she is respected

play iPad games with her peers – she is nurtured and has more active relationshipsshow what she knows – she is responsible

be more included in learning activitiesbe healthy and safe through the team that supports her

Harry’s story

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CONTEXTHarry is a P5 pupil who hadn’t been in school for 2 years. He is now in Primary 6. He briefly attended school afterhours, once all other pupils had gone home, but this was 18 months ago and it fell apart due to Harry’s mistrust of staff. Harry has a fixation on injustices and had no trust in school staff and no meaningful relationships with any adults who were not family. He was very wary of any adult who tried to support him due to previous failures and wouldn’t shift from initial impression of that person.

PRESENTING CONCERNSHarry felt that school was something done to him and he was against it. His parents had a poor relationship with the school staff and eventually refused to attend meetings with school management present.An ever increasing reluctance to leave the family home and strict rules relating to hygiene restricted what they could do as a family. There was a total reliance on his parents (Mum in particular) being with him at all times when he was out with the house, including in school.Ever increasing anxiety about accessing busier places such as shops, health services, recreation/entertainment, etc.

RESPONSEI established a relationship using Lego Therapy with Harry and his Mum which eventually led to group work with myself and Harry. I engaged with learning activities in the family home leading to accessing local library in Town Centre. We built up to accessing education without parents being present, but on standby nearby with Harry being reassured as they gave him their car keys.We then created a visual timetable with weekly commitments that we looked to build up over time. We also used a calendar to mark with pupil when our next challenge (increase in demand) would be.Other educational options (mainstream and pupil support service) were explored with Harry and his parents so Harry was fully aware of next steps.Harry began accessing PSS with myself and his parent briefly with a task target, rather than a time focus. Slowly there was ever increasing targets to increase time in PSS class where 1 afternoon became 2, gradually increasing to 4 afternoons.Slowly his parents withdrew from the school setting from moving out of class into the corridor, being in the car park to taking dog a walk close by. Then leaving parent at home with knowledge he could leave at any time.Transport to PSS gradually changed with a look to increasing independence. Harry went from transport with parent, to being transported by myself to taxi/minibus with classmates. Last option was supported with options of me being in taxi or parent/myself following taxi in the car. Pupil took to this well and has further established friendships with classmates.

OUTCOMESHarry is now fully accessing education 4 afternoons in PSS class using taxi/minibus. His parents are finding stresses/anxieties of everyone at home are reduced. Parents have gone food shopping in a large supermarket for the first time in years. Harry is more relaxed and is trying new experiences, foods, etc. Family have had a practise holiday that included airport, aeroplane and hotel stay in the UK. Family holiday abroad booked.Pupil is beginning to engage with friendships out with school time from his PSS class. Looking to increase pupil to 5 afternoons by mid-term then increasing to include mornings before the end of Primary 6. Aim of full time PSS for Primary 7 before assessing High School options.

Iva’s story

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CONTEXTIva is s a fourth year pupil. She has lived in Scotland for three years. She can speak English but finds reading and written work slightly harder. Her attendance is around 85-90%. She has a small group of close friends and a large extended family. There have been previous recorded Care and Welfare concerns about Iva that were investigated at the time and then led to a prolonged period of absence. She has been supported by the EAL Support Service since S1.Iva’s absence rate was increasing and she seemed to be less interested in academic attainment.

PRESENTING CONCERNSIva is now rarely attending, she is evasive when asked if she has been ill. Her absence continues to be an issue, staff have asked Iva why her absence rate is so high, no explanation has been given.One of her cousins of primary school age has shared with me that Iva was to be getting married the following weekend.She has shared with me that she has a boyfriend and that she often has to help Mum around the house or take care of the younger sibling when she is not in school. I have shared this with a learning support teacher.

RESPONSEI shared my concerns with staff at the primary school where the younger pupil had spoken about attending the wedding of Iva.It was established that Iva was only 15 and this was a case of forced marriage. Information was shared with Social Work and Iva’s High School and the Police were involved.

