WEBVTT 00:00:00.000 --> 00:00:02.700 Hi, my name is Jordan. I am a special education 00:00:02.700 --> 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 --> 00:00:19.559 our knowledge and experience working alongside 00:00:19.559 --> 00:00:22.559 our beautiful young people. Let's get started. 00:00:27.559 --> 00:00:30.140 Hello everybody and welcome to the Sensory Classroom 00:00:30.140 --> 00:00:32.920 podcast. My name is Jordan and today I am joined 00:00:32.920 --> 00:00:36.159 by Erin. Erin is a teacher in mainstream and 00:00:36.159 --> 00:00:38.659 has been for 10 years as well as a yoga instructor 00:00:38.659 --> 00:00:43.039 too. She has also been late diagnosed as neurodivergent 00:00:43.039 --> 00:00:46.740 in adulthood, something that many of us I know 00:00:46.740 --> 00:00:48.200 that are listening and that have been on the 00:00:48.200 --> 00:00:51.560 podcast can relate to. Last year she moved across 00:00:51.560 --> 00:00:54.780 country into a brand new role of opening a resource 00:00:54.780 --> 00:00:57.549 -based provision. last year for early years and 00:00:57.549 --> 00:01:00.070 key stage one and is currently training to be 00:01:00.070 --> 00:01:04.349 a SENCO. Hi Erin. Thank you for having me. I 00:01:04.349 --> 00:01:06.430 read your brief and I just thought oh my goodness 00:01:06.430 --> 00:01:09.769 this is so useful because so often well lots 00:01:09.769 --> 00:01:11.829 of parents and teachers listen to this podcast 00:01:11.829 --> 00:01:15.689 and don't really understand that there are lots 00:01:15.689 --> 00:01:19.400 of bridges between mainstream and special education, 00:01:19.780 --> 00:01:22.540 one being resource -based, one that I teach in 00:01:22.540 --> 00:01:24.680 too. So I was really excited to have this conversation 00:01:24.680 --> 00:01:27.060 with you today. Before we get started, you would 00:01:27.060 --> 00:01:29.700 like to introduce yourself a little bit. Yeah, 00:01:29.700 --> 00:01:33.480 so I'm Erin. I'm a teacher. Like I said, I've 00:01:33.480 --> 00:01:36.980 been teaching for 10 years and I kind of got 00:01:36.980 --> 00:01:40.219 to the point where I thought, what's next? So 00:01:40.219 --> 00:01:42.700 when we moved across the country, I was looking 00:01:42.700 --> 00:01:46.659 at mainstream. jobs that were available, applying, 00:01:47.000 --> 00:01:49.500 but it wasn't quite, I wasn't feeling very passionate 00:01:49.500 --> 00:01:53.299 about it. So then this position I'm currently 00:01:53.299 --> 00:01:56.079 in now came up and I didn't think too much of 00:01:56.079 --> 00:01:58.079 it at the time, but I went for the interview, 00:01:58.260 --> 00:02:02.680 spoke with the employers and it just seemed the 00:02:02.680 --> 00:02:07.500 perfect position. So I have two young boys myself 00:02:07.500 --> 00:02:09.919 or one's about to be 13 and another one that's 00:02:09.919 --> 00:02:15.340 six. And we took the move here and. Yeah, we're 00:02:15.340 --> 00:02:18.280 just enjoying it. It's almost fate that we've 00:02:18.280 --> 00:02:20.699 moved here. I've ended up in the position I am. 00:02:21.240 --> 00:02:24.319 And I'm just really enjoying it. I have no Sunday 00:02:24.319 --> 00:02:28.599 scaries. Really? That's great. That is the dream, 00:02:28.599 --> 00:02:31.740 isn't it, as a teacher? Did you teach beforehand? 00:02:31.759 --> 00:02:35.039 And how does that relate to what you're doing 00:02:35.039 --> 00:02:40.300 now, if it does at all? It does, but it's almost... 00:02:41.960 --> 00:02:45.840 Almost like this position is me as a teacher. 00:02:46.060 --> 00:02:49.120 My previous position, I worked in year two, year 00:02:49.120 --> 00:02:51.319 three, sort of the cusp of Key Stage 1, Key Stage 00:02:51.319 --> 00:02:53.539 2. I've done a lot of early years as well. And 00:02:53.539 --> 00:02:57.400 my passion was just in that development, that 00:02:57.400 --> 00:02:59.300 core. I think more in early years because you 00:02:59.300 --> 00:03:02.800 see it's more evident. It's more led by the children 00:03:02.800 --> 00:03:04.780 and what they actually need. And I think I'd 00:03:04.780 --> 00:03:06.900 got to the point where I'd lost that a bit. I 00:03:06.900 --> 00:03:09.879 felt just not necessarily even a teacher anymore, 00:03:10.120 --> 00:03:12.849 just a bit of a... machine sort of pummeling 00:03:12.849 --> 00:03:15.469 it out and having all the reasons why I wasn't 00:03:15.469 --> 00:03:18.110 able to meet the specific needs of the children 00:03:18.110 --> 00:03:21.650 and to me that's a big deal so I was ended up 00:03:21.650 --> 00:03:24.729 in a position where I'd taken on the role of 00:03:24.729 --> 00:03:28.270 mental health support lead and was doing bits 00:03:28.270 --> 00:03:30.710 and pieces but it was very much like that was 00:03:30.710 --> 00:03:35.210 a second thought and I was really might be the 00:03:35.210 --> 00:03:37.969 neurodivergence in me but I just trying to go 00:03:37.969 --> 00:03:40.349 against the grain or it might just be like the 00:03:40.349 --> 00:03:42.969 passion in me that was noticing that actually 00:03:42.969 --> 00:03:45.490 it's not a second thing it's not the below the 00:03:45.490 --> 00:03:50.389 bar it's um it's really important yeah I feel 00:03:50.389 --> 00:03:52.669 like we can we're naturally rebellious aren't 00:03:52.669 --> 00:03:55.449 we us neurodivergent women and when we see a 00:03:55.449 --> 00:03:58.129 problem it's really hard or something that we 00:03:58.129 --> 00:04:01.210 can easily fix something that isn't working right 00:04:01.210 --> 00:04:03.930 then we question that and I think that's really 00:04:03.930 --> 00:04:07.120 important in society to honor that that that 00:04:07.120 --> 00:04:09.879 is a really beautiful part there's lots of difficult 00:04:09.879 --> 00:04:11.599 parts but that is a really beautiful part of 00:04:11.599 --> 00:04:15.159 being a virgin is seeing something and wanting 00:04:15.159 --> 00:04:18.259 to do something about it and I can totally see 00:04:18.259 --> 00:04:21.579 how why you would be in mainstream and have you 00:04:21.579 --> 00:04:24.439 know your own needs and you knew how what you 00:04:24.439 --> 00:04:27.079 needed when you were younger I'm sure and you 00:04:27.079 --> 00:04:29.120 don't want to become part of that same problem 00:04:29.120 --> 00:04:33.850 and it's really difficult in mainstream to do 00:04:33.850 --> 00:04:36.689 that fully and have that be your full focus because 00:04:36.689 --> 00:04:40.389 there's so much else to consider yeah I think 00:04:40.389 --> 00:04:42.589 that definitely is the cycle that I got in of 00:04:42.589 --> 00:04:45.149 just knowing what needs to be little changes 00:04:45.149 --> 00:04:47.449 that could be easy and even sort of working in 00:04:47.449 --> 00:04:50.930 that leadership it just wasn't flowing so going 00:04:50.930 --> 00:04:54.310 into this new role it's your initial question 00:04:54.310 --> 00:04:56.589 was how's that transferred already diverting 00:04:57.519 --> 00:05:01.600 it's all good but um it's obviously the knowledge 00:05:01.600 --> 00:05:03.519 and the skills of knowing where the children 00:05:03.519 --> 00:05:06.220 should be by the end of the key stage knowing 00:05:06.220 --> 00:05:09.220 some of the frame of how to embed things how 00:05:09.220 --> 00:05:12.519 to lead work with staff some of the experience 00:05:12.519 --> 00:05:14.740 with the services but actually once I got into 00:05:14.740 --> 00:05:18.720 that base um it was an empty room there were 00:05:18.720 --> 00:05:21.699 no children it was I don't know whether it's 00:05:21.699 --> 00:05:24.660 I don't know but it's just come from me and so 00:05:24.660 --> 00:05:27.540 far nobody's told me I'm wrong And it's just 00:05:27.540 --> 00:05:29.980 worked. And speaking to other people who have 00:05:29.980 --> 00:05:33.680 gone into basses, it's a very similar experience. 