WEBVTT 00:00:00.000 --> 00:00:02.680 Hi, my name is Jordan. I am a special education 00:00:02.680 --> 00:00:06.160 teacher from the UK. I share my passion for everything 00:00:06.160 --> 00:00:09.119 communication, sensory regulation and fun lesson 00:00:09.119 --> 00:00:11.660 ideas for my classroom of disabled pupils aged 00:00:11.660 --> 00:00:15.300 4 to 11. Each week I am joined by experts in 00:00:15.300 --> 00:00:17.640 the field answering your questions and sharing 00:00:17.640 --> 00:00:19.579 our knowledge and experience working alongside 00:00:19.579 --> 00:00:22.559 our beautiful young people. Let's get started. 00:00:28.329 --> 00:00:30.929 First of all, a message about our sponsor. Today's 00:00:30.929 --> 00:00:33.649 sponsor is Octopus Energy. 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Hello everybody, my 00:01:09.140 --> 00:01:12.000 name is Jordan and welcome to the Sensory Classroom 00:01:12.000 --> 00:01:14.959 podcast. Today is a very special one. I am joined 00:01:14.959 --> 00:01:18.340 by Rachel from Sensory Shake Up on Instagram 00:01:18.340 --> 00:01:21.439 and she used to be my teaching assistant about 00:01:21.439 --> 00:01:24.879 14 or 15 years ago and I've been nagging her 00:01:24.879 --> 00:01:27.939 for the last year to come on because she's an 00:01:27.939 --> 00:01:31.599 absolute expert in PMLD and I have so much to 00:01:31.599 --> 00:01:34.939 learn. Hello Rachel. Hi, thank you, that's really 00:01:34.939 --> 00:01:39.359 sweet. yeah hi so we worked together was it 14 00:01:39.359 --> 00:01:41.739 15 years ago how old is your son basically because 00:01:41.739 --> 00:01:45.519 you had your son um he is 12 now so 13 years 00:01:45.519 --> 00:01:50.400 ago ish that's bonkers yeah so you it's hilarious 00:01:50.400 --> 00:01:54.760 because i was such a different teacher then i 00:01:54.760 --> 00:01:59.930 have learned so much now but just going back 00:01:59.930 --> 00:02:03.930 to that time we were in a class of around 10 00:02:03.930 --> 00:02:08.330 autistic children yeah aged around seven to around 00:02:08.330 --> 00:02:11.110 10 years old I think something like that yeah 00:02:11.110 --> 00:02:15.750 age two kind of age group yeah mostly verbal 00:02:15.750 --> 00:02:19.629 some non -speaking I think but mostly verbal 00:02:19.629 --> 00:02:24.099 um huge range of ability absolutely from like 00:02:24.099 --> 00:02:27.939 learning one two three counting to being able 00:02:27.939 --> 00:02:30.840 to do taking away and money work and decimals 00:02:30.840 --> 00:02:33.379 and all those sorts yeah we had lots of fun topics 00:02:33.379 --> 00:02:36.400 but yeah it was my second or third year teaching 00:02:36.400 --> 00:02:39.659 so I was still so new at it was my first class 00:02:39.659 --> 00:02:43.520 uh so yeah you've really seen me from the very 00:02:43.520 --> 00:02:46.639 very beginning I have and you were amazing then 00:02:47.240 --> 00:02:49.400 I was passionate then. I certainly loved the 00:02:49.400 --> 00:02:50.759 kids and was passionate then. I've certainly 00:02:50.759 --> 00:02:53.080 learned a lot since then. But yeah, I certainly 00:02:53.080 --> 00:02:55.539 loved the kids in the class, that's for sure. 00:02:55.819 --> 00:02:58.060 Tell us about what you're doing now, because 00:02:58.060 --> 00:02:59.879 you're not a teaching assistant anymore. What 00:02:59.879 --> 00:03:02.979 are you doing? So a few years after I worked 00:03:02.979 --> 00:03:05.560 with you, I did my teacher training after having 00:03:05.560 --> 00:03:09.699 my son. The entire time I've been working in 00:03:09.699 --> 00:03:13.819 an SEND setting, I knew, well, even before I 00:03:13.819 --> 00:03:16.189 started working with you, but... working with 00:03:16.189 --> 00:03:19.430 you was like definitely something that made me 00:03:19.430 --> 00:03:22.830 go yeah I really I really like this this is something 00:03:22.830 --> 00:03:25.330 like really meaningful so yeah I did my teacher 00:03:25.330 --> 00:03:28.210 training and I got to train in an SEN school 00:03:28.210 --> 00:03:32.669 as well so I got to basically learn everything 00:03:32.669 --> 00:03:34.610 sort of on the job which I thought was really 00:03:34.610 --> 00:03:36.930 useful because as I'm sure you probably know 00:03:36.930 --> 00:03:40.750 mainstream teacher training is a little bit limited 00:03:41.340 --> 00:03:45.400 Yeah, that's what I did. I had 10 days of dyslexia 00:03:45.400 --> 00:03:46.719 training. I don't even think we even mentioned 00:03:46.719 --> 00:03:49.360 autism. I don't even remember it anyway. It's 00:03:49.360 --> 00:03:52.099 so limited. I'm so jealous that you got to train 00:03:52.099 --> 00:03:54.919 within the actual school. That must have given 00:03:54.919 --> 00:03:57.819 you such a great head start. I found it so, so 00:03:57.819 --> 00:04:02.319 useful to get an idea of how the school works 00:04:02.319 --> 00:04:04.159 and how the kids work and just getting to know 00:04:04.159 --> 00:04:07.860 how it all runs a little bit better. During my 00:04:07.860 --> 00:04:11.590 training, I think we had one day. on inclusion 00:04:11.590 --> 00:04:17.850 and that was incredibly broad yeah that was a 00:04:17.850 --> 00:04:21.850 combination of things like dyslexia or more disadvantageous 00:04:21.850 --> 00:04:24.649 families but in terms of actual inclusion inclusion 00:04:24.649 --> 00:04:27.290 of learners with really complex needs there was 00:04:27.290 --> 00:04:29.610 absolutely none of that so yeah i learned all 00:04:29.610 --> 00:04:32.579 of that Which is crazy to think, like now, so 00:04:32.579 --> 00:04:37.019 that's 10 years on, right? And now every teacher, 00:04:37.160 --> 00:04:39.620 or even back then, but definitely now every teacher 00:04:39.620 --> 00:04:42.240 is a special education teacher. There are some 00:04:42.240 --> 00:04:45.459 really high needs, like children in every single 00:04:45.459 --> 00:04:47.740 class in the country. It seems crazy to me that 00:04:47.740 --> 00:04:49.800 that was the teacher training. And then no wonder 00:04:49.800 --> 00:04:52.939 poor practice is happening. I know. It's really 00:04:52.939 --> 00:04:55.120 scary, isn't it? Because there's just so many 00:04:55.120 --> 00:04:58.540 kids that need that support. And it starts from 00:04:58.540 --> 00:05:00.040 there, doesn't it? It's not the teacher's fault, 00:05:00.180 --> 00:05:02.959 it's training. No, that's the thing. Before I 00:05:02.959 --> 00:05:05.579 did my training, I worked as a one -to -one in 00:05:05.579 --> 00:05:08.939 a mainstream setting for a while with a lad who's 00:05:08.939 --> 00:05:12.220 autistic. I mean, he's now like 14, 15 and I 00:05:12.220 --> 00:05:14.519 still get to see him, which is amazing. But the 00:05:14.519 --> 00:05:17.500 provision there, trying to manage that, trying 00:05:17.500 --> 00:05:19.920 to work alongside a SENCO that was still very 00:05:19.920 --> 00:05:22.240 new to that role and trying to work alongside 00:05:22.240 --> 00:05:24.740 teachers who didn't have the experience was, 00:05:24.879 --> 00:05:28.139 yeah, interesting. I'm sure that... contributed 00:05:28.139 --> 00:05:30.500 to you wanting to be a teacher as well and kind 00:05:30.500 --> 00:05:33.800 of change it from the inside yeah I felt like 00:05:33.800 --> 00:05:36.180 I couldn't provide what I knew was the right 00:05:36.180 --> 00:05:39.120 thing and or you know what we what we see is 00:05:39.120 --> 00:05:41.399 the you know the right provision for those kids 00:05:41.399 --> 00:05:45.600 and I just felt like I couldn't do enough I wanted 00:05:45.600 --> 00:05:48.399 to do so much more so yeah I took the plunge 00:05:48.399 --> 00:05:50.639 and did my teacher training whilst you had a 00:05:50.639 --> 00:05:55.740 toddler which is just incredible incredible absolute 00:05:55.740 --> 00:05:59.199 feat so have you always you said you trained 00:05:59.199 --> 00:06:02.500 in a special school have it always been PMLD 00:06:02.500 --> 00:06:07.220 no not at all PMLD was a new venture um just 00:06:07.220 --> 00:06:10.399 over three years ago when I finished my training 00:06:10.399 --> 00:06:13.800 and I started my like NQT year it's now ACT year 00:06:13.800 --> 00:06:16.939 it gets very confusing doesn't it um I had a 00:06:16.939 --> 00:06:21.060 very mixed ability class I had a reception reception 00:06:21.060 --> 00:06:25.660 age you know lots of new starters tiny parents 00:06:25.660 --> 00:06:28.839 tiny kids anxious parents they're experiencing 00:06:28.839 --> 00:06:31.259 something completely new for the first time parents 00:06:31.259 --> 00:06:33.819 and kids but I had a couple of learners in there 00:06:33.819 --> 00:06:37.399 with a sort of with more complex needs and medical 00:06:37.399 --> 00:06:39.980 needs and once again I was in that position where 00:06:39.980 --> 00:06:43.040 I absolutely adored the class and I tried so 00:06:43.040 --> 00:06:45.579 many different things to deliver like the best 00:06:45.579 --> 00:06:48.040 provision I could but I always felt like there 00:06:48.040 --> 00:06:50.560 was something missing I felt like I couldn't 00:06:50.560 --> 00:06:53.259 quite meet the needs of those learners in a way 00:06:53.259 --> 00:06:55.180 that I could with the others and I felt like 00:06:55.180 --> 00:06:58.920 having that I think I had 11 learners once again 00:06:58.920 --> 00:07:02.420 very very ranging in needs and I just felt like 00:07:02.420 --> 00:07:05.579 I couldn't quite give those particularly complex 00:07:05.579 --> 00:07:08.980 learners the opportunities that I wanted now 00:07:08.980 --> 00:07:10.939 you know what you know looking back what do you 00:07:10.939 --> 00:07:14.579 think it was that was missing from that from 00:07:14.579 --> 00:07:16.639 what you were offering at that time that's a 00:07:16.639 --> 00:07:18.959 really good question Because I felt the same 00:07:18.959 --> 00:07:22.379 as well. Yeah. I feel like, obviously, at that 00:07:22.379 --> 00:07:24.779 time, I was still relatively inexperienced, you 00:07:24.779 --> 00:07:27.939 know, new to that role. When I did my training, 00:07:27.980 --> 00:07:31.279 I worked with kids with lower support needs. 00:07:32.399 --> 00:07:34.899 Although, you know, they still needed a lot of 00:07:34.899 --> 00:07:37.560 support. Less of the physical needs, less of 00:07:37.560 --> 00:07:38.680 the medical needs. Less of the physical and medical 00:07:38.680 --> 00:07:41.420 needs. And the medical side of it was, like, 00:07:41.420 --> 00:07:43.779 just so new to me. And I think a combination 00:07:43.779 --> 00:07:46.790 of that... Lower staffing levels, absolutely. 00:07:47.170 --> 00:07:52.850 So myself and three TAs with a class of 11 little 00:07:52.850 --> 00:07:54.990 ones that don't really know what's going on. 00:07:55.110 --> 00:07:57.529 And, you know, you're trying to find a routine, 00:07:57.589 --> 00:07:59.610 find a structure that works for everybody, as 00:07:59.610 --> 00:08:02.110 well as tackling, you know, complex medical needs. 00:08:02.939 --> 00:08:06.060 medical emergencies yeah there's just the responsibility 00:08:06.060 --> 00:08:09.079 of all of that is massive isn't it it's huge 00:08:09.079 --> 00:08:11.480 on us and the teaching assistants in the class 00:08:11.480 --> 00:08:15.459 I think for me maybe the lack of thinking that 00:08:15.459 --> 00:08:18.339 I was doing enough came down to yeah definitely 00:08:18.339 --> 00:08:21.379 my own experience because the other children 00:08:21.379 --> 00:08:24.910 were doing things that I could find on Pinterest 00:08:24.910 --> 00:08:27.430 or that I could search preschool, I could search 00:08:27.430 --> 00:08:30.529 nursery and I would find things that they could 00:08:30.529 --> 00:08:33.809 do or that would enjoy. Absolutely. None of my 00:08:33.809 --> 00:08:38.570 more physically disabled students could do those 00:08:38.570 --> 00:08:41.070 things in the same way or it would be tokenistic. 