OUTCOMESHaving the relationship with Iva proved critical in protecting her welfare.Iva continued her education at the local YMCA, until she could leave school. Iva has since left school, having achieved Nat 4 Literacy.Knowing the family connections across education sectors allowed professionals to work together to keep Iva safe. Iva was supported to make her own life choices.

Jay’s story

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CONTEXTJay had significant interruption to his education due to family circumstances, the pupil presented as a very restless, disengaged boy who constantly would use work avoidance strategies such as frequent trips to the toilet and distracting others. He did not fit into class groupings and required an individual programme to close the gap. He is now in P4.

PRESENTING CONCERNSSome of the Jay’s attention issues and lack of engagement could be attributed to adjusting to school expectations but there were also motor control issues. In literacy, although he knew initial sounds, there were definite phonological processing difficulties.Traveller families can be sensitive if you flag with them that there may be learning issues for their children, especially for boys. Other challenges were that mum had a toddler at home and was expecting twins. I decided that if I met parents, I would tell them only the positives.

RESPONSEAfter consultation with school staff, I used games-based sessions to develop the Jay’s phonological awareness and reinforce sound knowledge. To support motor issues and develop writing, I used Clicker 7 but he showed little interest. Fine motor activities were available in class and I gave mum a pair of child sized scissors so he could practise cutting at home. Phonology was still causing problems, so I moved Jay to a more systematic programme. I also adapted Horrid Henry text as he was not motivated by the core scheme. To help Jay change his perception that he could not read, I got him to highlight and underline text so he could see what words he knew. Gradually his attitude to reading changed, as his skills started to develop. He is now part of the class reading programme

OUTCOMESJay has raised self-esteem and is now a regular attender. He is engaged and motivated.I have developed a positive relationship with parents as they have told me they have seen a big difference in his reading. This has raised my profile as a trusted adult with the rest of the families. Jay now regularly attends the Homework Club we run at the Traveller site, whereas he rarely attended previously.His younger brother is now in P1 and is making good progress. Attendance is regular.

Kia’s story

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CONTEXTKia has been displaying increasingly distressed behaviour. There have been instances of property in school being damaged, as well as Kia leaving the school building. Staff, and other children on occasion, have also been hurt. Mum has been open and honest about the fact that she is struggling with her own mental health and not wanting to leave the house. Mum is also very isolated, and has no social circle. Her anxieties are at a level where meeting with professionals in any capacity is extremely difficult, and so Kia has begun to miss important appointments.

PRESENTING CONCERNSThere was a lot of time spent out-with the classroom, often interacting negatively with other children in the open area of school. Staff negotiate constantly with her, offering various activities and rewards if she manages to complete certain tasks. Staff report that ‘what works one day doesn’t work the next’. Kia is currently on an Approved Flexible Package and attends school for 2.5 hours each day. Often these days are cut even shorter due to Mum being called to come and collect her as a result of distressed behaviours escalating.

RESPONSEI met with school based staff, who were very knowledgeable about Kia. During the discussion it became apparent that some difficulties Kia was facing may be due to her ASD diagnosis, but that some difficulties were presenting hugely as potential attachment challenges. It became very apparent that Kia being happy and spending more of her 2.5 hours in school was paramount. School were keen to have her joining the class and her peer group alsoI also met with Educational Psychology and together we agreed that the difficulties being presented were complex and creating a positive and engaging curriculum for the child was the priority. I observed Kia in school over a period of time at various times of the day. We carried out a Person Centred Planning meeting with school. Created a ‘back to basics’ plan for Kia, forming a timetable which featured non-threatening, engaging tasks for her to participate in with her PSA, and build the relationship between them.There was lots of discussions and partnership working with school. Discussed the impact of social and emotional relationships on a child’s learning and ability to learn – ‘connection before correction’. Advised school to use ‘When the Adults Change, Everything Changes’ as CPD to further develop their knowledge.Encouraged school to also provide support within school to Mum – i.e. OT appointments.