00:05:34.259 --> 00:05:38.699 Yeah, I came into an established bass. And honestly, 00:05:38.819 --> 00:05:41.819 even with 16 years experience and all of my knowledge, 00:05:41.899 --> 00:05:46.160 I would still feel weird. I would struggle. to 00:05:46.160 --> 00:05:48.939 create a classroom without knowing the learners 00:05:48.939 --> 00:05:52.079 first because oh god in my time I've had such 00:05:52.079 --> 00:05:55.959 diverse needs and wants and preferences for a 00:05:55.959 --> 00:05:58.100 classroom like I wouldn't know where to start 00:05:58.100 --> 00:06:00.100 so I suppose that's the first thing like you 00:06:00.100 --> 00:06:02.720 walk into this empty room have you met the children 00:06:02.720 --> 00:06:04.600 yet have you just seen their paperwork like what 00:06:04.600 --> 00:06:06.480 do you know about them in order to help prepare 00:06:06.480 --> 00:06:09.879 yourself your planning your classroom for this 00:06:10.350 --> 00:06:12.370 These 12 kids that you're just about to arrive. 00:06:12.730 --> 00:06:16.970 So it was two sides. Again, divergence or being 00:06:16.970 --> 00:06:20.209 a Libra, I don't know. But so it really soothed 00:06:20.209 --> 00:06:22.930 both my sides because on one side, it was nothing. 00:06:22.949 --> 00:06:25.389 It was empty. I was really trusted and respected, 00:06:25.509 --> 00:06:30.490 which I feel really grateful for and feel much 00:06:30.490 --> 00:06:33.550 more regulated in that now that I feel I was 00:06:33.550 --> 00:06:35.670 completely respected and trusted to just be like, 00:06:35.750 --> 00:06:38.410 yep, Erin's got it. She'll sort it. And that 00:06:38.410 --> 00:06:41.439 was for everything. And then the other side was 00:06:41.439 --> 00:06:43.879 my teacher brain going, what's the assessment 00:06:43.879 --> 00:06:47.100 like? And I think, especially for the whole of 00:06:47.100 --> 00:06:50.160 last year, where it was becoming established, 00:06:50.680 --> 00:06:55.259 it wasn't 12 straight away. So as each child 00:06:55.259 --> 00:06:57.420 came in and everything changed, I was constantly 00:06:57.420 --> 00:06:59.540 battling with that. We're doing really well. 00:06:59.600 --> 00:07:01.319 Look at this progress. Look at these regulated, 00:07:01.519 --> 00:07:04.519 happy, thriving children. But also in my head, 00:07:04.519 --> 00:07:06.439 right, someone's going to come along with a clipboard, 00:07:06.480 --> 00:07:09.180 tell you this, that, and the other. And I think 00:07:09.180 --> 00:07:13.019 I've got to a point where nobody does. So when 00:07:13.019 --> 00:07:16.000 I set it up in September and it's the empty room, 00:07:16.220 --> 00:07:19.000 I'm really lucky the team I work with have the 00:07:19.000 --> 00:07:21.139 school SENCO, we're part of a large trust, so 00:07:21.139 --> 00:07:23.620 there's the lead SENCO. So they'd worked, it's 00:07:23.620 --> 00:07:26.980 a local authority base, so... In my area and 00:07:26.980 --> 00:07:30.220 so many other areas, the primary special schools 00:07:30.220 --> 00:07:33.420 are about 150 % capacity, completely diluted. 00:07:33.660 --> 00:07:36.480 So the local authority wanted to set up bases 00:07:36.480 --> 00:07:41.920 to try and reduce that. And our school, our trust 00:07:41.920 --> 00:07:44.279 noticed that actually there were so many children 00:07:44.279 --> 00:07:46.160 that were coming in that could really use that 00:07:46.160 --> 00:07:49.110 specialist provision. They worked together to 00:07:49.110 --> 00:07:51.290 sort of make that agreement, all the paperwork 00:07:51.290 --> 00:07:54.329 side of it. So when I got in and it was empty, 00:07:54.430 --> 00:07:57.529 they were kind of trusted. So I was trusted just 00:07:57.529 --> 00:08:00.269 to do what I thought I needed to do. So because 00:08:00.269 --> 00:08:02.250 I didn't know the children, they weren't there 00:08:02.250 --> 00:08:05.089 yet, I thought, right, I'm going to start with 00:08:05.089 --> 00:08:07.949 early years, continuous provision, enhanced provision 00:08:07.949 --> 00:08:11.110 style. Followed a lot of people on Instagram 00:08:11.110 --> 00:08:16.310 that looked what I might be soon to be like. 00:08:16.350 --> 00:08:19.129 You clean yourself. And went from there. And 00:08:19.129 --> 00:08:23.610 then each child that came in, we have adapted. 00:08:24.410 --> 00:08:29.790 Our first two enjoyed that style, were quite 00:08:29.790 --> 00:08:32.929 PDA profiles. But it was only two, and I had 00:08:32.929 --> 00:08:35.549 a lovely TA as well. So that was great, one -on 00:08:35.549 --> 00:08:41.929 -one. The next child had... pmld and then and 00:08:41.929 --> 00:08:45.289 then we had another child who came in and couldn't 00:08:45.289 --> 00:08:47.470 cope with anything on the wall so basically everything 00:08:47.470 --> 00:08:50.669 came down and was away and it's just evolved 00:08:50.669 --> 00:08:53.950 like that and now but and again every day every 00:08:53.950 --> 00:08:56.409 morning change that by the way i'm 16 years in 00:08:56.409 --> 00:08:59.389 every single child that comes in it you have 00:08:59.389 --> 00:09:01.370 to learn again you have to change the whole room 00:09:01.370 --> 00:09:04.389 for them again it just is every single time that's 00:09:04.389 --> 00:09:07.389 that is that is the job and i think that is what 00:09:07.389 --> 00:09:11.500 one of the many reasons it's from because i love 00:09:11.500 --> 00:09:13.379 that so much because teaching when you're in 00:09:13.379 --> 00:09:16.919 a year two classroom doing the same stuff that 00:09:16.919 --> 00:09:18.080 you're not allowed to change the topics you're 00:09:18.080 --> 00:09:19.559 not you know it depends how established your 00:09:19.559 --> 00:09:22.539 school it be it's so rigid and there's me like 00:09:22.539 --> 00:09:24.500 rocking in the corner because i'm stuck doing 00:09:24.500 --> 00:09:26.679 the same things or the same staff meeting being 00:09:26.679 --> 00:09:29.519 in a space that's constantly evolving and nobody's 00:09:29.519 --> 00:09:30.860 questioning well you haven't done this today 00:09:30.860 --> 00:09:33.340 or why do you not have that exact font why have 00:09:33.340 --> 00:09:35.639 you not you just trusted to know the children 00:09:35.639 --> 00:09:38.840 and i know these children so well we're like 00:09:38.840 --> 00:09:41.740 a little um we call it i call them sort of it's 00:09:41.740 --> 00:09:43.360 almost siblings you probably know the same that 00:09:43.360 --> 00:09:46.600 the range of children and needs and communication 00:09:46.600 --> 00:09:50.100 styles is so different but they all after a year 00:09:50.100 --> 00:09:51.960 together you just create this little old school 00:09:51.960 --> 00:09:55.100 family you can know your own little niggles your 00:09:55.100 --> 00:09:57.799 weaknesses your strengths across the staff team 00:09:57.799 --> 00:10:01.080 and the learners and yeah you it is like a sibling 00:10:01.080 --> 00:10:06.639 weird like family it is so is it it's different 00:10:06.639 --> 00:10:08.340 than a hub i don't want people to get confused 00:10:08.340 --> 00:10:11.309 so mainstream Schools, lots of mainstream schools 00:10:11.309 --> 00:10:13.570 are creating things like nurture hubs and hubs. 00:10:13.809 --> 00:10:16.809 And that is where they're creating an environment 00:10:16.809 --> 00:10:20.029 where the school is funding to support learners 00:10:20.029 --> 00:10:23.289 that they have on role. Now, this is what's different. 