00:08:41.110 --> 00:08:44.480 They wouldn't actually be learning about. learning 00:08:44.480 --> 00:08:46.500 from that I didn't want to do the tokenistic 00:08:46.500 --> 00:08:49.860 route because I wanted them to fully be learning 00:08:49.860 --> 00:08:52.639 and meeting their needs how they need to where 00:08:52.639 --> 00:08:54.860 they're at and that's kind of been a battle I've 00:08:54.860 --> 00:08:57.620 had for the last 16 years really is trying to 00:08:57.620 --> 00:08:59.700 battle that whole you know are you just doing 00:08:59.700 --> 00:09:03.210 this for the sake of you know what are they actually 00:09:03.210 --> 00:09:05.350 getting out of this and it's yeah absolutely 00:09:05.350 --> 00:09:08.269 I'm still working it out honestly but yeah definitely 00:09:08.269 --> 00:09:11.049 back then I was I think that was what was questioning 00:09:11.049 --> 00:09:13.110 like are we just going through the motions here 00:09:13.110 --> 00:09:15.590 are we just doing cowboys and Indians and and 00:09:15.590 --> 00:09:18.429 then is the adult just doing it for them you 00:09:18.429 --> 00:09:20.429 know rather than you know why are they actually 00:09:20.429 --> 00:09:23.549 here yeah it was a big thing and now that you 00:09:23.549 --> 00:09:26.730 said that I can sort of reflect on sort of how 00:09:26.730 --> 00:09:29.269 you how you delegate your team as well and how 00:09:29.269 --> 00:09:32.039 you manage your team to support those learners 00:09:32.039 --> 00:09:35.080 you get very very different tas don't you you 00:09:35.080 --> 00:09:38.580 get some that do get those kids and know to make 00:09:38.580 --> 00:09:42.100 those pauses and wait for interaction but you 00:09:42.100 --> 00:09:45.279 do get others who maybe don't necessarily it's 00:09:45.279 --> 00:09:47.419 not even about like patience itself it's just 00:09:47.419 --> 00:09:50.100 about that level of understanding of how that 00:09:50.100 --> 00:09:52.440 individual learns and how much processing time 00:09:52.440 --> 00:09:54.940 they require to actually interact like having 00:09:54.940 --> 00:09:57.700 the expectation that they might give you something 00:09:57.700 --> 00:09:59.970 you know they might respond it's just you need 00:09:59.970 --> 00:10:02.029 to give them more time it's just that lack of 00:10:02.029 --> 00:10:04.570 understanding isn't it yeah and i feel that that 00:10:04.570 --> 00:10:06.990 when once again when you're a relatively new 00:10:06.990 --> 00:10:09.649 inexperienced teacher trying to tackle those 00:10:09.649 --> 00:10:12.389 things as well as trying to manage you know your 00:10:12.389 --> 00:10:15.549 classroom and you know the variety of communication 00:10:15.549 --> 00:10:18.210 that you get from your learners it's yeah it's 00:10:18.210 --> 00:10:20.909 a huge battle and um what were you saying about 00:10:20.909 --> 00:10:23.980 physical needs as well When those learners require 00:10:23.980 --> 00:10:27.500 standing frames or walkers and they're still 00:10:27.500 --> 00:10:29.320 learning, still getting used to being in that 00:10:29.320 --> 00:10:31.419 type of equipment, you need to have someone with 00:10:31.419 --> 00:10:34.179 them. When you're low on the staffing ratio, 00:10:34.460 --> 00:10:36.840 that has a big impact because that takes a member 00:10:36.840 --> 00:10:39.139 of staff and then it affects the dynamics of 00:10:39.139 --> 00:10:41.980 the rest of the class. Yeah, it's a huge amount 00:10:41.980 --> 00:10:43.980 of things that you have to juggle. Even though, 00:10:43.980 --> 00:10:46.840 of course, on paper this isn't right, but in 00:10:46.840 --> 00:10:49.039 the moment it's really easy to delegate staff 00:10:49.039 --> 00:10:52.299 to the loudest, most unsafe. busiest highest 00:10:52.299 --> 00:10:56.179 climbers the throwers it's really easy to delegate 00:10:56.179 --> 00:10:58.759 staff that way because they're bigger and louder 00:10:58.759 --> 00:11:01.919 in the space but that isn't always right and 00:11:01.919 --> 00:11:05.740 actually the needs of the physio and the care 00:11:05.740 --> 00:11:08.940 needs the physical like hygiene care needs is 00:11:08.940 --> 00:11:12.480 massive and constant for these you know these 00:11:12.480 --> 00:11:14.960 other learners in that room which also needs 00:11:14.960 --> 00:11:17.440 adults and staff and supervision even though 00:11:17.440 --> 00:11:20.220 they're not unsafe or throwing or you know loud 00:11:20.220 --> 00:11:24.059 in the space they still need it's still crucial 00:11:24.059 --> 00:11:27.480 that they have that supervision absolutely and 00:11:27.480 --> 00:11:29.779 I have quite a contrast like in my current current 00:11:29.779 --> 00:11:32.340 class now you know I teach about eight learners 00:11:32.340 --> 00:11:36.929 aged 13 to 19 so it's quite a big quite a big 00:11:36.929 --> 00:11:40.549 age range lots of complex disabilities and medical 00:11:40.549 --> 00:11:45.049 needs and a huge huge range of learning needs 00:11:45.049 --> 00:11:47.610 on top of that and like you were saying quite 00:11:47.610 --> 00:11:50.590 often you you might send your your staff to deal 00:11:50.590 --> 00:11:55.350 with the loudest most distractible learner which 00:11:55.350 --> 00:11:58.950 you know at times In my class, I have, you know, 00:11:58.950 --> 00:12:02.190 a couple of particularly loud learners that need 00:12:02.190 --> 00:12:04.529 that additional support because, you know, if 00:12:04.529 --> 00:12:07.330 items get thrown, that can be dangerous for some 00:12:07.330 --> 00:12:10.090 of our other learners. But I have three incredibly 00:12:10.090 --> 00:12:13.990 complex young people who are very quiet and passive. 00:12:14.169 --> 00:12:17.049 They all have a visual impairment. Some of them 00:12:17.049 --> 00:12:19.110 have a multisensory or hearing impairment as 00:12:19.110 --> 00:12:22.710 well. And therefore, it's very easy, as authors 00:12:22.710 --> 00:12:27.129 say, it's very easy to forget about them. Not 00:12:27.129 --> 00:12:29.970 prioritize them. Exactly. And no, not ensure 00:12:29.970 --> 00:12:35.370 that their experience is where it should be. 00:12:35.490 --> 00:12:37.610 And that's something that I'm really trying to 00:12:37.610 --> 00:12:39.009 solve. Because yes, they're clean and fed and 00:12:39.009 --> 00:12:42.870 safe and warm and dressed and have their medication 00:12:42.870 --> 00:12:45.210 when they need it. But that's not enough. That's 00:12:45.210 --> 00:12:47.409 the basics, isn't it? I know. And when you've 00:12:47.409 --> 00:12:52.889 got such little staff, then sometimes just meeting 00:12:52.889 --> 00:12:57.129 the basics is what you do. I leave home feeling 00:12:57.129 --> 00:13:00.029 like I didn't do enough today. And it's often 00:13:00.029 --> 00:13:02.730 those quieter, more passive children, whether 00:13:02.730 --> 00:13:07.230 they're, you know, PMLD or not. It's usually 00:13:07.230 --> 00:13:10.190 those safer, quieter, more passive children that 00:13:10.190 --> 00:13:13.309 seem to always miss out and lose out ultimately. 00:13:13.570 --> 00:13:16.690 It's such a tricky balance. Like I'm incredibly 00:13:16.690 --> 00:13:19.289 privileged that I have, there's a team of seven 00:13:19.289 --> 00:13:22.409 of us to eight kids. So, you know, I have six 00:13:22.409 --> 00:13:26.159 incredible women who you know they get my learners 00:13:26.159 --> 00:13:29.320 and when I say we're a team like I really really 00:13:29.320 --> 00:13:32.139 mean it like they're incredible honestly just 00:13:32.139 --> 00:13:34.559 so good to be able to work in a dynamic that 00:13:34.559 --> 00:13:38.980 fully understand those learners needs but even 00:13:38.980 --> 00:13:42.919 with that ratio I can't guarantee that official 00:13:42.919 --> 00:13:46.019 timetabled learning will happen on any given 00:13:46.019 --> 00:13:48.200 day if anybody listening that hasn't been in 00:13:48.200 --> 00:13:50.419 a class like ours would think how are you not 00:13:50.419 --> 00:13:53.440 with eight learners and seven adults how are 00:13:53.440 --> 00:13:56.320 you not however say if there's a seizure that's 00:13:56.320 --> 00:13:58.720 three adults gone yeah so then then all of a 00:13:58.720 --> 00:14:02.500 sudden you've got four adults with seven learners 00:14:02.500 --> 00:14:04.480 and all of a sudden it's looking a little bit 00:14:04.480 --> 00:14:07.100 dodgy or you have a toileting incident or you 00:14:07.100 --> 00:14:09.940 need to hoist that's at least two adults gone 00:14:09.940 --> 00:14:13.580 yeah yeah and it happens daily doesn't it oh 00:14:13.580 --> 00:14:17.559 100 you know even just meeting basic needs in 00:14:17.559 --> 00:14:20.360 terms of you know intimate care going to physio 00:14:20.360 --> 00:14:24.259 that is two staff every single time medical emergency 00:14:24.259 --> 00:14:29.840 you're going to need more egg feeding yeah it 00:14:29.840 --> 00:14:32.940 takes so many adults away or if you're doing 00:14:32.940 --> 00:14:35.460 if you're doing a bolus feed that is a staff 00:14:35.460 --> 00:14:37.460 member to sit with that learner if you've got 00:14:37.460 --> 00:14:38.840 more than one of those happening at the same 00:14:38.840 --> 00:14:42.570 time that is two three staff gone out of your 00:14:42.570 --> 00:14:45.789 paper it looks like we are way over star my gosh 00:14:45.789 --> 00:14:51.009 i know so the reality is so often everybody is 00:14:51.009 --> 00:14:54.970 working at their fullest capacity just to meet 00:14:54.970 --> 00:14:58.549 basic needs and then so like and i will say this 00:14:58.549 --> 00:15:00.370 because i know that you work like this as well 00:15:00.370 --> 00:15:02.929 it's basic needs first isn't it you know we could 00:15:02.929 --> 00:15:05.090 have the best curriculum lesson planning resources 00:15:05.090 --> 00:15:09.029 in the world ultimately we need to be hygiene 00:15:10.159 --> 00:15:13.220 physio met you know basics you need to have our 00:15:13.220 --> 00:15:15.299 equipment on and at the right time we need to 00:15:15.299 --> 00:15:17.340 be fed at the right time have medical needs and 00:15:17.340 --> 00:15:20.039 medication at the right time that's that's weird 00:15:20.039 --> 00:15:22.919 that's our baseline yeah isn't it and sometimes 00:15:22.919 --> 00:15:26.519 that's all you achieve yeah yeah yeah exactly 00:15:26.519 --> 00:15:29.679 that can be all you achieve and it it can be 00:15:29.679 --> 00:15:32.720 so incredibly frustrating but i do try and say 00:15:32.720 --> 00:15:35.429 to myself look you've You've met their basic 00:15:35.429 --> 00:15:38.409 needs. You've kept your learners safe. You've 00:15:38.409 --> 00:15:41.029 given those parents respite. I was going to say 00:15:41.029 --> 00:15:43.570 that. I feel like that's often what I come back 00:15:43.570 --> 00:15:46.370 to is they are here because I'm giving parents 00:15:46.370 --> 00:15:50.490 respite. Respite is so crucial to keep this family 00:15:50.490 --> 00:15:52.929 going. Can we talk about parents for a little 00:15:52.929 --> 00:15:54.929 bit? Because it's such a huge part of a role 00:15:54.929 --> 00:16:00.269 of being a teacher of high needs PMLD learners. 