Presentation to BESD IDP
Leaders
SEBD Team Children’s Services
Department of Children’s Services
Today’s Session - AIMS
By the end of the session participants
should:
• Have an overview of how the BESD IDP
model and resources for training staff
can be used in their own school
• Have an emerging plan for the
organisation of the training in their own
school.
2
What the IDP is
• The IDP is training for all staff working with
children and young people to give them
foundation level knowledge about BESD.
• The IDP is about improving Quality First
Teaching (QFT) and other provision to include
children and young people with BESD.
• The IDP is about demystifying child and
adolescent mental health so that every
professional can understand their role in
supporting children and young people with
BESD.
3
What the IDP is not
• The IDP is not training on everyday
behaviour or classroom management.
• The IDP is not specialist training on
working with pupils with Behavioural,
Emotional and Social Difficulties.
• The IDP is not only for the SENCo or
SEN department.
4
The IDP
Supporting Pupils with BESD
Resource
• DVDs including handbook was sent
to all schools
• Also available on-line
http://www.nsonlne.org.uk/node/327
855
5
The IDP Resource – Why might it
be used?
• Any CPD programme in school seeking to
improve quality first teaching should consider
this resource as part of that provision
• Evidence from school’s ongoing monitoring and
tracking may identify the need to improve the
progress of pupils with BESD.
• Staff may identify this as an area for their own
professional development. (See IDP BESD links
with Professional Standards )
6
The self-evaluation audit tool
Will:
• help you identify confidence level of staff
• help you prioritise IDP activities for school
improvement in the area of pupils with SEN and
BESD
• provide baseline information about the perceived
skills and knowledge of your staff against which
to measure any gains
Found in in the library section
File 5.1: Self-evaluation checklist for the learner
(See also hard copy in pack)
7
The approach
Assumes that the school embraces
the features of effective CPD
(see ‘Key elements of Effective CPD’ located on page
7-8 of the accompanying booklet inside your DVD
case)
8
Section for School Leaders
sen_idp_ps_lead_0000310.ppt
includes
PowerPoint
presentation
Information /
Guidance
notes for
leadership
teams
9
Meeting the needs of pupils with BESD is
complex
…and it needs to be addressed at the
following levels:
1. Whole-school ethos and policies
2. Classroom practice, climate for learning
and quality first teaching
3. Evidence based interventions where the
progress of the pupil is monitored and
which is delivered by appropriately trained
staff
10
1. Whole school ethos and
policies: suggested key questions
for schools
• Is the desired ethos of the school shared with all
stakeholders?
• How does the whole-school CPD programme ensure
that all staff have appropriate skills to meet the needs of
pupils with a range of special education needs (SEN)
and disabilities?
• How is your Disability Equality Scheme reviewed,
updated and shared with staff and parents?
• How does the school monitor the effectiveness of
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provision for and teaching of pupils with a range of
SEN?
Getting Started on the IDP
Discuss…….
• Is IDP linked to any of your school’s current
priorities?
• Your view of staff confidence in supporting
young people with BESD
• Recent and planned CPD
• Possible links with other schools/ settings
Module 1. How do BESD develop?
In this module…
How do BESD
develop?
Mandeep teaches
Leanne and asks the
question
Mental health
Key areas
addressed
Attachment and
development
Other SEN
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How do BESD develop
• Mental health
• Attachment and
development
• Other special educational
needs
Key resources module 1
• Every child matters outcome framework
• The Maslow hierarchy of needs or theory of
motivation
• Definition of attachment
• National CAMHS review diagram showing
resilience and risk factors
• Introduction to neuroscience
• What are speech, language and communication
needs?
• Helping children with anxiety and depression
• Helping children with ADHD in the classroom
Summary of Key messages in Module
1. How do BESD develop?
• BESD has many antecedents:
- social
- emotional
- cognitive
- physical
• Early childhood experience is a major factor in the
development of BESD
• There is a strong correlation between other SEN and
BESD
• Mental health problems often contribute to BESD
18
Module 2:
How can I improve provision in the
classroom for
pupils with BESD?
• Quality first teaching
• Classroom environments
• Social and emotional aspects of learning
(SEAL)
Module 2. How can I improve provision in
the classroom for pupils with BESD?
How can I make
better provision
for pupils with
BESD?
Zoe teaches
Josh and
asks the
question
Quality first
teaching
Key areas
addressed
Classroom
environment
SEAL
20
Classroom practice and
quality first teaching: key questions
for
schools
• Is there a framework for the preparation, delivery and
•
•
•
•
monitoring of quality first teaching?
Are high expectations and positive relationships at
the heart of classroom practice?
Is there a common framework for supporting and
reinforcing good behaviour in the classroom?
Do staff feel confident to meet the needs of a range
of pupils with SEN in their classrooms, including
BESD?
Are resources and approaches which support pupils
with SEN such as the Inclusion Development
Programme actively promoted through school
development groups?
21
Module 2 resources
• Quality first teaching
• Key characteristics that promote childrens’ mental
health
• SEAL and SEN/BESD in secondary schools
• SEAL and positive behaviour in primary schools
• School leadership and SEAL
• Seal and the secondary curriculum
• Effective teaching and learning
• The principles of good classroom management
• Developing a positive mindset
• Motivating pupils with BESD in class
• The importance of the physical environment
Summary of Key Messages in Module 2.
How can I improve provision in the
classroom for pupils with BESD?
• Many pupils need explicit teaching to develop their social and
emotional skills
• Positive relationships are key to promoting the well-being of
pupils with BESD
• Consider the classroom environment and be mindful of how this
can affect behaviour
• Quality first teaching which is personalised to take account of
pupils with BESD is crucial
• Pupils with BESD are often more comfortable once routines are
established
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Module 3
How can I support pupils with
BESD more
effectively?
• The curriculum
• Managing emotions
• The role of the SENCO
•
•
•
•
•
•
•
•
•
•
Active listening
The importance of emotions in the classroom
Anger management resources
Provision mapping
The role of the SENCO
BESD guidance on curriculum delivery
What is a nurture group?
Checklist for arrangements out of class
Peer mentoring
Guidance on child protection and safeguarding
Module 4
What are the other sources of
support?
• Pastoral support programmes
• The common assessment framework
(CAF)
• Working with other children's services
partners
• Partnerships with parents/carers
Key resources:
• Pastoral support programme
• CAF
• Multi agency working
• Roles of different agencies
• Roles of CAMHS
• YOTs
• BESD 2008 guidance
• Safeguarding
A Reminder …
Whole school approaches
Catering for an individual’s needs within the classroom is
part of Wave 1 provision.
Ensuring that there is adequate monitoring and
additional
provision requires a well-coordinated whole school
approach.
•Behaviour system
•Child protection and safeguarding
•SENCO
•Professional support
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Planning for Implementation in your school
A possible approach
• Initial Considerations
• Staff Self Evaluation, Analysis
• Action Planning
– Look at modules and prioritise which to
focus on
– Decide how to deliver
• Tracking, assessment and monitoring
See Flow Chart
pupil progress
• Monitoring Impact
Resources
• Implementation Action plans for
school
• DVD
Contains
– All resources from today for you to use/
adapt
– Further resources for staff