OUTCOMESKia is happy in school and has had days in school pass without incident. School report that she is enjoying elements of the new timetable and structure, and has begun to form a really positive, and deeper relationship with her PSA. Staff have been impressed with the speed of change due to the timetabling change, and are investigating how they can use this model and apply it to other children within the school. Mum has also been working with school in a positive way and has attended an OT appointment within school, with support from the LS teacher. This has had a hugely significant impact on Mum’s mental health, as OT were due to discharge Kia from their service due to non-attendance at appointments. Mum has engaged with Elaine at Link Living whole heartedly and speaks of the benefits that she feels it will have to her emotionally and socially.

Louis’s story

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CONTEXTLouis is 17 years old and has Duchene’s Muscular Dystrophy Louis has been seen by a member of the ATSS team since he was in Primary 3. Initially I was involved as Learning support Teacher in the school and then as part of the ATSS team.

PRESENTING CONCERNS

As Louis was growing his mobility deteriorated and her hands were becoming sore as he was writing. Louis is in a wheel chair now and can only move his head and wiggle his fingers. He can only use his fingers for a very short time to select items. Accessing the curriculum at was becoming a challenge.

RESPONSEIn the early stages I made sure that Louis had a good knowledge of typing and word processing. Sentence grids and word banks were made up from Clicker to try to support literacy. This was successful for a while but as he grew up he became reluctant to use these and was using Word and PowerPoint. For a time he was assigned a netbook with Co Writer to reduce the number of keystrokes he needed to do as typing was becoming tiring. This worked well for a time until his condition again deteriorated and he had to rely on a scribe for everything. Dragon Naturally Speaking was tried for a few months but his voice had become quite weak so he was having very little success with Dragon. Speech to text on an iPad was also tried, again this worked for a short time but recognising his voice became a problem. We then trialled using a Quha with a Puffa switch (the Quha is a gyroscopic mouse which can be positioned on any part of the body. A Puffa switch selects what the mouse is on when you blow into it.) He was so adept at using this that a piece of software called Dwell Clicker was added. This allowed the Louis to select the different functions of a mouse as well as access to an on screen keyboard. Recently the Puffa switch was returned as him breathing has become compromised and it is painful for him to use.

OUTCOMESWith the Quha he has been able to access the curriculum and study more independently, though he will always need some support. Last year he was able to achieve two N5s. He has produced the school Newsletter. He is sitting three N5s this year and doing modules towards a Higher. When he was asked at his CSP meeting what impact the Quha has made he said, “It has changed my life.” Hopefully he will be able to attend College after 6th year which is something he thought he wouldn’t be able to do.

Mikael’s story

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CONTEXTMikael is a P5 pupil. No previous serious concerns, he has always required additional prompting to settle to tasks but has had manageable behaviour within classroom environment

PRESENTING CONCERNSMikael is beginning to demonstrate low level challenging behaviour with increasing frequency in the classroom and less keen to participate in classroom work.He has low self-esteem, is increasingly frustrated with class work and finds some tasks to difficult – struggling to cope with challenge (whereas had previously displayed a give it a go approach).Mikael has difficulties with friendships, increasingly using disruptive behaviour to gain attention of class peers, but then becoming upset as also wants to please class teacher.School has an awareness that risky behaviour demonstrated out with school is leading to involvement with police.

RESPONSEMet with parent – many issues at home (one parent not always present, substance abuse and mental health issues). As the eldest child, Mikael’s mum felt that he was capable of being responsible for self. Mum found Mikael difficult and felt “at the end of her tether!” Mum tried to regulate his behaviour at home and had spoken to the Mikael telling him he had to behave at school. Mum did not want Family Support Team referral, so information about potential supports were shared with an agreement to revisit in the future.LST and CT agreement made to share positive school experiences with home to try and minimise parental thought that Mikael was always “bad” / in trouble, as opposed to sharing of low level issues (which had been happening).CT allocate time to welcome / check in at start of day and share positive feedback at end of dayLST arranged time with P1 teacher for opportunity to lead games with younger pupils to give opportunity to demonstrate responsibility and develop self-esteem.Referral made to Plus One mentoring to support Mikael’s concerning behaviour out with school, meeting with family followed and meeting with Plus One and LS teacher. LST and CT looked at appropriate challenge of tasks and put in place short term small group support with some peers to address both social support and develop fun / resilience in problem solving tasks.