00:16:00.730 --> 00:16:05.389 Yeah. What is your experience with the importance 00:16:05.389 --> 00:16:08.549 of your role as far as parents and families are 00:16:08.549 --> 00:16:10.570 concerned? I mean, I think it's pretty huge. 00:16:10.909 --> 00:16:14.549 Establishing a trusting relationship with our 00:16:14.549 --> 00:16:17.289 learners' parents is a really, really crucial 00:16:17.289 --> 00:16:20.830 part. You know, they have to trust you. They 00:16:20.830 --> 00:16:23.580 are ultimately... No matter how old their child 00:16:23.580 --> 00:16:26.340 is, they are ultimately entrusting you with the 00:16:26.340 --> 00:16:29.139 most precious thing in their life every single 00:16:29.139 --> 00:16:32.620 day. And when those care needs are so high and, 00:16:32.620 --> 00:16:36.320 you know, communication is very, very different. 00:16:36.419 --> 00:16:39.139 I can't even imagine how scary that must be, 00:16:39.299 --> 00:16:42.259 particularly when those learners are younger. 00:16:42.600 --> 00:16:45.279 Obviously, I do work with an older class now, 00:16:45.399 --> 00:16:47.960 so their sort of place in the school is more 00:16:47.960 --> 00:16:50.429 established. parents have a better understanding 00:16:50.429 --> 00:16:52.350 of you know the structure of the day and how 00:16:52.350 --> 00:16:55.350 we try and do things but you still have to be 00:16:55.350 --> 00:16:59.190 so open and communicative like you have you have 00:16:59.190 --> 00:17:01.610 to be establishing those relationships and being 00:17:01.610 --> 00:17:04.670 as open and as honest as you can be when you're 00:17:04.670 --> 00:17:06.569 work you know when you are communicating with 00:17:06.569 --> 00:17:10.829 parents i think is really really crucial um you 00:17:10.829 --> 00:17:13.509 know being clear and honest about the expectations 00:17:13.509 --> 00:17:15.990 of a certain day or you know how that particular 00:17:15.990 --> 00:17:18.930 learner has coped with that day especially when 00:17:18.930 --> 00:17:20.829 you're transferring information about you know 00:17:20.829 --> 00:17:23.490 a medical situation that's occurred that day 00:17:23.490 --> 00:17:26.630 there's been days where I have spent the majority 00:17:26.630 --> 00:17:30.289 of the day on and off the phone with parents 00:17:30.289 --> 00:17:34.890 because of you know certain situations that if 00:17:34.890 --> 00:17:38.109 I wasn't communicating that to them one they 00:17:38.109 --> 00:17:40.789 wouldn't know that stuff's happened who their 00:17:40.789 --> 00:17:42.910 learner could get home and parent go you know 00:17:42.910 --> 00:17:45.809 why have they not had this much feed today or 00:17:45.809 --> 00:17:47.930 you know and sometimes i can't tell them that's 00:17:47.930 --> 00:17:49.589 the point is that your child cannot tell them 00:17:49.589 --> 00:17:53.829 and i much prefer our school currently uses home 00:17:53.829 --> 00:17:56.230 school communication books and but we are going 00:17:56.230 --> 00:17:59.490 to hopefully move on to class dojo which i'm 00:17:59.490 --> 00:18:02.029 actually quite pleased about because you can't 00:18:02.029 --> 00:18:04.930 fit all the information you need into that one 00:18:04.930 --> 00:18:08.640 little book i always do it their children have 00:18:08.640 --> 00:18:10.819 gone home as well because yeah trying to write 00:18:10.819 --> 00:18:12.339 the book so we're doing a similar thing trying 00:18:12.339 --> 00:18:14.180 to write the books whilst the children are still 00:18:14.180 --> 00:18:17.420 there also takes adults away doesn't it well 00:18:17.420 --> 00:18:20.500 as a class show dojo whilst you know in between 00:18:20.500 --> 00:18:22.240 the children leaving and the children getting 00:18:22.240 --> 00:18:24.519 home you could be writing all of that information 00:18:24.519 --> 00:18:27.339 up ready for them to read when they get home 00:18:27.339 --> 00:18:30.410 rather than There's also a record of it. These 00:18:30.410 --> 00:18:34.609 books get lost and spilt like drinks. Yeah. Or 00:18:34.609 --> 00:18:37.289 they just don't get sent in sometimes. You know, 00:18:37.349 --> 00:18:39.210 you do get some families that don't get around 00:18:39.210 --> 00:18:41.089 to sending them in or, you know. Of course, because 00:18:41.089 --> 00:18:43.130 they're busy. They forget about it. They have 00:18:43.130 --> 00:18:45.930 so much going on. It doesn't surprise me at all. 00:18:45.950 --> 00:18:47.630 I suppose the communication does work both ways 00:18:47.630 --> 00:18:50.869 and it's incredibly useful for us to know what 00:18:50.869 --> 00:18:52.970 kind of night's sleep they've had, know if they've 00:18:52.970 --> 00:18:57.250 had their feed later than usual. Medication. 00:18:58.029 --> 00:18:59.890 or they've seen families who had a busy weekend, 00:18:59.950 --> 00:19:02.329 all of those kind of things. They've seen a physio 00:19:02.329 --> 00:19:05.789 or a pediatrician in the week and they've given 00:19:05.789 --> 00:19:07.730 new advice or there's a new care plan coming. 00:19:07.829 --> 00:19:11.190 So much that we need to know about both ways. 00:19:11.829 --> 00:19:16.049 100%. There's new information every single day 00:19:16.049 --> 00:19:19.569 and it is just trying to process that, work out 00:19:19.569 --> 00:19:22.269 how it's going to affect your day, the learner's 00:19:22.269 --> 00:19:25.829 day, and then do your best. Do your best to sort 00:19:25.829 --> 00:19:28.539 of piece everything together. to ensure that 00:19:28.539 --> 00:19:31.240 everything just about works out which sounds 00:19:31.240 --> 00:19:32.960 really kind of sounds a bit negative doesn't 00:19:32.960 --> 00:19:35.440 it but no it's just the reality like flexibility 00:19:35.440 --> 00:19:39.599 and you know adaptability in this role is huge 00:19:39.599 --> 00:19:43.279 you have to sometimes you've got to think on 00:19:43.279 --> 00:19:45.220 your feet and that's something I'm still very 00:19:45.220 --> 00:19:48.579 much getting used to particularly with my class 00:19:48.579 --> 00:19:51.160 because they do throw some curveballs but that's 00:19:51.160 --> 00:19:54.400 why having Good team. Yeah. Really, really healthy. 00:19:54.400 --> 00:19:58.000 Steady team. Confident. I am so incredibly lucky. 00:19:58.160 --> 00:20:01.460 I am aware that, you know, I am very lucky to 00:20:01.460 --> 00:20:03.460 be in that position. It comes with time and good 00:20:03.460 --> 00:20:05.759 leadership as well, doesn't it? And I think had 00:20:05.759 --> 00:20:09.319 we had the confidence and experience before, 00:20:09.460 --> 00:20:12.720 our previous teams would have been as... Yeah. 00:20:12.859 --> 00:20:15.640 It comes down to leadership and training and 00:20:15.640 --> 00:20:18.819 confidence and adaptability and leadership as 00:20:18.819 --> 00:20:21.400 well as in the team, doesn't it? I certainly 00:20:21.400 --> 00:20:23.900 feel that. I found it really daunting going from, 00:20:23.940 --> 00:20:28.099 say, having three TAs to six. It's really quite 00:20:28.099 --> 00:20:30.880 scary. And it definitely took a bit of time to 00:20:30.880 --> 00:20:33.839 get used to that dynamic, especially when I sort 00:20:33.839 --> 00:20:36.160 of moved into a new school and started with this 00:20:36.160 --> 00:20:38.880 particular class. I've always tried to make sure 00:20:38.880 --> 00:20:42.440 that with my team, we are, once again, open, 00:20:42.579 --> 00:20:46.730 constantly communicating. I have a few staff 00:20:46.730 --> 00:20:49.809 members who love asking questions. And do you 00:20:49.809 --> 00:20:52.730 know what? I always stand by like, there's no... 00:20:52.910 --> 00:20:55.569 stupid question like if you're it shows me that 00:20:55.569 --> 00:20:58.710 you want to learn and you want to adapt or you're 00:20:58.710 --> 00:21:01.089 curious about something and that's you know we 00:21:01.089 --> 00:21:03.750 want our kids to be curious I want my staff to 00:21:03.750 --> 00:21:06.650 be curious as well even you know with years of 00:21:06.650 --> 00:21:09.130 experience they'll ask oh why are we doing this 00:21:09.130 --> 00:21:12.390 or what's the purpose of like this activity and 00:21:12.390 --> 00:21:15.309 I love having those conversations I love having 00:21:15.309 --> 00:21:17.549 that open dialogue and sometimes a little bit 00:21:17.549 --> 00:21:19.970 of a friendly debate about why we're doing something 00:21:19.970 --> 00:21:23.819 or what the how it works or benefits that learner 00:21:23.819 --> 00:21:25.839 or whether we feel that it is beneficial for 00:21:25.839 --> 00:21:27.859 that learner or whether we need to adapt or something 00:21:27.859 --> 00:21:30.700 i just absolutely love i think the best thing 00:21:30.700 --> 00:21:32.759 the best gift you can give a teaching assistant 00:21:32.759 --> 00:21:34.660 having both been teaching assistants we've both 00:21:34.660 --> 00:21:36.559 been teaching assistants the best gift that teachers 00:21:36.559 --> 00:21:38.619 can give teaching assistants is that open dialogue 00:21:38.619 --> 00:21:43.240 and that no ego mentality of actually yeah please 00:21:43.240 --> 00:21:45.819 question me because often my teaching assistants 00:21:45.819 --> 00:21:48.279 do question me and it does make me think yeah 00:21:48.279 --> 00:21:51.299 why are we doing that is it just because we've 00:21:51.440 --> 00:21:53.299 gotten stagnant and we just do it all the time 00:21:53.299 --> 00:21:55.420 and that worked before so it probably works now 00:21:55.420 --> 00:21:57.539 and actually our kids are different why do we 00:21:57.539 --> 00:21:59.880 do that and you know things are changing all 00:21:59.880 --> 00:22:01.740 the time and I love it when they ask that because 00:22:01.740 --> 00:22:03.940 either I can answer it and then we're all more 00:22:03.940 --> 00:22:06.359 confident moving forward oh I think actually 00:22:06.359 --> 00:22:07.839 yeah we need to make a change with that that 00:22:07.839 --> 00:22:10.079 doesn't make any sense anymore and then it pushes 00:22:10.079 --> 00:22:12.859 me to do something better yeah no I completely 00:22:12.859 --> 00:22:15.779 agree over this last term we've been sort of 00:22:15.779 --> 00:22:19.920 discussing intimate care and how rushed if we 00:22:19.920 --> 00:22:22.779 feel it is a lot of the time and it's so intimate 00:22:22.779 --> 00:22:24.640 I mean it's called intimate care for a reason 00:22:24.640 --> 00:22:27.660 it is incredibly intimate isn't it yeah that's 00:22:27.660 --> 00:22:30.019 the thing you have learners that need you know 00:22:30.019 --> 00:22:33.279 they are potentially fully dependent on two adults 00:22:34.009 --> 00:22:36.930 to be with them you know for changing and that 00:22:36.930 --> 00:22:40.769 is such a vulnerable moment for them and I haven't 00:22:40.769 --> 00:22:42.950 got an answer to it but my my question is like 00:22:42.950 --> 00:22:45.230 why do we always rush it like why do we always 00:22:45.230 --> 00:22:47.569 rush through that routine and I I do understand 00:22:47.569 --> 00:22:50.950 why you know we have so many goals to try and 00:22:50.950 --> 00:22:54.109 hit within a day um that quite often you feel 00:22:54.109 --> 00:22:56.460 you know we need to get this learner and also 00:22:56.460 --> 00:22:58.980 we have one bed and there's seven learners that 00:22:58.980 --> 00:23:01.539 all need changing at the same time and yeah that's 00:23:01.539 --> 00:23:04.319 it and the hoisting takes time you can take anywhere 00:23:04.319 --> 00:23:07.859 between 15 minutes to 45 minutes to change a 00:23:07.859 --> 00:23:10.940 learner depending on the situation intimate care 00:23:10.940 --> 00:23:15.339 is like a huge part of learning as