New initiative – presentation to staff
'Children who are listened to are
usually well adjusted and self-confident, while
those whose needs are ignored may be
withdrawn or difficult and suffer
from low self-esteem.' NSPCC, p2
Alex Bedford (0809572), Rebecca Grover (0702980),
Kim Marshall (0703542), Jenny Sherwood (0704576)
‘Provision for children with special educational
needs is a matter for the school as a whole. In
addition to the governing body, the school’s head
teacher, the SENCO and all other members of
staff have important day-to-day responsibilities.
All teachers are teachers of children with special
educational needs. Teaching such children is
therefore a whole school responsibility. In
practice, the way in which this responsibility is
exercised by individual staff is a matter for
schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.’
(DfES, 2001, p44)
Implementation of ‘The Feelings’ Tree’ Initiative
School Self-Review – where we are now
During previous meetings concerns were raised about individual children’s
behaviour. After individual discussions with teachers, observing (using
ABCC charts) and talking to the children, it appears that this unacceptable
behaviour (according to the schools policy) is the way the children are
using to communicate how they are feeling. A further observation was
that these children struggled to recognise their own emotions, in order for
these children to express their emotions in an acceptable manner it is
important for them to be able first to recognise them. Within the whole
school there seems to a need for all children to develop these skills to
support all children’s personal, emotional, behavioural and educational
development. Therefore this is an inclusive whole school strategy; with
extra support available for those children you feel need it.
‘the emotional and behavioural difficulties which people experience in their lives
are not caused directly by events but by the way they interpret and make
sense of these events’ (McLeod, 1998, p71-72)
‘Difficult behaviour which seems to relate to a particular student may be
indicative of a range of contextual issues associated with the family, school,
classroom, peer group or teacher, as well as the student’ (Wearmouth, 2009, p91)
‘Students who engage in challenging behaviour compromise the fundamental
ability of schools to educate children. Consequently, teachers face the
daunting task of designing effective strategies to promote positive educational
outcomes for their students’ (Chitiyo, Makweche-Chitiyo, Park, Ametepee and Chitiyo,
2010, p1)
‘Children in school usually demonstrate that they have emotional difficulties by
continuously behaving in an unacceptable way and by not responding to the
usual strategies that work for the others.’ (McNamara and Moreton, 2001, p11)
‘Behaviour is the way in which we try to express our
feelings, this expression itself is an attempt to
communicate’ (McNamara and Moreton, 2001, p91)
Research has found if children have
an effective way to communicate
their feelings and these are listened
to unacceptable displays of behaviour
can be reduced.
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Whole school approach – teachers, Ta’s, office staff etc…
Encourage an open environment
Positive reinforcements
Encouraging children to take ownership
‘The teacher needs to structure the classroom environment
to demonstrate that it is safe to express personal
thoughts and feelings.’ (McNamara and Moreton, 2001, p94)
WARNING
– it is important to know your class in implementing the strategies
– it is important not to use a strategy which is similar to your
behaviour management as the children may become confused
What have you
seen?
Teachers tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs
http://www.teachers.tv/videos/primary-special-needs-emotional-literacy-the-hightown-elsas
‘The underpinning qualities and skills that help us manage life and
learning effectively’ (DfES, 1378-2005, p1)
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Self-awareness
Managing feelings
Motivation
Empathy
Social skills
‘Social, emotional and behavioural skills underlie almost every aspect of
school, home and community life, including effective learning and
getting on with other people. They are fundamental to school
improvement’ (DfES, 1378-2005 G, p7)
Pupil voice
Parent
partnership
Multi-agency
working
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Feelings fan
Feelings bear
Feelings ladder
Mood diary
Safe room (friendship room)
Feelings chair
Happy/sad face
Traffic light system
Charts
Reflection area
Tactile / stress relieving toys
Post box
Velcro on drawers to attach feelings
Questions
What did we
do well?
How can we improve
our SENCO skills?
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Broadhead, P. & Martin, D. (2009) ‘Education and Every Child Matters’ in Barker, R. (ed.)
(2009) Making Sense of Every Child Matters: Multi-professional practice guidance
Bristol: The Policy Press
Cheminais, R. (2006) Every Child Matters, a practical guide for teachers London: David
Fulton Publishers
Cheminais, R. (2008) Engaging Pupil Voice to Ensure that Every Child Matters; A
practical guide. London: David Fulton Publishers
Chitiyo, M. Makweche-Chitiyo, P. Park, M. Ametepee, L. K.. and Chitiyo, J. (2010)
Examining the effect of positive behaviour support on academic achievement of
students with disabilities Journal of Research in Special Educational Needs
http://onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2010.01156.x/pdf (Accessed:
November 2010)
Department for Children, Schools and Families (DCSF) (2009) Working together for
good behaviour in schools Information for parents and carers Nottingham: DCSF
DCSF (2010) Primary and Secondary Inclusion Development Programme: Supporting
pupils with Behavioural, Emotional and Social difficulties DCSF
http://nationalstrategies.standards.dcsf.gov.uk/node/251416 (Accessed: November
2010)
DfES (2001a) Special Educational Needs Code of Practice. Nottinghamshire: DfES
Publications
DfES (2001b) Section 4: Enabling Pupil Participation In DfES (2001) SEN Toolkit
Nottinghamshire: DfES Publications
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DfES (2004) Removing Barriers to Achievement: The Government’s Strategy for SEN
London: DfES Publications
DfES (1378-2005 G) PNS Excellence and Enjoyment: Social and Emotional Aspects of
Learning: Guidance. Norwich: DfES Publications
DfES (1378-2005 G) The National Strategies: Social and Emotional Aspects of Learning –
a quick guide to these materials
http://nationalstrategies.standards.dcsf.gov.uk/node/87009 (Accessed: 13/11/10)
Her Majesties Government (2003) Every Child Matters Norwich: TSO.
Mcleod, J. (1998) An introduction to counselling (2nd edition) Buckingham: Open
University Press
McNamara, S. and Moreton, G. (2001) Changing Behaviour: Teaching Children with
Emotional and Behavioural Difficulties in Primary and Secondary Classrooms (2nd
edition) London: David Fulton Publishers
NSPCC Listening to children London: NSPCC
http://www.nspcc.org.uk/Inform/publications/downloads/listeningtochildren_wdf4813
3.pdf (Accessed: November 2010)
Rose, R. & Howley, M. (2007) The Practical Guide to Special Educational Needs in
Inclusive Primary Classrooms London: Paul Chapman Publishers
Soan, S. (2005) Primary Reflective Reader: Special Educational Needs Exeter: Learning
Matters
Teachers Tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs
http://www.teachers.tv/videos/primary-special-needs-emotional-literacy-thehightown-elsas (Accessed: November 2010)
Wearmouth, J. (2009) A Beginning Teacher’s Guide to Special Educational Needs.
Maidenhead: OUP
Widget Symbols http://www.widgit.com/ (Accessed: November 2010)