00:10:23.610 --> 00:10:26.090 This is a resource base. I'm guessing all your 00:10:26.090 --> 00:10:29.240 learners have EHCPs. Yes, it's funded by the 00:10:29.240 --> 00:10:31.860 county. It is classed as special provision within 00:10:31.860 --> 00:10:34.259 a mainstream school. And that's what's different. 00:10:34.360 --> 00:10:37.299 Some of the pupils within the school might be 00:10:37.299 --> 00:10:40.220 able to access that, but not automatically. It 00:10:40.220 --> 00:10:42.779 has to go through county. It has to be named 00:10:42.779 --> 00:10:45.759 on the EHCP because funding is attached to it. 00:10:45.820 --> 00:10:48.600 So it is different than a nurture hub. It is 00:10:48.600 --> 00:10:51.759 this provision in its own right. And I think 00:10:51.759 --> 00:10:54.639 in the more rural areas in the UK, it's been 00:10:54.639 --> 00:10:57.580 a really fantastic thing. I'm in Cornwall and 00:10:57.580 --> 00:11:00.019 we only have a few special schools, again, like 00:11:00.019 --> 00:11:05.039 you say, up to 150 capacity. And really rural, 00:11:05.080 --> 00:11:07.460 so children would have to travel an hour and 00:11:07.460 --> 00:11:09.840 a half to get there and then back every day. 00:11:09.919 --> 00:11:12.080 It's just not practical for lots of families 00:11:12.080 --> 00:11:15.620 and lots of children. It's not possible. So having 00:11:15.620 --> 00:11:19.240 these specialist provision, highly skilled and... 00:11:19.559 --> 00:11:22.320 spaces within their local mainstream schools 00:11:22.320 --> 00:11:25.480 has been a really great offer and a really great 00:11:25.480 --> 00:11:28.519 solution to the issue of there not being enough 00:11:28.519 --> 00:11:30.820 special schools so that that's what a resource 00:11:30.820 --> 00:11:34.019 base is um that's how it's different than a hub 00:11:34.019 --> 00:11:36.860 it's the level of funding and the responsibility 00:11:36.860 --> 00:11:40.440 is then on county rather than mainstream is the 00:11:40.440 --> 00:11:45.320 idea that they would have some inclusion in the 00:11:45.320 --> 00:11:49.080 mainstream school or are you quite separate how 00:11:49.080 --> 00:11:54.879 does that look in your setup so again it's different 00:11:54.879 --> 00:11:58.679 for each child i think before it before the base 00:11:58.679 --> 00:12:02.159 started in september all of us our vision was 00:12:02.159 --> 00:12:05.679 we'd get the consultations we'd receive the ehcps 00:12:05.679 --> 00:12:08.240 we'd receive to look at would be children who 00:12:08.970 --> 00:12:11.809 could attend mainstream classrooms could participate 00:12:11.809 --> 00:12:14.370 in perhaps whole class learning independent learning 00:12:14.370 --> 00:12:17.029 but would need that almost not a break a bit 00:12:17.029 --> 00:12:19.629 of a breakout space would need that and time 00:12:19.629 --> 00:12:21.990 to come back regulate might and maybe do their 00:12:21.990 --> 00:12:24.090 english and maths and core subjects in the base 00:12:24.090 --> 00:12:27.289 um very quickly we learned and i've since learned 00:12:27.289 --> 00:12:31.110 from other visits with other bases actually the 00:12:31.110 --> 00:12:34.389 children that get sent from consultations for 00:12:34.389 --> 00:12:37.350 the base and in between they almost the behaviors 00:12:37.350 --> 00:12:41.669 and their needs aren't extreme enough to be special 00:12:41.669 --> 00:12:45.649 schools sort of might decline them say they don't 00:12:45.649 --> 00:12:47.929 quite mean because meet the needs because the 00:12:47.929 --> 00:12:50.730 special schools are so specific and are able 00:12:50.730 --> 00:12:54.389 to group children more for their needs and then 00:12:54.389 --> 00:12:57.590 the mainstream schools They say they can't meet 00:12:57.590 --> 00:12:59.730 the need because lots of the EHCPs, I think every 00:12:59.730 --> 00:13:02.809 EHCP we've seen has like one -to -one written 00:13:02.809 --> 00:13:06.789 on it or sensory profiles and things like that. 00:13:06.889 --> 00:13:09.889 So we sort of get the mix. We found that we got 00:13:09.889 --> 00:13:12.230 the mix in between. Oh, that's really interesting 00:13:12.230 --> 00:13:15.590 because we haven't. We've got very much special 00:13:15.590 --> 00:13:19.070 provision, like very, very much, like would be 00:13:19.070 --> 00:13:22.129 very well suited in a special school, like absolutely 00:13:22.129 --> 00:13:24.769 no different. It's just like an overspill of 00:13:24.769 --> 00:13:26.889 special school. So that's really interesting 00:13:26.889 --> 00:13:29.450 that I think as provision used to be when it 00:13:29.450 --> 00:13:32.190 was first set up, that in -between state, those 00:13:32.190 --> 00:13:35.330 that couldn't access mainstream, but those that... 00:13:35.659 --> 00:13:38.179 you could do some inclusion in some lessons those 00:13:38.179 --> 00:13:40.320 kind of kids is definitely what we had six years 00:13:40.320 --> 00:13:42.899 ago but yeah now it's not that at all it's very 00:13:42.899 --> 00:13:45.360 much spill so that's interesting it'll be interesting 00:13:45.360 --> 00:13:49.340 to see how all of the resources develop over 00:13:49.340 --> 00:13:52.799 the uk as special schools just get more and more 00:13:52.799 --> 00:13:55.960 full i suppose yeah so that's that's what we 00:13:55.960 --> 00:13:58.440 thought would it would be it would be like that 00:13:58.440 --> 00:14:01.429 um typical like oh they're in class a little 00:14:01.429 --> 00:14:04.330 bit they're in out but actually we have one maybe 00:14:04.330 --> 00:14:08.529 two that's on a regular visits a year group peers 00:14:08.529 --> 00:14:13.990 in the afternoon no ours is is very similar yeah 00:14:13.990 --> 00:14:17.269 they have to get priority I guess because I suppose 00:14:17.269 --> 00:14:20.110 there's so much need in mainstream because they're 00:14:20.110 --> 00:14:22.350 they've now got the in -betweeners the in -betweeners 00:14:22.350 --> 00:14:25.730 are now in mainstream you know so it's almost 00:14:25.730 --> 00:14:29.490 like a the more full special schools get then 00:14:29.490 --> 00:14:31.470 the resource bases are having those children 00:14:31.470 --> 00:14:34.049 and then the more full we're getting then the 00:14:34.049 --> 00:14:35.769 mainstream are getting those in between us and 00:14:35.769 --> 00:14:37.950 i think that's what we're seeing we're seeing 00:14:37.950 --> 00:14:39.809 because that lack of special school it's filtering 00:14:39.809 --> 00:14:43.610 down and if anything it's the resource so our 00:14:43.610 --> 00:14:47.389 base is and again speaking with colleagues it's 00:14:47.389 --> 00:14:50.759 similar it's a room made out of another room 00:14:50.759 --> 00:14:53.580 or it's an old classroom it's not a purpose -built 00:14:53.580 --> 00:14:55.340 specialist provision but actually you've got 00:14:55.340 --> 00:15:00.320 12 children who found who have completely differing 00:15:00.320 --> 00:15:03.460 needs different communication styles and actually 00:15:03.460 --> 00:15:07.539 it's it is a bit of by or I don't know the phrases 00:15:07.539 --> 00:15:12.039 it is like work or survive or drown basically 00:15:12.039 --> 00:15:16.070 yeah it is For the staff and the learners. Yeah, 00:15:16.129 --> 00:15:18.629 I think it's a bit of a false narrative that 00:15:18.629 --> 00:15:21.710 like we have less differentiation in special 00:15:21.710 --> 00:15:23.929 school. Like I've never had more differentiation 00:15:23.929 --> 00:15:26.970 because, you know, they're not even the same 00:15:26.970 --> 00:15:29.769 age. They're not the same size. They're not the 00:15:29.769 --> 00:15:31.909 same diagnosis, not the same communication style, 00:15:32.049 --> 00:15:35.009 play style, sensory profile. They trigger each 00:15:35.009 --> 00:15:37.149 other because some like noise and some don't 00:15:37.149 --> 00:15:40.710 like noise. And, you know, it's all of it. That 00:15:40.710 --> 00:15:43.190 is the main bit of the job I find is having to 00:15:43.190 --> 00:15:46.409 navigate these groupings, these different child 00:15:46.409 --> 00:15:48.909 dynamics, these different play styles and try 00:15:48.909 --> 00:15:52.889 and make it as safe as possible whilst also trying 00:15:52.889 --> 00:15:55.929 to teach them something. It's quite a challenge. 