Newport PS/St Colman’s PS-Learning Together about Play and Autism
1.
In Brookfield Special School staff had identified Individual Learning,
Individual Needs and Pastoral Care as areas for Improvement on their School
Development Plan.
St. Colman’s Primary School, because of the introduction of SENDO wished
to address inclusion issues in preparation for a school population with a
wider range of needs. Staff in both schools accessed training and shared
practice.
2. Teachers from both schools now felt that they had a basic understanding of the
social cognitions in Autism. They understood that social stories could provide
individuals with Autism with accurate information regarding situations they
encountered. Staff felt that they could now write appropriate social stories for
various individualized situations.
In Brookfield PS, staff have given consideration to planning an environment
which is conductive to play. During this planned play the adults create
atmospheres and provide time, spaces and their informed support in
encouraging children to play. This is now evident throughout their planning.
and observations.
3. Pupils now have a greater awareness of the needs of other children through
coming together for joint experiences. Through learning alongside each other
they have experienced a sense of community with concern for others and
tolerance. Through the development of play the children have become more
self-directed and were able to manage their learning in the new environments
of each others schools. They have worked collaboratively on projects such as
the outdoor environment with a focus on minibeasts and bird life. Children
had the opportunity to work creatively by joining in the symbolic wish tree
activity, sharing ideas and celebrating their learning fostering creative
dispositions and approaches to learning in a holistic way.
4.
Teachers and Classroom Assistants have evaluated the children’s
involvement and learning through play during staff discussion and through
monitoring of the success of learning outcomes in areas of the environment.
When using Social Stories, staff monitor the response of the student. They
record behaviour and comments when the story is presented. They observe and
record responses to later readings and to the behaviour being targeted.
5. In Brookfield the school development plan identified the need to share good
practice for A S D children with mainstream colleagues. Already links have
been established and some staff have visited to discuss and observe practice.
St.Colman’s have shared good practice in Learning through Play at Key Stage
One.
6. Teachers established professional relationships that enabled staff from both
schools to share and discuss practice when we exchanged visits. We have
developed observational skills through peer monitoring, shared planning and
joint activities. We have developed communication skills using ICT to
exchange learning. In monitoring the evidence of the implementation of these
strategies we have been able to evaluate the planning and the processes.
Newport PS/St Colman’s PS-Learning Together about Play and Autism
7. Through DELTA both schools have begun to build parent partnerships. These
will be extended by further information sessions to develop Learning through
Play and Social Stories/Skills. Subject to funding, we would wish to attend
training which would further develop our knowledge and expertise in both
areas.