well and it's 00:23:15.339 --> 00:23:19.259 so easy to forget that yeah and it's something 00:23:19.259 --> 00:23:21.720 i try and encourage my team to reflect on really 00:23:21.720 --> 00:23:24.400 regularly and i do it myself i sometimes take 00:23:24.400 --> 00:23:26.619 a step back and go right i need to do this you 00:23:26.619 --> 00:23:28.279 know i need to do this properly like i need to 00:23:28.279 --> 00:23:30.960 make sure i'm narrating through each step of 00:23:30.960 --> 00:23:33.180 what i'm doing i'm making sure i'm using touch 00:23:33.180 --> 00:23:36.039 cues or on body signs or you know whatever communication 00:23:36.039 --> 00:23:39.059 tool works best for that learner to ensure that 00:23:39.059 --> 00:23:41.400 i'm trying to well i'm trying to ensure that 00:23:41.400 --> 00:23:42.880 they have an understanding of what is happening 00:23:43.369 --> 00:23:45.970 one thing that I've done that has helped this 00:23:45.970 --> 00:23:49.150 to help this focus because for these learners 00:23:49.150 --> 00:23:51.289 it is in between the lessons that is the most 00:23:51.289 --> 00:23:54.089 important it is the transition in and out of 00:23:54.089 --> 00:23:57.349 the day it is the intimate care it is the physio 00:23:57.349 --> 00:23:59.569 actually that's the most important I make those 00:23:59.569 --> 00:24:03.410 their IEPs um so all of their IEPs are things 00:24:03.410 --> 00:24:05.349 that we are doing anyway that we have to do every 00:24:05.349 --> 00:24:07.750 day one it makes the difference to the teaching 00:24:07.750 --> 00:24:09.049 assistants because they know they're going to 00:24:09.049 --> 00:24:11.089 hit that every single day anyway without even 00:24:11.089 --> 00:24:15.250 trying but also it puts a focus on and an importance 00:24:15.250 --> 00:24:18.730 on those times yeah they don't rush and that 00:24:18.730 --> 00:24:21.789 actually they are focusing on like you said body 00:24:21.789 --> 00:24:24.150 cues touching cues objects of reference they 00:24:24.150 --> 00:24:26.289 are using those things because they also know 00:24:26.289 --> 00:24:29.049 that you know that's our legal requirement is 00:24:29.049 --> 00:24:32.490 that ehcp to meet that um yeah so that's something 00:24:32.490 --> 00:24:35.269 that i've noticed a big difference in since since 00:24:35.269 --> 00:24:38.880 making that change yeah than having it as extra 00:24:38.880 --> 00:24:42.140 yeah I do something quite similar and I also 00:24:42.140 --> 00:24:44.740 make sure that at the start of each day when 00:24:44.740 --> 00:24:46.660 we're starting a morning routine that I'm clear 00:24:46.660 --> 00:24:49.700 on what our CPD focus is for say that week or 00:24:49.700 --> 00:24:52.240 half term it kind of depends on you know what 00:24:52.240 --> 00:24:54.660 we're focusing on and recently our focus has 00:24:54.660 --> 00:24:58.910 been to narrate everything um more to make my 00:24:58.910 --> 00:25:02.869 team and myself more aware of what we are communicating 00:25:02.869 --> 00:25:06.029 and when we're communicating so I just said right 00:25:06.029 --> 00:25:08.809 for this day I want you to literally narrate 00:25:08.809 --> 00:25:12.529 every single thing that you do and just sort 00:25:12.529 --> 00:25:15.579 of take into consideration like how that actually 00:25:15.579 --> 00:25:17.880 can be quite supportive if you're if you're going 00:25:17.880 --> 00:25:20.380 up to a learner and you're doing that touch cue 00:25:20.380 --> 00:25:23.039 but you know trying to make sure you're all mixing 00:25:23.039 --> 00:25:24.759 that with some of that verbal language as well 00:25:24.759 --> 00:25:26.339 and that you are actually being really really 00:25:26.339 --> 00:25:30.480 clear on what it is you are about to do or you 00:25:30.480 --> 00:25:32.660 are about to support them with and I've got to 00:25:32.660 --> 00:25:35.039 be honest the first day that we did it it did 00:25:35.039 --> 00:25:44.319 drive me absolutely But do you know what? It 00:25:44.319 --> 00:25:47.900 made the process, one, a little bit more enjoyable, 00:25:48.019 --> 00:25:50.960 albeit incredibly irritating, but it just made 00:25:50.960 --> 00:25:53.059 everyone so much more conscious. You do that 00:25:53.059 --> 00:25:55.099 for a day and the following day, everyone's like, 00:25:55.240 --> 00:25:57.859 right, okay, I get it now. And then, you know, 00:25:57.880 --> 00:26:01.119 they can tone it down. Yeah, and then they can 00:26:01.119 --> 00:26:04.599 tone it down. Yeah, it's the... it's the it's 00:26:04.599 --> 00:26:06.619 that conscious thought isn't it you know when 00:26:06.619 --> 00:26:09.500 we just do stuff unconsciously we become complacent 00:26:09.500 --> 00:26:12.079 everyone has a habit of doing it you get stuck 00:26:12.079 --> 00:26:14.539 going with emotions and then you don't realize 00:26:14.539 --> 00:26:17.500 necessarily the impact that it can have yeah 00:26:17.500 --> 00:26:20.779 on your learners on your team you know so yeah 00:26:20.779 --> 00:26:24.160 that's something i try and do really nicely onto 00:26:24.160 --> 00:26:26.039 something i wanted to talk about which is navigating 00:26:26.039 --> 00:26:31.160 consent um with all learners um with are able 00:26:31.160 --> 00:26:34.579 to give verbal consent or even sometimes there's 00:26:34.579 --> 00:26:37.619 a like clear physical consent yeah how do you 00:26:37.619 --> 00:26:40.799 navigate that when you're doing things like tack 00:26:40.799 --> 00:26:43.859 pack or massages or intimate care even or even 00:26:43.859 --> 00:26:45.619 just hoisting moving from chair to chair how 00:26:45.619 --> 00:26:49.039 are you navigating that consent with your learners 00:26:49.039 --> 00:26:52.400 so once again it's a really it's a really what 00:26:52.400 --> 00:26:54.619 do i say it's a really tricky thing to navigate 00:26:54.619 --> 00:26:59.220 um because I have, for example, in my class, 00:26:59.240 --> 00:27:03.339 we do have a variety of learners, some who can 00:27:03.339 --> 00:27:07.839 give very, very clear gestural or sort of vocal 00:27:07.839 --> 00:27:11.920 consent or, you know, indicating, you know, I 00:27:11.920 --> 00:27:15.259 disapprove, get away from me. We've had, you 00:27:15.259 --> 00:27:17.259 know, and during things like TACPAC, that's incredibly 00:27:17.259 --> 00:27:19.380 useful. If they don't like a certain texture 00:27:19.380 --> 00:27:22.359 or a sound, they might use a facial expressions 00:27:22.359 --> 00:27:25.319 or vocalizations and to, you know, from. getting 00:27:25.319 --> 00:27:27.519 to know those learners and clearly indicate, 00:27:27.740 --> 00:27:30.119 I don't like this. When it comes to our more 00:27:30.119 --> 00:27:32.539 passive learners, that is where it is definitely 00:27:32.539 --> 00:27:35.119 still, I would say, a work in progress in our 00:27:35.119 --> 00:27:38.400 class. I don't necessarily feel that there is, 00:27:38.420 --> 00:27:41.039 there's definitely not a one size fits all. And 00:27:41.039 --> 00:27:44.880 the way that I'm trying to support with, say, 00:27:44.980 --> 00:27:48.299 consent during intimate care is by ensuring that 00:27:48.299 --> 00:27:50.980 our school has got an intimate care policy. And 00:27:50.980 --> 00:27:52.940 I've sort of recently supported with writing 00:27:52.940 --> 00:27:56.609 that to be as. clear as and consistent as possible 00:27:56.609 --> 00:27:59.109 and then also implementing intimate care plans 00:27:59.109 --> 00:28:03.190 um still a relatively new thing in our setting 00:28:03.190 --> 00:28:06.650 but by doing that it it gives us more opportunity 00:28:06.650 --> 00:28:09.460 to actually think about how our learners communicate 00:28:09.460 --> 00:28:12.220 we already have things like communication passports 00:28:12.220 --> 00:28:15.099 that explicitly say you know why does this learner 00:28:15.099 --> 00:28:17.480 communicate how do they communicate what their 00:28:17.480 --> 00:28:19.940 communication might look like and I go into the 00:28:19.940 --> 00:28:23.839 very very intimate details you know so for example 00:28:23.839 --> 00:28:26.680 one of my learners mostly communicates through 00:28:26.680 --> 00:28:29.539 eye movement maybe occasional mouth movement 00:28:29.539 --> 00:28:32.529 or some sighing or like a deeper breath if they're 00:28:32.529 --> 00:28:34.710 like particularly relaxed. And I make sure that 00:28:34.710 --> 00:28:37.130 I've detailed all of those things in their communication 00:28:37.130 --> 00:28:39.670 passport. And then we try and look for those 00:28:39.670 --> 00:28:42.769 signals during intimate care and go from there. 00:28:43.569 --> 00:28:47.430 It's so tricky, but it's interesting that, you 00:28:47.430 --> 00:28:49.490 know, discussing this is something that we've 00:28:49.490 --> 00:28:52.069 been discussing over the last term is in terms 00:28:52.069 --> 00:28:56.529 of swimming and hydrotherapy. So I have... A 00:28:56.529 --> 00:28:58.549 couple of learners, like I said, who are very 00:28:58.549 --> 00:29:03.250 passive, quiet and sleep a lot. Yes, yes. They 00:29:03.250 --> 00:29:05.650 either don't sleep so well at night or their 00:29:05.650 --> 00:29:08.990 bodies just need that extra rest and it can mean 00:29:08.990 --> 00:29:11.130 that they can be asleep for the entire school 00:29:11.130 --> 00:29:14.089 day. And that's where navigating consent becomes 00:29:14.089 --> 00:29:18.210 a real sort of minefield because you're very 00:29:18.210 --> 00:29:21.190 aware that basic care needs need to be met. They 00:29:21.190 --> 00:29:23.710 require feeds, they require medication, they 00:29:23.710 --> 00:29:26.480 require... pad changes they require that intimate 00:29:26.480 --> 00:29:29.980 care how do you then tackle things like postural 00:29:29.980 --> 00:29:32.920 care and swimming when that learner is asleep 00:29:32.920 --> 00:29:36.680 especially when you know that hydrotherapy or 00:29:36.680 --> 00:29:39.059 being in the pool is incredibly beneficial for 00:29:39.059 --> 00:29:41.640 that learner but you can't wake them up how do 00:29:41.640 --> 00:29:43.740 you navigate that and it's something that we 00:29:43.740 --> 00:29:47.599 I don't really have an answer to because I think 00:29:47.599 --> 00:29:49.839 of it from two different perspectives if that 00:29:49.839 --> 00:29:53.519 learner or if if it were me and I was asleep 00:29:53.819 --> 00:29:56.480 and I'd been taken into a changing room where 00:29:56.480 --> 00:29:58.319 the light's really bright and it's really hot, 00:29:58.380 --> 00:30:00.220 and I'm having all my clothes taken off, and 00:30:00.220 --> 00:30:03.759 all of a sudden I wake up and I'm submerged in 00:30:03.759 --> 00:30:07.019 water. Yes, I might have someone holding me, 00:30:07.140 --> 00:30:09.579 but I'm submerged in water with essentially no 00:30:09.579 --> 00:30:13.599 warning. That would be terrifying, right? So 00:30:13.599 --> 00:30:17.039 how do we navigate that with a learner that needs 00:30:17.039 --> 00:30:21.079 that hydrotherapy but doesn't wake up? for example. 00:30:21.259 --> 00:30:23.420 And then from the other perspective, I sort of 00:30:23.420 --> 00:30:25.640 discussed this with people at school, is that 00:30:25.640 --> 00:30:27.559 we felt like, right, well, if that learner is 00:30:27.559 --> 00:30:31.900 asleep, they can't consent to doing this activity, 00:30:32.059 --> 00:30:34.460 this position change. But ultimately, that's 00:30:34.460 --> 00:30:36.240 still what they need to... And it's your duty 00:30:36.240 --> 00:30:39.579 of care. And it's a duty of care. So it's my 00:30:39.579 --> 00:30:42.700 concerns about consent. Am I projecting my concerns 00:30:42.700 --> 00:30:47.980 about consent onto that learner when actually... 