00:15:56.590 --> 00:16:00.909 And I think it has taken us up to this point, 00:16:00.929 --> 00:16:04.210 so a year and a half, where we have a routine 00:16:04.210 --> 00:16:08.370 that for most... In my head, it's the routine 00:16:08.370 --> 00:16:11.269 of like, you know, as soon as you can smell it, 00:16:11.289 --> 00:16:12.730 can't you, in the morning, what the day is going 00:16:12.730 --> 00:16:14.970 to be like. If something happens and everyone's 00:16:14.970 --> 00:16:17.110 like, no, this is a write -off, we'll try again 00:16:17.110 --> 00:16:19.450 tomorrow. But I think it's taken us this long 00:16:19.450 --> 00:16:21.970 to get to the point where the children know the 00:16:21.970 --> 00:16:25.769 routine. It's not still in the transition of 00:16:25.769 --> 00:16:27.070 like more children coming in. But then that will 00:16:27.070 --> 00:16:29.590 change again because we've had some go off to 00:16:29.590 --> 00:16:33.039 further specialist provisions. um we've got some 00:16:33.039 --> 00:16:35.039 that will then go on to our key stage two base 00:16:35.039 --> 00:16:38.639 um so it's just it is constant change and i absolutely 00:16:38.639 --> 00:16:40.580 love it but my friend when i moved from mainstream 00:16:40.580 --> 00:16:42.860 and i said i'm going to take this one and i erin 00:16:42.860 --> 00:16:45.059 you're mad you're moving across the country anyway 00:16:45.059 --> 00:16:47.200 your two children are going to new schools it's 00:16:47.200 --> 00:16:49.059 all new why are you adding another new thing 00:16:49.789 --> 00:16:51.909 But it is, it's just the perfect setting. And 00:16:51.909 --> 00:16:56.070 our key stage base is, key stage two base is 00:16:56.070 --> 00:17:00.009 much more formal. But I think when me and my 00:17:00.009 --> 00:17:02.950 son have spoken a lot about it, about the consultations 00:17:02.950 --> 00:17:05.549 and how hard it is to read and assess or even 00:17:05.549 --> 00:17:08.329 go and visit in their schools or settings to 00:17:08.329 --> 00:17:10.769 see if the child might be suited and if they 00:17:10.769 --> 00:17:13.380 will be able to regulate in your room. In the 00:17:13.380 --> 00:17:15.859 early years, we've got them from when lots of 00:17:15.859 --> 00:17:17.380 them haven't been at school. Their needs are 00:17:17.380 --> 00:17:19.019 so high, parents haven't sent them to preschool 00:17:19.019 --> 00:17:22.839 or nursery. Actually, whereas a typical base 00:17:22.839 --> 00:17:24.660 might be, oh, they've been at school for a little 00:17:24.660 --> 00:17:27.319 bit, but they need a base now. Actually, here 00:17:27.319 --> 00:17:31.579 it's starting from ground zero. So really, it's 00:17:31.579 --> 00:17:34.819 been really hard to consult on because you don't 00:17:34.819 --> 00:17:36.299 know what they're going to be like until they're 00:17:36.299 --> 00:17:38.539 in there. Until they're trying to put demand. 00:17:39.079 --> 00:17:40.900 Yeah, exactly. Until you try and put your mind, 00:17:40.980 --> 00:17:42.619 they could be really calm and relaxed when they've 00:17:42.619 --> 00:17:45.680 got their favorite shows on and then their comfortable 00:17:45.680 --> 00:17:47.619 environment with their parents that they know 00:17:47.619 --> 00:17:50.500 and they feel understood and all of those things. 00:17:50.559 --> 00:17:52.480 They've not got any triggering noises or anything 00:17:52.480 --> 00:17:55.180 around them. It's how do you know is exactly 00:17:55.180 --> 00:17:57.720 the point. And I've read loads of paperwork. 00:17:57.880 --> 00:17:59.980 And when you meet the child, it's so different. 00:18:00.059 --> 00:18:01.400 And then when you get to know the child, it's 00:18:01.400 --> 00:18:03.779 different again. I do wonder, though, that as 00:18:03.779 --> 00:18:07.019 your learners grow up, that they will then filter 00:18:07.019 --> 00:18:10.309 into the Key Stage 2 base. both you'll you'll 00:18:10.309 --> 00:18:12.450 both be more aligned with with the complexities 00:18:12.450 --> 00:18:14.509 and the high support needs there just as your 00:18:14.509 --> 00:18:16.390 learners grow up through the school you'll kind 00:18:16.390 --> 00:18:20.329 of see that I assume yeah I think it is all a 00:18:20.329 --> 00:18:23.869 learning curve which um has been really fast 00:18:23.869 --> 00:18:26.470 like selfishly I've loved it because I've just 00:18:26.470 --> 00:18:29.170 I'm learning constantly what are you enjoying 00:18:29.170 --> 00:18:32.470 most about it I don't know. I love to ball my 00:18:32.470 --> 00:18:34.029 friends with it. I'm like, listen to what happened 00:18:34.029 --> 00:18:38.829 today. I think I just love that I, like a personal, 00:18:38.910 --> 00:18:44.450 I love that I feel like I'm not being forced 00:18:44.450 --> 00:18:46.509 to do something that I think is against the children. 00:18:46.549 --> 00:18:50.009 Not that mainstream is harmful or anything, but 00:18:50.009 --> 00:18:53.960 it's just purely about what... the children need 00:18:53.960 --> 00:18:57.519 for their sensory emotional communication and 00:18:57.519 --> 00:19:00.900 their educational needs and that I can just use 00:19:00.900 --> 00:19:05.240 all of my knowledge and use my brain to work 00:19:05.240 --> 00:19:08.900 out how we're going to yeah just what that's 00:19:08.900 --> 00:19:12.680 not the extra I suppose you can go home every 00:19:12.680 --> 00:19:16.380 night feeling satisfied that in that moment you 00:19:16.380 --> 00:19:18.460 did the best that you could with what they needed 00:19:19.200 --> 00:19:21.559 And I think that is a luxury in teaching, isn't 00:19:21.559 --> 00:19:24.339 it? Another luxury is no marking. Another luxury 00:19:24.339 --> 00:19:26.980 is knowing your family so intimately. Having 00:19:26.980 --> 00:19:29.000 them for more than a year, having them for those 00:19:29.000 --> 00:19:32.140 years is such a luxury. How intimate and close 00:19:32.140 --> 00:19:34.400 you work with your staff team, I think, is so 00:19:34.400 --> 00:19:37.759 great. I love that. And the creativity is I can 00:19:37.759 --> 00:19:39.559 see that you're super creative as well and you 00:19:39.559 --> 00:19:42.009 like to... come up with solutions and stuff and 00:19:42.009 --> 00:19:43.970 it's always that isn't it you're always thinking 00:19:43.970 --> 00:19:46.829 of like how can I've got this tricky topic or 00:19:46.829 --> 00:19:48.410 I've got this tricky thing that I've got to teach 00:19:48.410 --> 00:19:50.950 like how can I make that motivating and I really 00:19:50.950 --> 00:19:53.829 enjoy that part of it too I think yeah they're 