Information for Educational Settings

Information for schools regarding Education Restart

PPE

PPE Training Videos

How to 7 step hand wash

Emotional and Physical Health

Positive Behaviour

Positive Behaviour Policy COVID-19 Addendum Guidance and Template

This Guidance is intended as a support for schools as they focus upon the Department of Education’s ‘Education Restart’.

COVID-19 has significantly impacted on society as a whole, the impact of the virus and lockdown restrictions have been widely recognised as potentially traumatising experiences.  Potentially the whole school community could be affected by these experiences, i.e. staff/pupils/parents/guardians.

Safeguarding should permeate all aspects of school life, schools should ensure that this Guidance is read in conjunction with their Special Educational Needs Policy, Child Protection and suite of Safeguarding Policies.

Watch Anytime Webinar

Learning and Behaviour Assistants Hub

Reconnect and Rise Programme – Post Primary

Understanding the Impact of COVID within a Trauma Framework

PBS&P Telephone Advice and Support Helpline

Primary Behaviour Support & Provisions provide an advice and support helpline in response to social behaviour and emotional wellbeing concerns which arise in education settings with nursery and primary aged pupils.

The Telephone Advice and Support Helpline is available Monday to Friday 9am to 4.45pm on: 028 3831 4461.

See the information leaflet below for further information on this service.

ADHD Interventions and Techniques

  • Behavioural intervention techniques For Teachers & Parents:
    • specific positive feedback (you worked so hard during maths today)
    • planned ignoring (not responding to undesired behaviour when possible)
    • clear directions phrased in the positive (tell the child what to do instead of what not to do…such as ‘keep writing your sentence’ instead of ‘stop talking’)
    • time out if they need time/space to calm down
    • sticking to previously decided rules/consequences
    • observe and note ABC (antecedent/behaviour/consequence) (https://educationandbehavior.com/research-based-interventions-for-adhd/)
  • Multicomponent classroom led techniques:
    • Token economy and response cost – receiving points for the amount of time they follow the classroom rules (token economy) and losing points for noncompliance with school rules.
    • Precision requests – Initial requests for appropriate behaviour should include the word ‘please’ then waits for 5 seconds.  If the student doesn’t comply then repeat the instruction using the word ‘need’ and wait for 5 seconds. If the child doesn’t comply then a reductive techniques such as ‘time-out’ should be administered.  At any point that the child complies this behaviour should be reinforced.
    • Mystery motivators – An envelope labelled with a question mark is placed in the room with a card stating what the student will win inside. (1-1 time, reward).  Mystery motivators tend to increase the anticipation of the reward.
    • Antecedent strategies – teacher movement around the class and posting of classroom rules

Back Together Again Resources (PBS&P)

The ‘Back Together Again” programme has been developed by EA Primary Behaviour Support & Provisions. It offers pupils the opportunity to reflect on their time at home and process their thoughts and feelings about coming back to school. Pupils will vary in their responses about coming back to school and these may change and develop over the coming weeks and months.

This programme comprises of three elements:

  • Guidance Notes
  • Presentation
  • Pupil booklet
     

These resources can be used with pupils on their first day back at school or over an extended period of time. The activities are based on the Public Health Agency ‘Take 5 Steps to Well-Being’ model, using strategies to promote and support positive well-being, along with developing pupil’s personal strengths and resilience. This will not only give insight into how pupils are feeling, but will also allow school staff the opportunity to reflect on and be aware of their own well-being. This programme can support the school to embed a whole school approach to promoting the social and emotional well-being of all pupils.

Reconnecting Resources for Post Primary Schools

The ‘Reconnecting’ programme has been developed by EA Post Primary Behaviour Support & Provisions.   It is vitally important that we give young people the opportunity to reconnect and rebuild their relationships with each other and their school when they return.  The following resources offer information and activities for parents, young people, school staff and school leadership teams to support RECONNECTING.  You will also find more intensive support booklets which may be used to assist those young people who may be finding the return a challenge.
 

This programme comprises of following:

  • A whole school framework to support young people returning to school
  • A ‘Guide for Parents’ booklet to support young people returning
  • A ‘Back to School Guide for Young People’
  • Class activities to promote fun, reconnecting and social skills
  • Specific targeted support packs for use with those young people having difficulty with the return to school (anxiety, calming techniques, choices, voice, connections etc.)

Special Education Needs

Getting Ready to Learn Website and Resources for participating Preschool settings

SEN Early Years Inclusion Service Resources to support Blended Learning Approaches

Early Years Transition School Support

Autism - Introducing Activity Systems(EY & Primary)

Autism - Transition to school packs ( EY, P & PP)

Autism - Emotional Regulation Strategies & Resource pack

Autism - Moving on Up Transfer Resource Pack with online training for PP professionals

Autism - Education Restart Resource Pack

Sensory Service - Radio Aids Roger Inspiro

Sensory Service - Radio Aids Roger Touchscreen

Sensory Service - Advice for Online Learning for Hearing Impaired Students

Sensory Service - Disinfecting Radio Aids Guidance for Schools

Sensory Service - Information and Guidance for Teachers of students with Vision Impairment

Sensory Service - Information and Guidance for Teachers of students with Hearing Impairment

Guidance on Adapting/Enlarging Texts for Students with Vision Impairment

Special Education Resources

ADHD Websites and Interventions

ADHD Websites

  • Adders.org  - Great selection of social stories and computer games available for download (free)
  • Adhdfoundation.org.uk  – wealth of resources and information for students, carers & schools
  • www.ADHD.org.uk – useful links and information
  • Additudemag.com – Parent and teacher downloads and information packs 
  • EA guidance for parents and teachers
  • Primary resources – classroom resources for primary children
  • Camhsrsources.co.uk/websites – comprehensive list of websites and resources for ADHD and comorbid disorders
  • Healthline ADHD resource guide - list of charity websites, online resources, books, support groups and advocacy.
  • Twinkl – lovely selection of colourful visual resources for primary ADHD children (fees may apply).
  • Understood.org – search option for ADHD articles and resources

Intervention techniques

  • Behavioural intervention techniques in an Academic setting:
    • reducing length of assignments
    • dividing tasks into sub-units (chunking)
    • make tasks more stimulating (bright colours, interesting textures, changing rate/style of presentation
    • modify delivery of instruction based on students individual strengths (auditory/visual/kinaesthetic)
    • computer assisted instructional programmes which provide immediate feedback
    • strategy training – teaching the skills required to meet needs of situation (note-taking, study skills, homework completion, self-reinforcement)
    • Implementing peer tutoring – when one student provides assistance, instruction and feedback to another.  Thereby simultaneously working on academic and social skills
  • Further behavioural approaches:
    • Social skills intervention focus on the development and reinforcement of appropriate social skills such as communication, cooperation, participation, emotional regulation, emotional understanding and empathy and enhanced levels of attention.
    • Friendship group workshops are valuable tools to build the skills required to interact and engage in a positive way.
    • Regular physical activity is a useful treatment for ADHD. Regular exercise improves behaviour and information processing - Education and Behaviour

Early Years

Safeguarding Children and Vulnerable Adults

Children Looked After

Attendance FAQs

(Frequently Asked Questions for Parents and Families on Education Restart)

Frequently Asked Questions about EDUCATION RESTART

More information for Educational Settings about Education Restart is available by clicking the link below

Last updated: 23/03/2021