00:30:48.119 --> 00:30:50.680 they just want their needs met hair overrides 00:30:50.680 --> 00:30:56.259 that i think you are a beautiful teacher for 00:30:56.259 --> 00:30:58.980 having these concerns that just shows your heart 00:30:58.980 --> 00:31:00.500 is in the right place but i think ultimately 00:31:00.500 --> 00:31:02.519 it isn't your responsibility to make these choices 00:31:02.519 --> 00:31:05.420 it comes down to the parents or carers to make 00:31:05.420 --> 00:31:07.900 these choices and it just comes down to again 00:31:07.900 --> 00:31:10.099 having a really great relationship with them 00:31:10.099 --> 00:31:13.599 and i think parents would really appreciate being 00:31:13.599 --> 00:31:16.819 asked yeah when they are asleep what do you want 00:31:16.819 --> 00:31:21.839 us to do and us just having to do that and trust 00:31:21.839 --> 00:31:25.579 that the parent knows best in situation and that 00:31:25.579 --> 00:31:28.599 helps me sleep at night knowing you know the 00:31:28.599 --> 00:31:30.460 person that knows and loves them best has made 00:31:30.460 --> 00:31:33.099 this decision yeah absolutely and if it makes 00:31:33.099 --> 00:31:34.680 me feel really uncomfortable then we can have 00:31:34.680 --> 00:31:37.380 another conversation about it absolutely ultimately 00:31:37.380 --> 00:31:40.799 I just think that just takes off a huge amount 00:31:40.799 --> 00:31:42.819 of pressure and responsibility from our shoulders 00:31:42.819 --> 00:31:45.200 and gives it to the parents and guardians who 00:31:45.200 --> 00:31:47.859 should be making those choices for their children. 00:31:48.400 --> 00:31:52.119 Yeah. And sometimes I think as well, it can depend 00:31:52.119 --> 00:31:54.400 sort of week on week as well. You might have 00:31:54.400 --> 00:31:56.779 a learner who's sleeping all day because they 00:31:56.779 --> 00:31:58.420 haven't slept all night. And in that particular 00:31:58.420 --> 00:32:00.420 instance, that parent might actually say, do 00:32:00.420 --> 00:32:02.839 you know what, please just let them sleep. they 00:32:02.839 --> 00:32:05.519 they need their sleep just leave them to it whereas 00:32:05.519 --> 00:32:07.940 another week it might be completely different 00:32:07.940 --> 00:32:11.079 and they might actually need that yeah they might 00:32:11.079 --> 00:32:13.180 need that stimulation actually it might get them 00:32:13.180 --> 00:32:15.559 it might wake them up but it's oh it's just it's 00:32:15.559 --> 00:32:18.539 balance isn't it yeah it's hard it's something 00:32:18.539 --> 00:32:20.200 that we're constantly asking ourselves though 00:32:20.200 --> 00:32:23.470 isn't it is you know what's right in this situation, 00:32:23.589 --> 00:32:25.970 because we can't ask them. Same for, I had a 00:32:25.970 --> 00:32:27.829 conversation with parents just before breaking 00:32:27.829 --> 00:32:30.089 up, actually, they've got an upcoming possible 00:32:30.089 --> 00:32:33.450 medical intervention, but it's the parent's decision 00:32:33.450 --> 00:32:36.279 to go ahead with it or not. Which is a huge responsibility 00:32:36.279 --> 00:32:38.259 for the parents. And they were asking my advice 00:32:38.259 --> 00:32:40.019 and God, that's, you know, what a conversation 00:32:40.019 --> 00:32:43.220 to have, you know, and there's no right or wrong 00:32:43.220 --> 00:32:46.099 in this situation. Ultimately, there are risks 00:32:46.099 --> 00:32:49.319 with both and there are benefits, possible benefits 00:32:49.319 --> 00:32:52.880 with both. And you just have to sit with. what 00:32:52.880 --> 00:32:55.759 your decision you've made I suppose and and but 00:32:55.759 --> 00:32:58.160 it's amazing that we have these conversations 00:32:58.160 --> 00:33:01.339 regularly and that we're involved in these and 00:33:01.339 --> 00:33:03.759 ultimately you do just have to make the best 00:33:03.759 --> 00:33:06.539 gut choice and with the professional's advice 00:33:06.539 --> 00:33:10.180 that you've got access to and live with your 00:33:10.180 --> 00:33:14.069 decision ultimately yeah Yeah, it can be quite, 00:33:14.089 --> 00:33:16.049 it's daunting sometimes, isn't it? Because you 00:33:16.049 --> 00:33:19.390 want to make as informed and appropriate choice 00:33:19.390 --> 00:33:21.210 for your learners at all times. But we're not 00:33:21.210 --> 00:33:25.829 doctors. No, we're not, like, no. But when we're 00:33:25.829 --> 00:33:28.130 dealing with health and medical needs, you know, 00:33:28.150 --> 00:33:30.910 day in, day out, sometimes it kind of feels like 00:33:30.910 --> 00:33:35.670 you might be a little bit. My day to day with 00:33:35.670 --> 00:33:38.230 my PMRD down has definitely looks like I'm a 00:33:38.230 --> 00:33:40.529 medical professional over a teacher. Without 00:33:40.529 --> 00:33:43.809 a question. No day doesn't look like I'm more 00:33:43.809 --> 00:33:46.430 than a teacher than a medical professional. Yeah. 00:33:46.430 --> 00:33:49.210 Yeah. Yeah. And even where my mindset's at as 00:33:49.210 --> 00:33:52.450 well is much more medical professional based 00:33:52.450 --> 00:33:56.849 teacher. Yeah. However, you do do some pretty 00:33:56.849 --> 00:34:01.980 cool teacher stuff. I try. You do. You do. So 00:34:01.980 --> 00:34:04.460 when all of their basic needs are met and when 00:34:04.460 --> 00:34:06.720 they're all awake and when they're, you know, 00:34:06.720 --> 00:34:10.559 ready to learn and you've got the space and capacity 00:34:10.559 --> 00:34:13.980 and adults and resources to do some fun stuff, 00:34:14.179 --> 00:34:17.619 you make some tricky topics look pretty fun. 00:34:18.000 --> 00:34:20.420 And we were talking a few weeks ago about your 00:34:20.420 --> 00:34:25.550 Narnia topic. Would you like to explain? that 00:34:25.550 --> 00:34:27.710 because i think that would help people understand 00:34:27.710 --> 00:34:30.769 the beauty and the creativity of this role you 00:34:30.769 --> 00:34:32.750 know we've painted it in quite a harsh light 00:34:32.750 --> 00:34:34.650 before and then people were being why are you 00:34:34.650 --> 00:34:37.309 doing it that was awful that sounds awful and 00:34:37.309 --> 00:34:40.230 a huge responsibility but ultimately it's these 00:34:40.230 --> 00:34:44.789 it's these moments that we get that just make 00:34:44.789 --> 00:34:46.690 it the best job in the world really so yeah we 00:34:46.690 --> 00:34:47.889 don't just think about your nine -year topic 00:34:47.889 --> 00:34:51.110 and what that how you came to create that what 00:34:51.110 --> 00:34:53.250 that made you know how your learners enjoyed 00:34:53.250 --> 00:34:56.110 it and and all of that kind of stuff yeah sure 00:34:56.110 --> 00:34:58.949 so this must have been in the in the spring term 00:34:58.949 --> 00:35:00.909 so yeah at the start of the year um one of our 00:35:00.909 --> 00:35:04.750 sub topics was sort of traditional tales and 00:35:04.750 --> 00:35:07.590 classic authors and i've kind of got a bit you 00:35:07.590 --> 00:35:10.329 know i'm trying to manage this might where we 00:35:10.329 --> 00:35:12.869 might be where we come on to sort of age appropriateness 00:35:12.869 --> 00:35:16.289 as well and how we navigate that but i didn't 00:35:16.289 --> 00:35:19.570 want to do the traditional tales like Three Little 00:35:19.570 --> 00:35:23.329 Pigs and Red Riding Hood. You know, these learners 00:35:23.329 --> 00:35:27.289 have been at the school for 10 plus years. I 00:35:27.289 --> 00:35:30.550 think we need something different. Yeah. So I 00:35:30.550 --> 00:35:31.769 was trying to look at some different options 00:35:31.769 --> 00:35:33.369 and I knew that we had World Book Day coming 00:35:33.369 --> 00:35:35.710 up. So some of the options we had didn't really 00:35:35.710 --> 00:35:38.929 work for me. So I had a little look at The Lion, 00:35:38.949 --> 00:35:40.309 the Witch and the Wardrobe and thought, right, 00:35:40.329 --> 00:35:46.219 how can I do this story? It's, you know, it's 00:35:46.219 --> 00:35:49.199 a pretty heavy, in -depth story. How am I going 00:35:49.199 --> 00:35:52.119 to make this appropriate for my learners? And 00:35:52.119 --> 00:35:55.780 what I usually do with, you know, big, big stories 00:35:55.780 --> 00:35:59.320 or, you know, in -depth plays is I literally 00:35:59.320 --> 00:36:03.500 pull out individual scenes or settings. So, for 00:36:03.500 --> 00:36:06.360 example, the way that we sort of explored The 00:36:06.360 --> 00:36:08.019 Lion, the Witch and the Wardrobe is we did a 00:36:08.019 --> 00:36:13.139 session where we were. evacuees at a train station 00:36:13.139 --> 00:36:16.280 so like the very very early steps of the children 00:36:16.280 --> 00:36:19.340 and nanny is the children's like journey to the 00:36:19.340 --> 00:36:21.760 manor house before they find the wardrobe and 00:36:21.760 --> 00:36:24.300 we did a couple of weeks I think we did a scene 00:36:24.300 --> 00:36:27.659 every fortnight and we just did like a full -blown 00:36:27.659 --> 00:36:30.239 I turned the classroom into a train station we 00:36:30.239 --> 00:36:33.500 had dangly sort of fluorescent lighting and I 00:36:33.500 --> 00:36:36.179 set up a switch adapted fan, which I know has 00:36:36.179 --> 00:36:38.860 become one of your very popular things to use. 00:36:39.000 --> 00:36:42.619 I set up a fan with a switch so we could feel 00:36:42.619 --> 00:36:45.320 the rush of air as a train comes past the train 00:36:45.320 --> 00:36:48.139 station. And we did all sorts of things like 00:36:48.139 --> 00:36:50.420 that. And I just wanted to make the experience 00:36:50.420 --> 00:36:53.179 of a train station as best as I possibly could 00:36:53.179 --> 00:36:56.099 without us having to physically go, you know, 00:36:56.099 --> 00:36:59.000 to a train station. And that's kind of how we 00:36:59.000 --> 00:37:01.780 sort of explored the story. We did it through. 00:37:02.219 --> 00:37:04.679 different it's giving them opportunity to learn 00:37:04.679 --> 00:37:06.800 about the story but it's also immersing them 00:37:06.800 --> 00:37:10.159 in real world real world experiences and experiences 00:37:10.159 --> 00:37:13.139 to help better prepare them for when somebody 00:37:13.139 --> 00:37:15.059 talks about a train or a train station if they've 00:37:15.059 --> 00:37:17.539 never been to one because a lot of people have 00:37:17.539 --> 00:37:20.559 never seen a train or been to a train station 00:37:20.559 --> 00:37:23.380 they know what that means and feels like and 00:37:23.380 --> 00:37:25.960 smells like and they can kind of it's giving 00:37:25.960 --> 00:37:28.699 them those real life experiences that's the benefit 00:37:28.699 --> 00:37:31.900 of doing those kind of multi -sensory experiences 00:37:31.900 --> 00:37:36.179 we also set up mats with recordings that kept 00:37:36.179 --> 00:37:39.000 saying mind the gap mind the gap and we'd bump 00:37:39.000 --> 00:37:41.699 you could bump their chairs up onto the mat and 00:37:41.699 --> 00:37:43.260 it would feel like the transition from going 00:37:43.260 --> 00:37:45.639 from platform to train and we had like remote 00:37:45.639 --> 00:37:48.579 control like switch adapted thomas the tank engine 00:37:48.579 --> 00:37:51.559 that we could move around and then we also had 00:37:51.559 --> 00:37:53.659 you know on our on our big screen there's so 00:37:53.659 --> 00:37:55.659 many things that you can just so many different 00:37:55.659 --> 00:37:58.260 videos like even just on youtube you know of 00:37:58.260 --> 00:38:00.239 like a train going through a tunnel or you going 00:38:00.239 --> 00:38:02.300 through a tunnel and then you can have those 00:38:02.300 --> 00:38:04.579 sound effects alongside it and the smell of the 00:38:04.579 --> 00:38:06.519 if it's a steam train you can have like those 00:38:06.519 --> 00:38:09.519 smoky smells and use big black blankets to just 00:38:09.519 --> 00:38:11.860 whoosh over your head really suddenly to get 00:38:11.860 --> 00:38:14.239 that experience of going through a tunnel um 00:38:14.239 --> 00:38:16.469 it's just so many different things that So I 00:38:16.469 --> 00:38:18.389 suppose some of your learners will be fully, 00:38:18.510 --> 00:38:21.130 I mean, who are we to say that they're not, you 00:38:21.130 --> 00:38:22.590 know, some of your learners will be understanding 00:38:22.590 --> 00:38:24.590 this is a train station, this is the Lion, the 00:38:24.590 --> 00:38:26.150 Witch and the Wardrobe, this is this scene, whatever. 