00:19:53.829 --> 00:19:55.710 not fighting fires because that sounds like a 00:19:55.710 --> 00:19:58.029 negative but this like you said the solutions 00:19:58.029 --> 00:20:01.569 like we're building it from the ground and it's 00:20:01.569 --> 00:20:05.299 whether it whether it works because or not is 00:20:05.299 --> 00:20:07.339 kind of on us we're laying the foundations for 00:20:07.339 --> 00:20:09.160 this like you said it might be around forever 00:20:09.160 --> 00:20:11.839 it might be a whole new style and actually I'm 00:20:11.839 --> 00:20:14.160 really proud of the strong foundations we've 00:20:14.160 --> 00:20:16.440 built with it because I've spoken worked with 00:20:16.440 --> 00:20:18.940 other colleagues who are just constantly fighting 00:20:18.940 --> 00:20:21.539 fires they've lost staff their emotional well 00:20:21.539 --> 00:20:24.660 -being is not and actually we're we're thriving 00:20:24.660 --> 00:20:27.700 in it and we can see we had Ofsted in last week 00:20:27.700 --> 00:20:30.849 and they although they It's still at that tricky 00:20:30.849 --> 00:20:32.250 point, isn't it, with Ofsted, where they're not 00:20:32.250 --> 00:20:35.789 quite sure how they're... They don't even know 00:20:35.789 --> 00:20:37.910 what they're doing. No, when they rang, they 00:20:37.910 --> 00:20:39.750 said, what should we wear if we're coming into 00:20:39.750 --> 00:20:42.130 the base? And so I thought, oh, we'll be fine. 00:20:42.190 --> 00:20:45.750 Yeah. even i gave them a whistle stop tour they 00:20:45.750 --> 00:20:48.269 had a focus child of one in our class and actually 00:20:48.269 --> 00:20:50.930 they you know they knew safeguarding development 00:20:50.930 --> 00:20:53.730 was was all happening in the room and i'm just 00:20:53.730 --> 00:20:56.390 really proud of the and you should be that we've 00:20:56.390 --> 00:20:58.930 built and it's it's definitely been a team not 00:20:58.930 --> 00:21:01.410 even just the team in the base but the team it's 00:21:01.410 --> 00:21:05.190 a small school and it's had a lot of change everybody 00:21:05.190 --> 00:21:08.450 there is just respectful wanting to learn enthusiastic 00:21:08.450 --> 00:21:10.609 i mean not all the time and obviously there's 00:21:10.609 --> 00:21:12.609 been tricky parts but when you mentioned inclusion 00:21:12.609 --> 00:21:15.250 and i don't necessarily even think of them being 00:21:15.250 --> 00:21:17.730 the ticking off that they've been into the classroom 00:21:17.730 --> 00:21:21.990 as the inclusion they are across the school i 00:21:21.990 --> 00:21:23.630 mean like i said it's not purpose built it's 00:21:23.630 --> 00:21:26.670 safe we've made it safe our poor caretaker hates 00:21:26.670 --> 00:21:30.769 to see me come in they are welcome everybody 00:21:30.769 --> 00:21:34.539 knows them across the school They can move around 00:21:34.539 --> 00:21:36.299 safely. I don't feel like I've got to have hold 00:21:36.299 --> 00:21:40.579 of 12 hands. The children know them. They belong 00:21:40.579 --> 00:21:43.559 to the school. Inclusion isn't about including 00:21:43.559 --> 00:21:45.539 them in everything, including them in lessons. 00:21:45.700 --> 00:21:47.539 It wouldn't be fair. That isn't inclusion at 00:21:47.539 --> 00:21:49.619 all. It's actually like putting them in high 00:21:49.619 --> 00:21:52.119 anxiety state and that's no good for anybody. 00:21:53.079 --> 00:21:55.619 But having them belong as part of the building, 00:21:55.759 --> 00:21:58.019 as part of the school, to be seen and heard, 00:21:58.039 --> 00:21:59.720 to have their parents belong, to have them feel 00:21:59.720 --> 00:22:03.619 invited if they want to. Yeah. That's inclusion. 00:22:03.779 --> 00:22:07.099 That is it. That's exactly it. Yeah, I think 00:22:07.099 --> 00:22:09.359 the amount of times I've cried watching it. We 00:22:09.359 --> 00:22:11.039 had some that wanted to join in with the school 00:22:11.039 --> 00:22:12.680 play, so they went and joined in with the school 00:22:12.680 --> 00:22:16.900 play. School discos, all the school trips. It's 00:22:16.900 --> 00:22:19.160 just so nice. And working with the staff, if 00:22:19.160 --> 00:22:21.859 I say, can we join on this? Can we tag it? We 00:22:21.859 --> 00:22:23.720 just get to go across the whole school and everyone's 00:22:23.720 --> 00:22:25.940 like, yeah, come on, join in. And the parents 00:22:25.940 --> 00:22:28.539 are amazing. I speak to them more than some of 00:22:28.539 --> 00:22:31.099 my own family members. It's true. they'll come 00:22:31.099 --> 00:22:33.099 on the trips they'll do what they they want their 00:22:33.099 --> 00:22:35.119 children to thrive too and it's just so nice 00:22:35.119 --> 00:22:37.920 it's such a positive thinking about where they 00:22:37.920 --> 00:22:41.400 would be if they had been in mainstream compared 00:22:41.400 --> 00:22:46.160 to this is I just love it so yeah it's interesting 00:22:46.160 --> 00:22:48.339 isn't it because so often there's still this 00:22:48.339 --> 00:22:52.900 idea of special provision of it being kind of 00:22:52.900 --> 00:22:56.650 an institution institutionalized that Some parents 00:22:56.650 --> 00:23:00.910 and teachers and SENCOs try so hard to keep the 00:23:00.910 --> 00:23:02.430 children in mainstream because they don't want 00:23:02.430 --> 00:23:05.470 to give up on them is a phrase I hear so often. 00:23:05.930 --> 00:23:09.089 And I find that really fascinating because I 00:23:09.089 --> 00:23:13.569 think every child would thrive in such a bespoke 00:23:13.569 --> 00:23:17.529 environment that adapts literally to them. Special 00:23:17.529 --> 00:23:21.410 education needs or not. I just think every child 00:23:21.410 --> 00:23:23.890 would thrive in that situation. It's why homeschoolers 00:23:23.890 --> 00:23:26.359 do so well because... It is built on their interests. 00:23:26.440 --> 00:23:28.759 It's built on their style of learning and all 00:23:28.759 --> 00:23:31.940 of that. I just think, no, special education 00:23:31.940 --> 00:23:36.859 is a luxury. And we're so lucky to be able to 00:23:36.859 --> 00:23:40.259 choose that as a career and as a path because... 00:23:40.519 --> 00:23:43.019 It does give that freedom to meet every child's 00:23:43.019 --> 00:23:44.660 needs where they're at that you can't do when 00:23:44.660 --> 00:23:46.519 you've got 30. You couldn't possibly. You could 00:23:46.519 --> 00:23:48.180 be the best teacher in the world and you've got 00:23:48.180 --> 00:23:50.180 30 faces in front of you. You couldn't possibly 00:23:50.180 --> 00:23:53.619 make them all feel seen and heard and needs met 00:23:53.619 --> 00:23:56.900 in that moment. It's not possible. But you can 00:23:56.900 --> 00:24:00.359 in special education. And it's so fulfilling 00:24:00.359 --> 00:24:04.619 as a teacher to have that impact. Is there anything 00:24:04.619 --> 00:24:06.779 that you miss, though, from mainstream? Because 00:24:06.779 --> 00:24:12.890 it is very different. It is, but I don't think 00:24:12.890 --> 00:24:16.230 I saw it as big of a deal as other people saw 00:24:16.230 --> 00:24:18.369 it. But then I do it with most things. I'm like, 00:24:18.450 --> 00:24:19.869 oh, I'll just give it a go. I'll give it a try. 00:24:20.910 --> 00:24:23.250 It's the worst that can happen, right? Well, 00:24:23.309 --> 00:24:27.589 exactly. I thought it's, yeah, why not have a 00:24:27.589 --> 00:24:29.210 change? Why not try something new? But I think 00:24:29.210 --> 00:24:32.369 the thing I do miss, I was worried I'd miss colleagues 00:24:32.369 --> 00:24:35.619 and