OUTCOMESOpportunities to feel success and responsibility within school arranged.Mikael’s relationship developed with teacher. Teacher is more aware of Mikael’s need, Mikael is feeling more supported and welcome in the school – resulting in a reduction of distressed behaviours shown.He is more relaxed in small group work, self-regulation in this environment reduced as fewer pupils etc. to compete with, and more opportunity to engage with peers appropriately.1:1 sessions from Plus One out with school – hopefully to stop Criminal Justice System involvement.Family Support Team not involved but information shared with parent for potential future referral

Niamh’s story

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CONTEXTNiamh has a congenital genetic disorder, global developmental delay, left convergent squint, intermittent divergent at distance, horizontal nystagmus. She was previously referred to Fife Visual Assessment Team and seen by Hospital Eye Services.

PRESENTING CONCERNSNiamh no longer attended school at parents’ request. She was therefore not able to access school equipment or daily activities. Physical, cognitive and visual difficulties led to marked passivity. She was able to do much more than she demonstrated but was not motivated. She watched videos and little else. Effectively she was not using her hands at all. There was a danger of replacing physical movement with eye pointing which would be problematic. Her parents believed that lack of hand movement is partly due to depth perception difficulties and her eye pointing was accurate and reliable, neither of which was substantiated by my testing or observation.

RESPONSEI organised a home visit to assess functional vision and spoke at length with both parents with whom some ongoing communication established. The assessment found that Niamh’s visual acuity and contrast sensitivity were good enough to watch images on 9.7” screen and I recommended best positioning to maximise use of null point to dampen nystagmus. We established that there appeared to be no physical or visual reason for Niamh not using her hands and she was not touch defensive. I arranged application to local charity for an iPad for home use to provide a reason for pointing/tapping in order to get the next few minutes of video ‘reward’. Contacted Special School and SALT

OUTCOMESParents are encouraging Niamh to physically interact with iPad and working towards pointing skills. The Special school is providing outreach visits based on iPad use. SALT also making home visits. Niamh is now attending some school activities. Improvement in functional use of vision.

‘It’s already proving a great addition. I’ve sourced a great app that allows us to customise what we need for Niamh to encourage her pointing skills, and have had conversations with SALT and O.T. for other recommendations. But she appears to be improving already, so many many thanks to you and your team for enabling this.’(email from parent)

Oskar, Oliviwa and Otto’s story

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CONTEXT3 pupils in a High School, all in S6, all EAL learners were not confident about doing Higher Standard English but were keen to pursue ESOL qualifications.

PRESENTING CONCERNSThe school did not offer English for Speakers of Other Languages (ESOL) due to staffing and timetable constraints. All pupils were keen to pursue higher education and required an English qualification.

RESPONSE I approached SMT and the PT of English about the issue. The pupils presented their case to the HT directly and persuaded him of the usefulness of this course for entry into university. A member of staff was allocated to help them with their coursework. I guided staff with advice on UAS.

OUTCOMESAll 3 completed ESOL Higher. As a result of their taking the initiative to meet with the HT and making their ‘pitch’ to him, he was ‘sold’ on the idea and the pupils gained qualifications with an A, B and C grade respectively and are now at university pursuing Music, Art and Engineering degrees.The school now offers this course to those who need it.

Poppy’s story

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CONTEXTPoppy is a P7 pupil who is blind after having to get one eye removed at 2 years old and the other one at 3 years old. She is a very independent pupil in the school who gives everything a try when persuaded.