00:38:26.550 --> 00:38:29.610 But even if they don't understand any of that 00:38:29.610 --> 00:38:31.369 and they explore the world and learn from the 00:38:31.369 --> 00:38:34.610 world from a sensory level alone, they are still 00:38:34.610 --> 00:38:37.849 getting all of their senses engaged with, new 00:38:37.849 --> 00:38:40.789 experiences, they're learning how they're... 00:38:40.940 --> 00:38:43.940 body feels and navigating the world and all those 00:38:43.940 --> 00:38:46.300 things so you're kind of hitting all of those 00:38:46.300 --> 00:38:48.719 marks but for all of your learners all at the 00:38:48.719 --> 00:38:51.820 same time yeah but also trying to make sure that 00:38:51.820 --> 00:38:54.280 we're not creating a scenario that's going to 00:38:54.280 --> 00:38:56.820 be too overwhelming as well we also have to be 00:38:56.820 --> 00:38:59.340 really conscious that for our learners with say 00:38:59.340 --> 00:39:02.440 a multi -sensory impairment overloading those 00:39:02.440 --> 00:39:05.960 senses can actually be incredibly overstimulating 00:39:05.960 --> 00:39:08.679 and therefore they also may not engage in that 00:39:08.679 --> 00:39:11.219 learning so it very much is trying to find a 00:39:11.219 --> 00:39:14.159 balance so is your way of like here's facilitating 00:39:14.159 --> 00:39:16.199 the stuff and then is it up to your teaching 00:39:16.199 --> 00:39:17.599 assistants or whoever's working with that child 00:39:17.599 --> 00:39:20.380 to kind of navigate when you use the stuff how 00:39:20.380 --> 00:39:23.579 far to push them how far to encourage them to 00:39:23.579 --> 00:39:25.280 engage and all those kind of things they're like 00:39:25.280 --> 00:39:28.159 a day -to -day minute by minute second by second 00:39:28.159 --> 00:39:31.239 kind of yeah we are constantly adapting the way 00:39:31.239 --> 00:39:33.460 that we're working with each learner um i make 00:39:33.460 --> 00:39:35.719 sure that every time we are doing a session that 00:39:35.719 --> 00:39:39.050 i give a clear you know Please remember, for 00:39:39.050 --> 00:39:41.469 example, if we're introducing smells, I remember 00:39:41.469 --> 00:39:45.989 Joanna Grace saying before how smells can evoke 00:39:45.989 --> 00:39:48.329 really strong memories because it's processed 00:39:48.329 --> 00:39:50.789 by a different part of your brain. So forcing 00:39:50.789 --> 00:39:53.710 smell upon someone is really, really overwhelming. 00:39:54.030 --> 00:39:56.769 So a really good option is to, if you're going 00:39:56.769 --> 00:39:59.170 to offer a smell, you give them the opportunity 00:39:59.170 --> 00:40:02.269 to indicate that they want to receive it. And 00:40:02.269 --> 00:40:04.070 it's by placing it nearer to the side of the 00:40:04.070 --> 00:40:06.750 head. I've seen so many people just go with, 00:40:06.889 --> 00:40:08.179 oh my... going to smell something and then just 00:40:08.179 --> 00:40:12.000 pop it straight under someone's nose and it's 00:40:12.000 --> 00:40:14.599 not until someone does that to you yeah that's 00:40:14.599 --> 00:40:18.579 it if they They can smell it from here. If they're 00:40:18.579 --> 00:40:20.880 turning their head towards it, you know, if they're 00:40:20.880 --> 00:40:23.360 making, you know, more exaggerated mouth movements 00:40:23.360 --> 00:40:25.559 or tongue movements or that you can note or they're 00:40:25.559 --> 00:40:28.059 turning their eyes in that direction, you can 00:40:28.059 --> 00:40:31.059 get a pretty good indicator of engagement and 00:40:31.059 --> 00:40:34.019 interest. And then you can bring it closer. You 00:40:34.019 --> 00:40:35.699 know, some of our learners might not be able 00:40:35.699 --> 00:40:38.360 to turn their head towards it. But then you work 00:40:38.360 --> 00:40:40.800 with them and you're picking up on their signals 00:40:40.800 --> 00:40:43.679 all the time. And, yeah, that can change really 00:40:43.679 --> 00:40:45.619 regularly. You know, there might be one day. 00:40:45.670 --> 00:40:48.510 where they respond beautifully to the Monday 00:40:48.510 --> 00:40:50.710 smell, which is like strawberry. But the following 00:40:50.710 --> 00:40:52.809 week, they might be tired. They might be ill. 00:40:53.070 --> 00:40:55.429 There could be a whole range of other factors 00:40:55.429 --> 00:40:57.250 going on that mean they don't engage with it. 00:40:57.309 --> 00:40:59.809 So it's just about constantly looking at and 00:40:59.809 --> 00:41:02.130 receiving. they're like subtle there's a lot 00:41:02.130 --> 00:41:04.849 of observation in the job isn't there constant 00:41:04.849 --> 00:41:07.849 observation knowing them really well and constant 00:41:07.849 --> 00:41:11.090 observation and noticing changes you know you 00:41:11.090 --> 00:41:13.969 don't normally react like that you know you normally 00:41:13.969 --> 00:41:16.710 like that and constantly questioning and observing 00:41:16.710 --> 00:41:19.530 yeah there's been a number of times where I've 00:41:19.530 --> 00:41:22.050 had a learner come in and I can look at them 00:41:22.050 --> 00:41:24.449 straight away and you can pick up that something's 00:41:24.449 --> 00:41:27.409 not right and you can't quite work out what it 00:41:27.409 --> 00:41:29.889 is to start with but you know as you sort of 00:41:29.889 --> 00:41:32.329 try and problem solve and work out from work 00:41:32.329 --> 00:41:34.309 out from there it's the same with you know a 00:41:34.309 --> 00:41:35.829 learner that comes in with some particularly 00:41:35.829 --> 00:41:39.190 like challenging behavior one day you know they're 00:41:39.190 --> 00:41:41.110 obviously trying to communicate something and 00:41:41.110 --> 00:41:42.869 it's trying to problem solve and work out what 00:41:42.869 --> 00:41:45.889 that thing could be it's it's the same for for 00:41:45.889 --> 00:41:48.650 our PMLD learners it just might be on a significantly 00:41:48.650 --> 00:41:51.849 more like subtle It's interesting you say that, 00:41:51.889 --> 00:41:54.909 actually, because since working with my PMLD 00:41:54.909 --> 00:41:58.949 learners, I'm a far better SEN teacher, just 00:41:58.949 --> 00:42:01.130 in general. And I think it's because when you 00:42:01.130 --> 00:42:04.750 strip it back to basic needs, to needing to observe, 00:42:05.010 --> 00:42:08.250 to thinking about consent and personal appropriateness, 00:42:08.329 --> 00:42:11.590 to not assuming that they do or don't understand 00:42:11.590 --> 00:42:14.590 something and finding ways of meeting their needs 00:42:14.590 --> 00:42:17.130 and learning anyway, all of those things are 00:42:17.130 --> 00:42:20.070 so crucial in PMLD and celebrated in PMLD. that 00:42:20.070 --> 00:42:23.050 works for every teacher and every learner and 00:42:23.050 --> 00:42:26.150 every student. And I am such a better teacher, 00:42:26.469 --> 00:42:29.409 such a better, more affirming teacher because 00:42:29.409 --> 00:42:32.349 of those experiences with working with these 00:42:32.349 --> 00:42:35.210 young people. Yeah, I agree. I think it's really 00:42:35.210 --> 00:42:38.309 similar to how we've said that a lot of strategies 00:42:38.309 --> 00:42:42.230 for our autistic learners can be incredibly beneficial 00:42:42.230 --> 00:42:44.510 in a mainstream classroom, ensuring that their 00:42:44.510 --> 00:42:46.829 sensory diet needs are met, et cetera, et cetera. 00:42:47.820 --> 00:42:50.380 it's very similar in that regard this is just 00:42:50.380 --> 00:42:53.659 bringing it back even you know further to those 00:42:53.659 --> 00:42:57.139 most like early stages of communication or response 00:42:57.139 --> 00:43:02.360 or initiation and it's really really fascinating 00:43:02.360 --> 00:43:06.820 how much you learn by taking that full step back 00:43:06.820 --> 00:43:08.940 and something I try and encourage in my classroom 00:43:08.940 --> 00:43:11.219 is we try and participate in the hanging out 00:43:11.219 --> 00:43:13.099 program I don't know if you're familiar with 00:43:13.099 --> 00:43:18.820 that no um it's really similar to Intensive Interaction. 00:43:18.820 --> 00:43:21.820 It was created by Sheridan Forster, I believe. 00:43:22.079 --> 00:43:26.119 And it's the basic principle is rather than... 00:43:26.300 --> 00:43:29.400 having a dedicated social time you're making 00:43:29.400 --> 00:43:32.360 sure that every single day you are basically 00:43:32.360 --> 00:43:36.159 vowed to commit 10 minutes of your time every 00:43:36.159 --> 00:43:39.239 single day one -on -one with one of your learners 00:43:39.239 --> 00:43:41.780 every learner should get that opportunity every 00:43:41.780 --> 00:43:45.980 day just 10 minutes of uninterrupted just being 00:43:46.440 --> 00:43:49.360 with time a particular agenda it doesn't need 00:43:49.360 --> 00:43:51.880 to be meeting an IEP need it doesn't need to 00:43:51.880 --> 00:43:54.420 be doesn't need to be a game or it doesn't need 00:43:54.420 --> 00:43:56.760 to be like a you don't need to have a point basically 00:43:56.760 --> 00:43:59.599 no it is literally you just if they're laying 00:43:59.599 --> 00:44:02.099 on the mat you just lay down next to them and 00:44:02.099 --> 00:44:06.239 you just be with them it's such a it's weird 00:44:06.239 --> 00:44:09.340 how like quickly you're like oh wow because 10 00:44:09.340 --> 00:44:12.739 minutes doesn't sound like a long time but actually 00:44:12.739 --> 00:44:16.150 with your with when you're with someone Yeah, 00:44:16.269 --> 00:44:20.630 it's like so, so beneficial. Do all of your adults 00:44:20.630 --> 00:44:23.969 try to commit to doing that? Or is it a you thing? 00:44:24.150 --> 00:44:29.150 No, I've not pushed it on my team. We basically 00:44:29.150 --> 00:44:32.170 have like I have a chart up in our classroom 00:44:32.170 --> 00:44:37.710 that says like hot. And I just said, like, here's 00:44:37.710 --> 00:44:39.429 all the learners. Here's our days of the week. 00:44:39.530 --> 00:44:42.309 Every single day, we need to make sure that. 00:44:42.570 --> 00:44:45.530 every learner is receiving 10 minutes at least 00:44:45.530 --> 00:44:48.289 10 minutes of that uninterrupted and do you try 00:44:48.289 --> 00:44:50.610 and get on everybody by the end of the week we 00:44:50.610 --> 00:44:53.010 try and make sure every learner has had the opportunity 00:44:53.010 --> 00:44:56.489 every day so yeah yeah and that's the thing like 00:44:56.489 --> 00:44:59.409 obviously you can't all do that at the same time 00:44:59.409 --> 00:45:02.289 because then you know personal care needs won't 00:45:02.289 --> 00:45:05.469 get met etc but there's always going to be a 00:45:05.469 --> 00:45:09.119 few minutes in your day where you're not able 00:45:09.119 --> 00:45:11.860 to do a lesson because you've got other stuff 00:45:11.860 --> 00:45:14.320 going on but then you might have a couple of 00:45:14.320 --> 00:45:16.539 staff that aren't really sure what to do in that 00:45:16.539 --> 00:45:18.880 particular moment and that is the ideal time 00:45:18.880 --> 00:45:23.239 to say right go and spend 10 minutes with so 00:45:23.239 --> 00:45:26.780 and so And just, yeah, no expectations. The difference 00:45:26.780 --> 00:45:31.579 that would make in trust and relationship building 00:45:31.579 --> 00:45:36.179 and bonds between adult and learner must be massive. 