I'd be isolated. Like I said, the staff, 00:24:35.740 --> 00:24:38.299 I absolutely love them and they put up with me 00:24:38.299 --> 00:24:41.099 knocking on the door all the time. And I do think 00:24:41.099 --> 00:24:44.099 the thing that goes round and round in my head 00:24:44.099 --> 00:24:48.480 is that assessment. I think that when you become 00:24:48.480 --> 00:24:50.460 a teacher, it's so ingrained in you. You must 00:24:50.460 --> 00:24:52.220 assess, you must have comparison, you must have 00:24:52.220 --> 00:24:55.160 next step. When I was finding that actually to 00:24:55.160 --> 00:24:58.579 anybody that would listen, I could reel off everything 00:24:58.579 --> 00:25:00.500 the child could do, everything that I think in 00:25:00.500 --> 00:25:02.700 my head they're working for. I could reel it 00:25:02.700 --> 00:25:04.500 all off but obviously if I wasn't in that day 00:25:04.500 --> 00:25:07.779 who am I going to reel it off to so having that 00:25:07.779 --> 00:25:11.160 a bit more a bit more of a rigid scaffold which 00:25:11.160 --> 00:25:13.740 actually in reality I don't like yeah this is 00:25:13.740 --> 00:25:15.140 why it suits me so well you feel like you should 00:25:15.140 --> 00:25:18.279 have that yeah I kept waiting I was like okay 00:25:18.279 --> 00:25:19.759 the local authority are going to come around 00:25:19.759 --> 00:25:21.359 and check we've been here a month they'll come 00:25:21.359 --> 00:25:23.680 around with their clipboard tell us to be doing 00:25:23.680 --> 00:25:28.960 xyz they came nodded left Ofsted K nodded that. 00:25:29.039 --> 00:25:32.660 So I think the thing I miss the most is maybe 00:25:32.660 --> 00:25:35.339 having like a big, a big brother telling me what 00:25:35.339 --> 00:25:37.240 to do kind of thing. Yeah. Because you're the 00:25:37.240 --> 00:25:40.960 pioneer in there. Yeah. But I don't, I think 00:25:40.960 --> 00:25:42.819 because it's going well and because of our comp 00:25:42.819 --> 00:25:45.440 and the way the relationships I have with staff, 00:25:45.720 --> 00:25:48.099 I'm not missing it. And actually we've at the 00:25:48.099 --> 00:25:50.099 moment, we're kind of working on like five or 00:25:50.099 --> 00:25:52.460 six different ways of assessing, but they are, 00:25:52.500 --> 00:25:54.559 but they are so different. I have, I don't feel 00:25:54.559 --> 00:25:57.619 it's right to. just because one communication 00:25:57.619 --> 00:26:03.319 speech for example just because one um is a really 00:26:03.319 --> 00:26:06.799 good communicator using words one is like a gestalt 00:26:06.799 --> 00:26:11.400 stage three speaker and one is um non -speaking 00:26:11.400 --> 00:26:14.299 i don't it's i could have created my own scale 00:26:14.299 --> 00:26:15.819 but actually i'm not going to say they're on 00:26:15.819 --> 00:26:19.059 stage one right if i do xyz they're going to 00:26:19.059 --> 00:26:21.779 be here yeah it's very ableist isn't it yeah 00:26:21.779 --> 00:26:24.180 yeah and you almost i would need I was trying 00:26:24.180 --> 00:26:27.140 to make 12 different ways to assess or I was 00:26:27.140 --> 00:26:30.079 bringing welcome. I was any kind of way. And 00:26:30.079 --> 00:26:33.079 so I kind of just settled on all the little ways 00:26:33.079 --> 00:26:35.579 we're assessing. I'm trying not to try to put 00:26:35.579 --> 00:26:37.400 them all into one group because they're not going 00:26:37.400 --> 00:26:40.099 to have the same outcomes. Exactly. And ultimately, 00:26:40.259 --> 00:26:43.680 like the targets are the speech and language 00:26:43.680 --> 00:26:46.740 targets or the targets are their individual educational 00:26:46.740 --> 00:26:50.299 plan or their educational health care targets. 00:26:51.039 --> 00:26:53.180 you don't actually need any more targets than 00:26:53.180 --> 00:26:55.019 that. Like that already is the priority and it's 00:26:55.019 --> 00:26:58.579 trying to get your head into that mindset, isn't 00:26:58.579 --> 00:27:01.920 it? Of like my only legal requirement is to meet 00:27:01.920 --> 00:27:05.640 the EHCP. Like that is it. Which can be interesting. 00:27:06.119 --> 00:27:08.720 Well, yeah, that's another thing. Do use your 00:27:08.720 --> 00:27:10.960 reviews wisely in that first year of having a 00:27:10.960 --> 00:27:12.839 job. Often you have to like rewrite the whole 00:27:12.839 --> 00:27:15.319 thing. Yeah, I've had some awful targets on our 00:27:15.319 --> 00:27:17.900 previous ones, like eye contact and all sorts. 00:27:18.059 --> 00:27:20.480 So yeah, sometimes you have to like... we do 00:27:20.480 --> 00:27:23.500 it all but once you're happy with like what you're 00:27:23.500 --> 00:27:25.880 working with then yeah that is the target isn't 00:27:25.880 --> 00:27:29.220 it so you know that that is what matters and 00:27:29.220 --> 00:27:32.759 that is so beautiful as well for those people 00:27:32.759 --> 00:27:35.400 that are listening to this mainstream teachers 00:27:35.400 --> 00:27:38.299 because we do have a few and thinking oh this 00:27:38.299 --> 00:27:41.039 sounds interesting I'm thinking about making 00:27:41.039 --> 00:27:44.559 a shift what would be your advice to them one 00:27:44.559 --> 00:27:47.609 when they're thinking about whether they want 00:27:47.609 --> 00:27:49.250 to make the shift but then also people maybe 00:27:49.250 --> 00:27:52.130 that are also in where you were a couple of years 00:27:52.130 --> 00:27:54.529 ago starting this new thing or last year starting 00:27:54.529 --> 00:27:56.990 this new thing what is what's your advice for 00:27:56.990 --> 00:27:59.250 those people too I suppose there's two groups 00:27:59.250 --> 00:28:03.829 there I would well I did it a little bit at the 00:28:03.829 --> 00:28:06.049 beginning before we had any children but I wish 00:28:06.049 --> 00:28:09.140 I did more of it just go and visit where you 00:28:09.140 --> 00:28:11.579 can, because just because you've seen one base 00:28:11.579 --> 00:28:14.240 provision doesn't mean you've seen them. Just 00:28:14.240 --> 00:28:15.660 because you've been to one specialist school 00:28:15.660 --> 00:28:18.299 doesn't mean you've seen. And I think the more 00:28:18.299 --> 00:28:20.240 I saw, the more people I networked with, the 00:28:20.240 --> 00:28:22.440 more I, not even for me knowing what to do, because 00:28:22.440 --> 00:28:24.799 I did, I know what to do. We're teachers, we're 00:28:24.799 --> 00:28:27.099 trained, we're caring people. We know how to 00:28:27.099 --> 00:28:29.279 meet the needs of children. We know how to find 00:28:29.279 --> 00:28:31.259 out how to meet the needs of children. But I 00:28:31.259 --> 00:28:34.190 think for my own peace of mind. seeing other 00:28:34.190 --> 00:28:35.930 people and seeing actually that we've they've 00:28:35.930 --> 00:28:38.309 all made their own way and it's okay to be flexible 00:28:38.309 --> 00:28:43.069 in that way I has really benefited me and I think 00:28:43.069 --> 00:28:46.069 um just getting to go and see them because you 00:28:46.069 --> 00:28:48.170 think they don't exist you think they're special 00:28:48.170 --> 00:28:51.509 or like exclusive and hidden but like you've 00:28:51.509 --> 00:28:53.630 you're one I'm one they're popping up they're 00:28:53.630 --> 00:28:55.130 popping up everywhere I don't think they're going 00:28:55.130 --> 00:28:58.119 to go anywhere no Definitely not. That's why 00:28:58.119 --> 00:28:59.700 I started my account, actually, because they 00:28:59.700 --> 00:29:02.279 did feel so exclusive and hidden and they were 00:29:02.279 --> 00:29:04.460 all