PRESENTING CONCERNSAlthough very active within the school community her engagement with her peers was very much between the hours of 9 am and 3pm. The challenge for me as a teacher was to try and get Poppy involved in the community more. She was very much a member of the school community but after school became more isolated choosing to spend a lot of time in her room watching on YouTube. Poppy and her family limited her opportunities to mix with the wider community due to concerns about her safety.

RESPONSEThe school had a visit from the local Judo instructor who was doing taster sessions. I felt that this was something Poppy would enjoy and like to get involved in as she had a love for being active. At times Poppy can form an opinion and have a fixed mind set about the activities she is being encouraged to try. After discussion she went along to the session with her class. I spoke to the instructor to explain about Poppy being blind and explained that I felt this was something she would enjoy. The coach explained to me that Judo is a great sport for blind or VI people as once the grip has been established, Judo becomes the same for sighted and VI people. When at the session the instructor asked if he could use Poppy as his partner to demonstrate and show the rest of the children what to do. Poppy loved it and I could see the enjoyment on her face. She was laughing and smiling. Afterwards I asked if she would go to the sessions at the local high school and she said she might if her parents allowed her to. I told her what the instructor had said about VI and sighted people and we discussed Judo as a Para-Olympic sport. With Poppy’s permission, I spoke to her parents and suggested she go along as I knew that they were keen for her to have a hobby.

OUTCOMESPoppy now goes to Judo weekly and really enjoys it. She has won a few trophies for ‘Pupil of the Month’ and has moved up in belt colours. It gives her a sense of achievement and enjoyment and makes her feel the same as lots of her peers. She has found something to keep her fit and allows her to interact with her peers after school in the local community.

NATIONAL AND LOCAL POLICY CONTEXT

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Fife Council Education Services Directorate aims to improve the life chances for all and is committed to breaking the cycle of disadvantage, i.e. raising the bar for all, whilst at the same time closing the gap for our most vulnerable learners.

Research stresses the facilitation of resilience is particularly important in meeting the needs of our most vulnerable young people. With resilience all our learners can succeed, even when facing disadvantage.

The National Improvement Framework and Building the Ambition have a primary purpose of driving improvements for our learners. They provide guidance on the key priorities which need to be made into realities in educational establishments. These include raising attainment, closing the poverty related attainment gap, improving health and wellbeing, and achieving excellence and equity in Scottish education.

‘How Good is Our School 4th Edition’ and ‘How Good is Our Early Learning Centre’ assert that social and emotional wellbeing has a significant impact on learner’s success.

A Journey to Excellence (2015) states that: ‘What is certain is that every child can learn. It is up to the people who support them through the learning process to strive to ensure that each and every one of them learns at the pace that is most appropriate for them, and to meet their needs in the best possible way.’ (pg10)

FEATURES OF EFFECTIVE PRACTICE

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All adults in the educational setting proactively promote, build, model and maintain positive relationships with the young person in their care. Their learning community has shared values and high expectations for all (1.1, 1.3, 2.2, 2.4, 2.7, 3.1)

Commitment to professional learning is pervasive throughout the whole learning community. All staff are able to access specialist resources, support and learning opportunities, working collegially to fulfil professional responsibilities in relation to relationships. Critical reflection and review requires that practice is continually adapted to be responsive to the young persons’ dynamic needs (1.2, 2.2, 2.3, 3.2)

Practitioners support, stimulate and guide learners. Nurturing and appropriately challenging relationships lead to high quality learning outcomes (2.3)

The learning environment provides a sense of physical and psychological safety, consistent and attentive, nurturing responses (3.1)

All learners are supported to experience their own success (3.2)

Our curriculum has a strong focus on developing the skills our young people need in the world of work (2.2)

Young people are fully engaged in their learning and participate in decision making about their learning pathways (3.2)

HGIOS CHALLENGE QUESTIONS

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How well do we all understand our roles and responsibilities in supporting learners’ health and wellbeing? (3.1)

How well do we listen to and involve children and young people in making decisions about their wellbeing, their lives and their future? (3.1)