00:45:36.199 --> 00:45:39.739 And you have no agenda, but just knowing that 00:45:39.739 --> 00:45:43.960 they're seen and heard and hung out with is... 00:45:45.050 --> 00:45:47.949 it's beautiful i can totally see the benefits 00:45:47.949 --> 00:45:50.190 of that when it does come to dysregulation when 00:45:50.190 --> 00:45:52.150 it does come to those uh -oh tricky moments it 00:45:52.150 --> 00:45:54.530 does come to a medical emergency there'll be 00:45:54.530 --> 00:45:57.510 far more trusting of you to support them if you've 00:45:57.510 --> 00:46:00.110 got that trust and bond and relationship yeah 00:46:00.110 --> 00:46:03.530 and it's something that if i if i'm aware that 00:46:03.530 --> 00:46:06.570 you know i've got to a point where i know that 00:46:06.570 --> 00:46:09.469 learn like learning official timetable teaching 00:46:09.469 --> 00:46:12.409 is not going to happen that day quite often you 00:46:12.409 --> 00:46:14.360 can pick and pick up quite early on in the day 00:46:14.360 --> 00:46:17.400 how it's going to go then I will at the very 00:46:17.400 --> 00:46:20.400 least make sure that happens because in total 00:46:20.400 --> 00:46:24.260 that's less than an hour and a half of your entire 00:46:24.260 --> 00:46:27.519 day and that's split between sort of seven staff 00:46:27.519 --> 00:46:31.460 you know it's durable it's realistic yeah it 00:46:31.460 --> 00:46:34.960 is and even when you are managing you know postural 00:46:34.960 --> 00:46:37.380 care and position change and intimate care like 00:46:37.380 --> 00:46:41.340 that is something you can do so yeah that's something 00:46:41.340 --> 00:46:44.599 we try Yeah. I really love it. What are some 00:46:44.599 --> 00:46:48.119 things that you think, well, what is one thing 00:46:48.119 --> 00:46:50.280 that you wish you had to benefit your classroom 00:46:50.280 --> 00:46:55.119 that you don't yet have? That's tricky. This 00:46:55.119 --> 00:46:56.800 would probably be in terms of practicality, but 00:46:56.800 --> 00:47:00.579 a slightly bigger classroom. Yeah. Just because, 00:47:00.760 --> 00:47:04.059 you know, I have a classroom of hormonal teenagers. 00:47:05.099 --> 00:47:08.039 They're adult size. They are adult size. Their 00:47:08.039 --> 00:47:11.690 equipment is adult size. I have used to... work 00:47:11.690 --> 00:47:14.730 with early years aged learners so i'm used to 00:47:14.730 --> 00:47:17.750 standing frames that are like this big or chairs 00:47:17.750 --> 00:47:20.150 that are this big whereas now they're like taller 00:47:20.150 --> 00:47:24.250 than me and it's absolutely bulky oh my god so 00:47:24.250 --> 00:47:26.869 much room yeah one man will have two three four 00:47:26.869 --> 00:47:29.309 pieces of equipment each so when you've got eight 00:47:29.309 --> 00:47:32.550 learners that's a lot of equipment to store because 00:47:32.550 --> 00:47:34.869 it takes a whole classroom and then you have 00:47:34.869 --> 00:47:37.530 achiever beds that are obviously they take up 00:47:37.530 --> 00:47:40.880 like a whole wall in your classroom And hoists. 00:47:41.460 --> 00:47:44.079 Hoists, walkers. I have, yeah, have an extra 00:47:44.079 --> 00:47:46.679 mobile hoist in case our ceiling hoist decides 00:47:46.679 --> 00:47:50.239 to pack up or if I need to do two or three transfers 00:47:50.239 --> 00:47:53.320 at the same time. So yeah, more space would be 00:47:53.320 --> 00:47:56.340 great. And the other thing really is if we're 00:47:56.340 --> 00:47:58.079 looking at more on the money side of things, 00:47:58.179 --> 00:48:00.659 like assistive tech, that's something that we... 00:48:00.809 --> 00:48:03.269 Not necessarily, you know, really, really high 00:48:03.269 --> 00:48:05.130 tech everything, you know, all bells and whistles, 00:48:05.269 --> 00:48:07.530 thousands of pounds worth of equipment, but just 00:48:07.530 --> 00:48:11.030 a little bit more to be able to engage with stuff 00:48:11.030 --> 00:48:13.530 that we already have. So, for example, using 00:48:13.530 --> 00:48:16.389 certain programs on the interactive screen so 00:48:16.389 --> 00:48:19.829 we can assess our visual skills better and our 00:48:19.829 --> 00:48:22.289 cause and effect understanding. Once you've used, 00:48:22.349 --> 00:48:24.570 once certain learners have used a certain switch 00:48:24.570 --> 00:48:26.969 activated device a few times, it gets a bit... 00:48:27.159 --> 00:48:30.039 repetitive and boring but as i'm sure you probably 00:48:30.039 --> 00:48:31.860 know like unless you're willing to switch adapt 00:48:31.860 --> 00:48:36.099 something yourself the you know the tax on it 00:48:36.099 --> 00:48:40.239 is huge yeah the sensory tax it's really really 00:48:40.239 --> 00:48:43.960 tricky disability tax yeah it's bonkers isn't 00:48:43.960 --> 00:48:46.139 it but there are training courses out there to 00:48:46.139 --> 00:48:48.800 teach yourself how to do it yes i have been looking 00:48:48.800 --> 00:48:51.139 it's something i would it's something i would 00:48:51.139 --> 00:48:54.239 really like to do um because there is such a 00:48:54.239 --> 00:48:57.239 lack of resources sort of in that area. Yeah, 00:48:57.239 --> 00:49:00.420 which is similar to in mainstream, doing the 00:49:00.420 --> 00:49:04.019 same topic and the same worksheet every day for 00:49:04.019 --> 00:49:07.139 four years. You would never do that and think 00:49:07.139 --> 00:49:09.639 that was good enough. But using the same switched 00:49:09.639 --> 00:49:12.119 up tutorial, the same three switched up tutorials 00:49:12.119 --> 00:49:14.400 that are a little bit mucky, a little bit dirty, 00:49:14.500 --> 00:49:16.739 a little bit slower than they used to be. Broken 00:49:16.739 --> 00:49:20.929 in places, bit snapped. activity for the last 00:49:20.929 --> 00:49:23.730 four years is the same as doing that and it's 00:49:23.730 --> 00:49:26.909 just not good enough yeah it does cost more but 00:49:26.909 --> 00:49:29.250 you know if you want those children to learn 00:49:29.250 --> 00:49:32.070 and thrive and be engaged in learning because 00:49:32.070 --> 00:49:33.710 otherwise you know no wonder lots of them are 00:49:33.710 --> 00:49:35.670 passive because they've done little red riding 00:49:35.670 --> 00:49:37.110 hood over and over again they've done we're going 00:49:37.110 --> 00:49:39.610 on a bear hunt sensory story a million times 00:49:39.610 --> 00:49:42.829 they've got switch toy it's not exciting yeah 00:49:44.889 --> 00:49:47.210 It's no wonder they're passive. Obviously, that's 00:49:47.210 --> 00:49:49.670 not going to help, you know? No, of course not. 00:49:49.869 --> 00:49:52.550 But it does come down to money and us. I think 00:49:52.550 --> 00:49:57.030 a massive part of our job is navigating and fighting 00:49:57.030 --> 00:50:01.690 for and trying to explain the purposes and the 00:50:01.690 --> 00:50:03.849 reasons why we're constantly asking for money 00:50:03.849 --> 00:50:06.449 and resources. Yeah, it's a constant justification 00:50:06.449 --> 00:50:10.090 of why do I need this? But it's not about me. 00:50:11.019 --> 00:50:13.719 this learner needs this experience I can only 00:50:13.719 --> 00:50:16.320 offer this experience in this particular way 00:50:16.320 --> 00:50:20.239 obviously I'm always working to find work around 00:50:20.239 --> 00:50:22.800 you know how can I create this experience without 00:50:22.800 --> 00:50:26.639 you know breaking the bank but sometimes yeah 00:50:26.639 --> 00:50:30.000 it either is far too time consuming it still 00:50:30.000 --> 00:50:32.739 works out to be too expensive and you just need 00:50:32.739 --> 00:50:37.539 yeah yeah which is increasingly the bigger issue 00:50:37.539 --> 00:50:40.719 as well isn't it exactly just something else 00:50:40.719 --> 00:50:45.780 before we finish what do you wish others and 00:50:45.780 --> 00:50:48.840 listeners would know about classes like yours 00:50:48.840 --> 00:50:53.099 because they're so hidden and locked away and 00:50:53.099 --> 00:50:56.139 parents often struggle to go out and about through 00:50:56.139 --> 00:51:00.300 you know accessibility or uh changing you know 00:51:00.570 --> 00:51:02.329 bad changing spaces and all of those kind of 00:51:02.329 --> 00:51:05.170 things oh my gosh yeah yeah that's a whole episode 00:51:05.170 --> 00:51:08.309 in itself right yeah same for changing but what 00:51:08.309 --> 00:51:10.690 do you wish that others would know about classes 00:51:10.690 --> 00:51:15.710 like yours this is so tricky I wish people wouldn't 00:51:15.710 --> 00:51:17.329 have the assumption that we don't do anything 00:51:17.329 --> 00:51:20.269 and that the learners you know despite their 00:51:20.269 --> 00:51:23.889 complexities despite their needs they are human 00:51:23.889 --> 00:51:27.670 beings with still a huge wide range of emotion 00:51:27.670 --> 00:51:30.869 and nuance when it comes to like who they are 00:51:30.869 --> 00:51:35.010 as a person and I would just love people to have 00:51:35.010 --> 00:51:38.150 more awareness of I don't even know it's a really 00:51:38.150 --> 00:51:42.449 hard thing to describe you know multi -dimensional 00:51:42.449 --> 00:51:47.030 person with interests and likes and desires and 00:51:47.030 --> 00:51:50.869 wants and you know just as much and those as 00:51:50.869 --> 00:51:53.650 just as important as anybody else yeah that's 00:51:53.650 --> 00:51:56.510 it like it's Yeah, just because you see, you 00:51:56.510 --> 00:51:59.090 know, someone, you know, a wheelchair user or 00:51:59.090 --> 00:52:02.489 appears asleep. Maybe they're not. Maybe that's 00:52:02.489 --> 00:52:05.949 just how they engage with the world. Maybe, you 00:52:05.949 --> 00:52:08.170 know, maybe they're not sighing because they're 00:52:08.170 --> 00:52:09.829 bored. Maybe they're sighing because they're 00:52:09.829 --> 00:52:13.039 feeling it. deep sense of relaxation or maybe 00:52:13.039 --> 00:52:14.980 their tongues moving in and out because that 00:52:14.980 --> 00:52:17.099 is the way that they say oh my gosh i'm really 00:52:17.099 --> 00:52:19.800 enjoying this experience maybe their eye movements 00:52:19.800 --> 00:52:21.960 are like oh i can hear that sound like maybe 00:52:21.960 --> 00:52:23.900 they can't turn their head towards it but their 00:52:23.900 --> 00:52:26.199 eye movement is what indicates you know i can 00:52:26.199 --> 00:52:28.119 hear that i can experience that i can feel that 00:52:28.119 --> 00:52:30.940 yeah i just want people to know that like my 00:52:30.940 --> 00:52:35.500 learners are yeah amazing incredible humans they 00:52:35.500 --> 00:52:40.309 are and they're just as needing of really high 00:52:40.309 --> 00:52:45.369 quality education yeah yeah that's it yeah and 00:52:45.369 --> 00:52:49.030 it's not babysitting no no i don't just sit there 00:52:49.030 --> 00:52:53.170 all day yeah far from it and it's not scary also 00:52:53.170 --> 00:52:58.610 no i mean it's great fun and you can 100 build 00:52:58.610 --> 00:53:01.150 such strong relationships like i have such strong 00:53:01.150 --> 00:53:03.050 relationships with my learners and it's amazing 00:53:03.050 --> 00:53:07.469 they are amazing at allowing you to do that like 00:53:07.469 --> 00:53:11.170 they find ways and show you ways of communicating 00:53:11.170 --> 00:53:14.269 completely non -verbally definitely movement 00:53:14.269 --> 00:53:16.849 sometimes it's it's incredible they are incredible 00:53:16.849 --> 00:53:20.510 at being able to communicate navigate the world 00:53:20.510 --> 00:53:25.010 um yeah i just love it it's my favorite part 00:53:25.010 --> 00:53:27.909 of my job honestly is you have to be so creative 00:53:27.909 --> 00:53:31.170 don't you about thinking about ways of like how 00:53:31.170 --> 00:53:33.289 am i gonna like i was just doing my planning 00:53:33.289 --> 00:53:38.059 for next yeah i'm boring away summer holidays 00:53:38.059 --> 00:53:39.840 i was just doing my planning and i was just thinking 00:53:39.840 --> 00:53:42.940 how what was my choice oh magnets how am i going 00:53:42.940 --> 00:53:46.500 to make magnets meaningful and useful and even 00:53:46.500 --> 00:53:49.179 interesting you know what does it look like and 00:53:49.179 --> 00:53:51.139 i was going to be focusing on like the push and 00:53:51.139 --> 00:53:54.780 the pull exactly yeah exactly and even just movement 00:53:54.780 --> 00:53:57.780 so like their physio and yeah all of those things 00:53:57.780 --> 00:54:01.019 but i love the i love having to be creative and 00:54:01.019 --> 00:54:03.199 think about you know how is this meaningful it's 00:54:03.199 --> 00:54:05.619 kind of my favorite thing actually yeah we're 00:54:05.619 --> 00:54:09.280 doing a human body oh so useful i don't want 00:54:09.280 --> 00:54:12.500 to work on just you know hands and feet and i've 00:54:12.500 --> 00:54:14.260 got the perfect story for you i've just written 00:54:14.260 --> 00:54:17.199 it it's just been released it's awesome it's 00:54:17.199 --> 00:54:21.739 called growing up hey that's amazing adults that's 00:54:21.739 --> 00:54:25.300 really cool the teens about growing up and the 00:54:25.300 --> 00:54:27.860 changes happening to our bodies by specifically 00:54:27.860 --> 00:54:31.760 for learners like yours there we go then that 00:54:31.760 --> 00:54:34.659 are navigating feelings inside their body and 00:54:34.659 --> 00:54:37.679 smells that are different and people telling 00:54:37.679 --> 00:54:39.980 us how much we've changed yeah and body hair 00:54:39.980 --> 00:54:43.380 and like all sorts yeah because I don't once 00:54:43.380 --> 00:54:45.079 again I don't want to just be doing head shoulders 00:54:45.079 --> 00:54:48.659 knees and toes with my 13 to 19 year olds like 00:54:48.659 --> 00:54:50.500 they're growing up they're nearly adults they've 00:54:50.500 --> 00:54:54.280 got this huge like transition happening and I 00:54:54.280 --> 00:54:56.440 want them to be able to understand or at least 00:54:56.440 --> 00:54:57.960 develop some understanding of what's happening 00:54:57.960 --> 00:55:00.940 to their bodies terrifying role that we have 00:55:00.940 --> 00:55:04.079 it's really important yeah it's really really 00:55:04.079 --> 00:55:08.320 important where do your learners go after your 00:55:08.320 --> 00:55:11.300 class i think is a big question that often people 00:55:11.300 --> 00:55:15.599 don't realize what happens after 19 it's a it's 00:55:15.599 --> 00:55:18.280 quite daunting really because once once our learners 00:55:18.280 --> 00:55:20.739 reach sort of 19 years of age that's the sort 00:55:20.739 --> 00:55:24.440 of end of their school journey there are Not 00:55:24.440 --> 00:55:26.699 specifically in my class, but there are some 00:55:26.699 --> 00:55:28.780 learners that might be able to access some form 00:55:28.780 --> 00:55:30.820 of further education through like adult community 00:55:30.820 --> 00:55:35.179 learning or stuff like that and continue to maintain 00:55:35.179 --> 00:55:39.239 their EHCP until they're 25. However, the majority 00:55:39.239 --> 00:55:41.920 of, if not all of my learners potentially will 00:55:41.920 --> 00:55:44.900 go onto a social care package. So they will be 00:55:44.900 --> 00:55:47.619 supported to attend day centres or day services. 00:55:47.840 --> 00:55:50.579 Some learners might go into a residential provision. 00:55:52.409 --> 00:55:54.389 That's definitely happening. It's a process that's 00:55:54.389 --> 00:55:56.010 happening at the moment, which is a whole other 00:55:56.010 --> 00:55:57.110 experience. Yeah, so I suppose a lot of your 00:55:57.110 --> 00:55:59.829 job is kind of preparing them for that transition 00:55:59.829 --> 00:56:03.429 as well and communicating with the team around 00:56:03.429 --> 00:56:06.630 these learners about everything you've learned 00:56:06.630 --> 00:56:08.929 about them over the last few years. That's such 00:56:08.929 --> 00:56:10.750 a huge thing because that's something that really 00:56:10.750 --> 00:56:13.610 instills a bit of fear in me. And that's why 00:56:13.610 --> 00:56:15.510 I'm trying to make sure I'm so thorough when 00:56:15.510 --> 00:56:17.590 it comes to communication passports and intimate 00:56:17.590 --> 00:56:20.610 care plans. Try and make sure, you know, I want 00:56:20.610 --> 00:56:24.389 you to know this. person for who they are rather 00:56:24.389 --> 00:56:26.510 than this owner being shipped off to a whole 00:56:26.510 --> 00:56:29.130 brand new experience new environment and those 00:56:29.130 --> 00:56:30.869 people having to start from scratch and getting 00:56:30.869 --> 00:56:33.139 to know that individual You were talking right 00:56:33.139 --> 00:56:35.199 at the beginning about these early years children 00:56:35.199 --> 00:56:37.199 in your first class and how scary it must be 00:56:37.199 --> 00:56:39.440 for the parents to hand them to you. Yeah. We 00:56:39.440 --> 00:56:41.920 feel that too, don't we? With these 19 year olds, 00:56:42.059 --> 00:56:45.159 or year sixes in my case. Yeah. Trusting a new 00:56:45.159 --> 00:56:48.699 school to take care of your much loved people 00:56:48.699 --> 00:56:50.320 after you've had them for, I mean, I've had mine 00:56:50.320 --> 00:56:52.760 for seven years when they leave me. oh my god 00:56:52.760 --> 00:56:56.280 trusting them with them to that they will contact 00:56:56.280 --> 00:56:58.420 you if you know the amount of time i say you 00:56:58.420 --> 00:57:00.840 will call me won't you if you're not sure and 00:57:00.840 --> 00:57:03.219 i've done all this down and you know gosh it 00:57:03.219 --> 00:57:05.780 must it's a it's a little bit of a taste of what 00:57:05.780 --> 00:57:08.039 the parents feel in early years as well isn't 00:57:08.039 --> 00:57:10.760 it i think we put so much of our sort of heart 00:57:10.760 --> 00:57:13.920 and soul into providing the best care that we 00:57:13.920 --> 00:57:16.699 best care and education that we can for them 00:57:16.699 --> 00:57:19.789 and it can sometimes be I don't know, a little 00:57:19.789 --> 00:57:22.369 bit soul destroying when you know that that learner 00:57:22.369 --> 00:57:25.429 won't have their EHCP anymore because they're 00:57:25.429 --> 00:57:27.369 going on to social care package, therefore the 00:57:27.369 --> 00:57:31.699 legal. part of providing education is no longer 00:57:31.699 --> 00:57:34.519 there so you know that once you've done everything 00:57:34.519 --> 00:57:37.619 you can and they left you you just don't yeah 00:57:37.619 --> 00:57:40.420 what happens in terms of like their communication 00:57:40.420 --> 00:57:43.219 you know are they going to be supported to continue 00:57:43.219 --> 00:57:45.159 communicating in the way that they do and be 00:57:45.159 --> 00:57:47.719 acknowledged and heard are they going to continue 00:57:47.719 --> 00:57:50.760 receiving that level of physical support that 00:57:50.760 --> 00:57:52.480 they've received you know are they going to have 00:57:52.480 --> 00:57:54.280 access to a standing frame are they going to 00:57:54.280 --> 00:57:57.070 have access to a self well wheelchair if that's 00:57:57.070 --> 00:57:59.369 what they usually use in school all of these 00:57:59.369 --> 00:58:02.869 should of course be yes it should be but we know 00:58:02.869 --> 00:58:10.210 that adult you know adult uh funding is incredibly 00:58:10.210 --> 00:58:14.090 poor so yeah we've just got to navigate it and 00:58:14.090 --> 00:58:16.170 do what you're doing and write as many things 00:58:16.170 --> 00:58:18.590 down and be as available and knowledgeable as 00:58:18.590 --> 00:58:21.030 possible pass all of that on and then yeah just 00:58:21.030 --> 00:58:24.530 hope that somebody like you takes them on and 00:58:24.530 --> 00:58:27.360 and Loves them as much as you do. I mean, ultimately, 00:58:27.440 --> 00:58:29.920 that's what you want, isn't it? Yeah. On that 00:58:29.920 --> 00:58:32.599 cheery night. I know people listening to this 00:58:32.599 --> 00:58:35.199 that have learners like yours in their class 00:58:35.199 --> 00:58:38.340 or lots of them are moving to provision, new 00:58:38.340 --> 00:58:40.119 provision, and thinking, what am I going to do? 00:58:40.889 --> 00:58:44.769 Your account is such an incredible resource for 00:58:44.769 --> 00:58:48.730 ideas and training and where to go and different 00:58:48.730 --> 00:58:51.610 topics. You're great at sharing seasonal topics, 00:58:51.710 --> 00:58:53.449 national day topics and what it looks like in 00:58:53.449 --> 00:58:55.699 your room, really celebrating those things. Where 00:58:55.699 --> 00:58:57.940 can people find all of that good stuff from you? 00:58:58.159 --> 00:59:01.719 So mainly Instagram. The handle is at Sensory 00:59:01.719 --> 00:59:03.760 Shake Up. I haven't posted in a little while 00:59:03.760 --> 00:59:06.199 because it's been a very, very busy summer term. 00:59:06.199 --> 00:59:07.960 But I'm hoping I could take advantage of the 00:59:07.960 --> 00:59:09.639 summer holidays and start sharing a bit more 00:59:09.639 --> 00:59:11.840 content again. But yeah, that's pretty much the 00:59:11.840 --> 00:59:13.519 only place you'll find me actually. Yeah, and 00:59:13.519 --> 00:59:16.699 then you have some like printouts and stuff and 00:59:16.699 --> 00:59:18.179 people can always contact you with questions. 00:59:18.940 --> 00:59:21.320 Definitely. And if anyone thinks I heard about 00:59:21.320 --> 00:59:24.199 a resource or an idea that I really like, just... 00:59:24.380 --> 00:59:26.019 yeah just get in touch with me because i'm always 00:59:26.019 --> 00:59:28.280 happy to share things i've done before we're 00:59:28.280 --> 00:59:30.039 better together aren't we if someone's doing 00:59:30.039 --> 00:59:31.619 something that they think you'll benefit from 00:59:31.619 --> 00:59:34.360 then let you know too you know i love it when 00:59:34.360 --> 00:59:36.659 people say have you heard about this yeah but 00:59:36.659 --> 00:59:38.639 you particularly have you heard about this and 00:59:38.639 --> 00:59:40.579 then i'm thinking no i need to do hop now you 00:59:40.579 --> 00:59:42.760 know all of those things thank you so much for 00:59:42.760 --> 00:59:44.760 joining me rachel um i know i've nagged you for 00:59:44.760 --> 00:59:47.079 the last year to get you on and i hope that hasn't 00:59:47.079 --> 00:59:51.269 been too scary it's been very useful to share 00:59:51.269 --> 00:59:53.769 your wisdom so thank you thank you so much for 00:59:53.769 --> 00:59:54.289 having me