behind a locked door because of the children's 00:29:04.460 --> 00:29:07.759 safety. And we were doing such gorgeous work. 00:29:07.900 --> 00:29:11.519 And I love my job so much. We're really experts 00:29:11.519 --> 00:29:14.299 at what we do and my team are. And I just wanted 00:29:14.299 --> 00:29:16.420 to celebrate that, honestly, like I wanted other 00:29:16.420 --> 00:29:18.740 people to see it. And just because of the nature 00:29:18.740 --> 00:29:22.119 and anxiety of my children. we weren't able to 00:29:22.119 --> 00:29:24.680 do that as well as I wanted to so that is why 00:29:24.680 --> 00:29:26.940 I started this I just wanted to shout out like 00:29:26.940 --> 00:29:30.000 we aren't an institution this is love like this 00:29:30.000 --> 00:29:33.160 is teaching at its absolute highest quality best 00:29:33.160 --> 00:29:37.480 level teaching like this is it like learn from 00:29:37.480 --> 00:29:39.700 us almost like we're experts that's kind of like 00:29:39.700 --> 00:29:42.160 what my account was about and I'm really pleased 00:29:42.160 --> 00:29:44.559 that it's coming across the right people like 00:29:44.559 --> 00:29:48.819 yourself of like inspiring other creators because 00:29:48.819 --> 00:29:51.220 it's not for everybody and I respect it if it's 00:29:51.220 --> 00:29:54.279 not for you that's absolutely fine but if you 00:29:54.279 --> 00:29:57.940 have got that kind of creative inkling that desire 00:29:57.940 --> 00:30:00.119 for send you're seeing these send kids in mainstream 00:30:00.119 --> 00:30:02.339 and something in your gut is telling you that 00:30:02.339 --> 00:30:04.619 you kind of want to do something a little bit 00:30:04.619 --> 00:30:06.500 more creative a little bit out there test the 00:30:06.500 --> 00:30:08.400 waters a little bit then yeah go and see your 00:30:08.400 --> 00:30:11.000 local specialist provisions your local provisions 00:30:11.000 --> 00:30:13.859 talk to your head teacher about possibly starting 00:30:13.859 --> 00:30:17.430 a resource space and give it a go because genuinely 00:30:17.430 --> 00:30:18.789 what is the worst that could happen it could 00:30:18.789 --> 00:30:21.569 be the best decision you've ever made yeah and 00:30:21.569 --> 00:30:24.569 I think the gaining that experience as well it's 00:30:24.569 --> 00:30:27.170 not even because I've I always found it not not 00:30:27.170 --> 00:30:29.789 easy at all but I found it natural to respond 00:30:29.789 --> 00:30:33.309 to specific needs of children or children that 00:30:33.309 --> 00:30:35.900 perhaps demonstrated more need in the classroom 00:30:35.900 --> 00:30:38.339 or anywhere than any I found that it just naturally 00:30:38.339 --> 00:30:40.140 was a part of my role and that's the big fear 00:30:40.140 --> 00:30:42.720 isn't it that's the fear of like I won't know 00:30:42.720 --> 00:30:44.240 what to do with them like I won't know what to 00:30:44.240 --> 00:30:45.599 do with behaviors actually I don't feel like 00:30:45.599 --> 00:30:47.579 that's the hardest bit of the job at all because 00:30:47.579 --> 00:30:48.759 I think as soon as you've got an established 00:30:48.759 --> 00:30:51.940 good relationship relationship with them you 00:30:51.940 --> 00:30:53.599 will know what to do anyway your body will do 00:30:53.599 --> 00:30:55.920 it and and you'll have you know certain training 00:30:55.920 --> 00:30:57.400 and occupational therapists will support you 00:30:57.400 --> 00:30:59.000 and speech language therapists will support you 00:30:59.000 --> 00:31:01.059 and your team will support you in order to meet 00:31:01.059 --> 00:31:03.240 those needs so I don't feel like that's the hardest 00:31:03.240 --> 00:31:06.019 bit to get your head around you know what is 00:31:06.019 --> 00:31:08.519 the hardest bit actually you know mine is advocating 00:31:08.519 --> 00:31:11.920 I find it like the burnout doesn't come from 00:31:11.920 --> 00:31:14.440 behaviors it doesn't come from my staff team 00:31:14.440 --> 00:31:18.539 it doesn't come from absences it comes from emotional 00:31:18.539 --> 00:31:22.559 turmoil of like having to constantly advocate 00:31:22.559 --> 00:31:27.359 and fight for what my children need whether that's 00:31:27.359 --> 00:31:29.599 at school level county level government level 00:31:29.599 --> 00:31:31.559 I feel like that's that's the hardest bit about 00:31:31.559 --> 00:31:34.519 the job is loving these kids so deeply and seeing 00:31:34.519 --> 00:31:37.859 what needs to happen and not having full like 00:31:37.859 --> 00:31:40.500 capacity to do that whether it's like high -tech 00:31:40.500 --> 00:31:43.119 AAC devices or certain training for your team 00:31:43.119 --> 00:31:45.700 or a bigger classroom or certain resources you 00:31:45.700 --> 00:31:49.720 need or whatever it is it's really hard to like 00:31:49.720 --> 00:31:53.980 sit with that and accept that and I find that's 00:31:53.980 --> 00:31:58.400 where my burnout comes from yeah I think it because 00:31:58.400 --> 00:32:00.480 you are just always thinking about it and it's 00:32:00.480 --> 00:32:02.319 like a it's similar you know when you have a 00:32:02.319 --> 00:32:04.259 friend that you're worried about it's a similar 00:32:04.259 --> 00:32:06.119 thing you thought what can I do and especially 00:32:06.119 --> 00:32:08.579 when you see the parents and you know that it'd 00:32:08.579 --> 00:32:11.220 be so easy if money didn't exist or it'd be so 00:32:11.220 --> 00:32:13.559 easy if they just had this and I remember in 00:32:13.559 --> 00:32:17.319 my interview the send lead from the mat one of 00:32:17.319 --> 00:32:18.900 the things she said was we're looking for somebody 00:32:18.900 --> 00:32:21.660 who will advocate for these children and I think 00:32:21.660 --> 00:32:24.980 that stuck with me and that whenever I feel even 00:32:24.980 --> 00:32:29.119 even in the early days when we were being allowed 00:32:29.119 --> 00:32:31.420 and getting used and the children were getting 00:32:31.420 --> 00:32:33.680 used to being across the school the school getting 00:32:33.680 --> 00:32:36.799 used to being us and I just would always remember 00:32:36.799 --> 00:32:40.079 no that's my role that's I think I from because 00:32:40.769 --> 00:32:43.069 similar, like self -consciously, I don't want 00:32:43.069 --> 00:32:44.789 to be, I don't want to be making a fuss. Yeah, 00:32:44.809 --> 00:32:47.990 you don't want to be that guy. Yeah. That is 00:32:47.990 --> 00:32:50.150 constantly walking around asking for favors or 00:32:50.150 --> 00:32:52.690 saying, oh, sorry. I wanted to make sure that 00:32:52.690 --> 00:32:55.309 I wasn't apologizing for being here. These are 00:32:55.309 --> 00:32:58.269 children, they deserve to be in school. And that 00:32:58.269 --> 00:33:00.470 really helped at the beginning that knowing that 00:33:00.470 --> 00:33:03.410 I was on that low level, obviously not necessarily 00:33:03.410 --> 00:33:05.809 on the bigger levels, there's the SENCO and all 00:33:05.809 --> 00:33:08.410 the other team. On the low levels, advocating 00:33:08.410 --> 00:33:11.589 for them across the school was something I've 00:33:11.589 --> 00:33:13.430 had to force myself to do a bit at the beginning 00:33:13.430 --> 00:33:15.990 be that person that doesn't that just says the 00:33:15.990 --> 00:33:18.309 children need this and then without a sorry without 00:33:18.309 --> 00:33:21.509 a yeah well this is how we can join like you 00:33:21.509 --> 00:33:23.430 might not have considered it but actually we 00:33:23.430 --> 00:33:25.769 can join because we can do it this