To what extent do we support young people to take responsibility for their own learning and progress? How do we know? (1.2)

What strategies are we using to develop resilience and confidence in our learners to lead their own and others learning? (1.2)

How well are we enabling learners to become independent learners and develop the four capacities? (2.3)

How confident are we that all learners experience activities which are varied, differentiated, active and provide effective support and challenge? (2.3)

How well do we know learners as individuals? (2.4)

FURTHER PROFESSIONAL LEARNING OPPORTUNITIES

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READING/RESEARCH‘When the Adults Change’ Dix, P, 2018‘The Deepest Well, Healing the Long Term Effects of Childhood Adversity’ Burke-Harris, N, 2018‘The Boy Who Was Raised As A Dog’ Perry,B and Szalavitz, M, 2017‘The Parents Practical Guide to Resilience for Children Aged 2-10 on the Autism Spectrum’ Purkis, J and Goodall, E, 2017‘The Yes Brain Book’ Siegel, D and Payne Bryson, T, 2018‘Settling To Learn’ Bomber and Hughes, 2013 ‘Polishing the Diamonds - Addressing Adverse Childhood Experiences in Scotland Scot PHN Report,’ Couper, S & Mackie, P, 2016,‘Scottish Government Event- Adverse Childhood Experiences,’ Bellahouston Academy, 2018‘What Should We Do About Trauma?’ Johnson, D, 2018 ‘Responding to ACEs with HOPE: Health Outcomes from Positive Experiences’ Sege R.D. & Brown C.H, 2017‘Collaborative Professionalism: When Teaching Together Means Learning for All’, A. Hargreaves and M. T. O'Connor, 2018 by Andrew Hargreaves (Author), Michael T. O'Connor (Author)RESOURCES‘The Incredible 5 Point Scale,’ Dunn Buron,K and Curtis, M, 2012 (www.5pointscale.com)‘The Homunculi Approach to Social and Emotional Wellbeing,’ Greig, A and MacKay, T, 2013 ‘Emotion Works,’ Murray, C, 2012 (emotionworks.org.uk)‘Kitbag,’ International Futures Forum, (iffpraxis.com)‘When My Worries Get Too Big,’ Dunn Buron, K, 2013

REFERENCES

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WEBSITESwww.mind.org.uk (mental health charity)www.innerworldwork.co.uk (website for parents and carers affected by trauma)www.elefriends.org.uk (on-line support community)www.bigwhitewall.com (on-line mental health community)www.moodcafe.co.uk (promoting mental health in Fife)www.mindroom.org (Scottish charity for young people with a learning disability)www.place2be.co.uk (children’s mental health charity) www.gozen.com (on-line programmes to help children manage stress and anxiety)www.nurtureuk.org (to support children with mental health) Department of Health (downloadable emotional resilience toolkit for employees)www.bravehearteducation.co.uk (Braveheart resources and blogs about nurture and attachment)www.youngminds.org.uk (children and young people’s mental health charity)www.annafreud.org (Anna Freud National Centre for Children and Families)www.actionforhappiness.org (Action for Happiness to increase well-being)www.developingchild.harvard.edu (Centre on the Developing Mind, Sciences of Aces and Toxic Stress)www.childtrends.org (collection of child research papers)www.ddpnetwork.org/about-ddp/meant-pace (PACE Approach Dan Hughes and Dan Brown)www.corc.uk.net (Child Outcomes Research Consortium’ Association for Child and Adolescent Mental Health)www.youtube.com/watch?v=pqd.Gb4TraFk&t=7s ASD and Resilience Ted Talks Janette PurkisREFERENCES

‘How Good is Our School (4th Edition)’, Education Scotland, 2015‘Our Minds Matter,’ Fife Council, 2017‘Be That Person,’ Fife Council, 2018‘Resilience,’ Paper Tigers, 2017 (kpjrfilms.co/resilience)‘Getting it Right for Every Child,’ Fife Council, 2018 (girfec.fife.scot)