way or whatever 00:33:25.769 --> 00:33:28.829 yeah and the school will be better off for that 00:33:28.829 --> 00:33:31.009 the school will be better off more inclusive 00:33:31.009 --> 00:33:33.710 better with their all their children because 00:33:33.710 --> 00:33:35.650 you are part of it because you're advocating 00:33:36.410 --> 00:33:38.029 That will then go in and they'll think, oh, we 00:33:38.029 --> 00:33:39.630 could probably also do that with these kids too. 00:33:39.690 --> 00:33:41.829 Well, that's easier for everybody. You know, 00:33:41.890 --> 00:33:44.849 it's those things. Yeah. And just seeing how, 00:33:44.970 --> 00:33:47.190 obviously it is a lot of firsts because it's 00:33:47.190 --> 00:33:50.130 all new. Some school staff have been at schools 00:33:50.130 --> 00:33:54.809 forever. But it was easy to, I didn't feel like 00:33:54.809 --> 00:33:56.970 I was up against anybody because I could see 00:33:56.970 --> 00:34:00.349 that when you're working with the children that 00:34:00.349 --> 00:34:04.150 are in my base, it's, you know, the behaviours 00:34:04.150 --> 00:34:06.849 can be loud. the like you said the relationships 00:34:06.849 --> 00:34:08.670 aren't always there at the beginning so you don't 00:34:08.670 --> 00:34:10.190 quite know what the reactions are going to be 00:34:10.190 --> 00:34:11.789 so it's not I don't want to say fear feel sounds 00:34:11.789 --> 00:34:14.090 dramatic but it is a bit oh I don't want to interrupt 00:34:14.090 --> 00:34:16.750 her I don't want to try and start because who 00:34:16.750 --> 00:34:18.489 knows what will happen it might be loud and it 00:34:18.489 --> 00:34:22.710 might be big but I think like when staff comment 00:34:22.710 --> 00:34:24.730 they're like Erin you're always so calm you just 00:34:24.730 --> 00:34:26.809 it's absolute chaos it just washes over you and 00:34:26.809 --> 00:34:30.119 I think You have to be the calm. Like now, the 00:34:30.119 --> 00:34:32.440 routines are embedded. Lunchtime's really easy, 00:34:32.539 --> 00:34:35.260 break, well, most of the time easy. The staff 00:34:35.260 --> 00:34:37.440 know the children so well and it has taken that 00:34:37.440 --> 00:34:39.800 time. But if you, the differences, I'm just, 00:34:39.820 --> 00:34:42.440 I'm so glad that I wasn't trying to like hide 00:34:42.440 --> 00:34:45.579 them away or make life easy for anybody. It was 00:34:45.579 --> 00:34:48.179 just like, no, this is what it is. And I guess 00:34:48.179 --> 00:34:49.980 when I knew I was talking to you, I was thinking 00:34:49.980 --> 00:34:52.079 about it, I was like, maybe I did model it well 00:34:52.079 --> 00:34:54.469 enough because actually there's... knowing this 00:34:54.469 --> 00:34:56.349 what it was like at the beginning with even staff 00:34:56.349 --> 00:35:00.190 that maybe like just midday or just um the relationships 00:35:00.190 --> 00:35:01.809 they have with the children now they're even 00:35:01.809 --> 00:35:03.630 come and tell me things they've noticed that's 00:35:03.630 --> 00:35:06.929 new and so it's really hard to advocate like 00:35:06.929 --> 00:35:09.610 obviously yours is much bigger thinking about 00:35:09.610 --> 00:35:12.829 working on like local authorities and funding 00:35:12.829 --> 00:35:16.269 and but just from the low level can be hard but 00:35:16.269 --> 00:35:18.710 I think in a different setting maybe it would 00:35:18.710 --> 00:35:20.630 have been a really hard job for me and that burnout 00:35:20.630 --> 00:35:22.829 that like dread of having to have those discussions 00:35:22.829 --> 00:35:27.389 all the time but luckily yeah some people that 00:35:27.389 --> 00:35:31.190 is the reality and I guess that's really important 00:35:31.190 --> 00:35:34.090 then to nurture those relationships invite them 00:35:34.090 --> 00:35:36.949 in support them to understand because it doesn't 00:35:36.949 --> 00:35:39.469 come from hate it almost comes from ignorance 00:35:39.469 --> 00:35:43.170 like not understanding not really knowing what 00:35:43.170 --> 00:35:45.590 it is you do or why you do it not understanding 00:35:45.590 --> 00:35:47.909 why the children are making noises or doing these 00:35:47.909 --> 00:35:50.250 behaviors or whatever so I guess it comes down 00:35:50.250 --> 00:35:52.829 to like training the people above you sometimes 00:35:52.829 --> 00:35:55.809 it's like getting them to know and love the children 00:35:55.809 --> 00:35:57.929 because then they'll be more tolerant more understanding 00:35:57.929 --> 00:36:01.880 and and won't question why something's happening 00:36:01.880 --> 00:36:03.639 because they'll know they'll see very clearly 00:36:03.639 --> 00:36:06.360 that what you're doing and yeah I'm constantly 00:36:06.360 --> 00:36:08.820 inviting them in saying they've just done this 00:36:08.820 --> 00:36:10.820 and it's like the smallest thing and like in 00:36:10.820 --> 00:36:13.019 their eyes but I just run in I'm like they've 00:36:13.019 --> 00:36:16.000 just chosen something like out of two like that's 00:36:16.000 --> 00:36:17.920 so exciting come and celebrate them because I 00:36:17.920 --> 00:36:19.639 want them to know that that's a really big deal 00:36:19.639 --> 00:36:21.559 that's just as big a deal as somebody writing 00:36:21.559 --> 00:36:24.559 for the first time or somebody you know whatever 00:36:24.559 --> 00:36:27.760 you know it's big for us and I'm and by celebrating 00:36:27.760 --> 00:36:31.280 those things like loud and proud I guess it teaches 00:36:31.280 --> 00:36:34.320 the whole school what we're about and that we 00:36:34.320 --> 00:36:36.719 are making progress even though it looks different 00:36:36.719 --> 00:36:39.619 I guess I do love my job which I think is very 00:36:39.619 --> 00:36:42.119 clear through my social media and it's so lovely 00:36:42.119 --> 00:36:45.139 to talk to somebody else another teacher who 00:36:45.139 --> 00:36:49.039 is so passionate about it too yeah I think if 00:36:49.039 --> 00:36:51.480 you are listening to this and thinking like I've 00:36:51.480 --> 00:36:55.380 always wondered if I could do it I really I really 00:36:55.380 --> 00:36:58.309 advise you to just like Just have a little look 00:36:58.309 --> 00:37:01.510 at what jobs are out there because we need people 00:37:01.510 --> 00:37:04.230 that are passionate and loving and caring and 00:37:04.230 --> 00:37:08.250 new. You know, it's great that you're new because 00:37:08.250 --> 00:37:10.809 it comes with fresh ideas. It comes with different 00:37:10.809 --> 00:37:13.550 experience. It comes with, oh, I love getting 00:37:13.550 --> 00:37:16.250 a new teaching assistant because, yes, they might 00:37:16.250 --> 00:37:19.130 not have the official training, but actually 00:37:19.130 --> 00:37:22.730 sometimes it just comes with fresh ideas. By 00:37:22.730 --> 00:37:25.150 them questioning me why makes me think, yeah, 00:37:25.170 --> 00:37:27.730 why do we do that? And sometimes my answer is, 00:37:27.769 --> 00:37:30.449 oh, because of this. And sometimes it's, yeah, 00:37:30.530 --> 00:37:33.469 why do we do that? Maybe we need to change that 00:37:33.469 --> 00:37:34.730 up because actually we've gotten a little bit 00:37:34.730 --> 00:37:37.389 stuck there, you know, and it's great to have 00:37:37.389 --> 00:37:39.570 those fresh ideas and new ideas. So don't think 00:37:39.570 --> 00:37:42.130 that, well, I've never had done, had at least 00:37:42.130 --> 00:37:44.710 an experience or whatever, because actually sometimes 00:37:44.710 --> 00:37:47.269 that's a good thing. Sometimes it's nice to just 00:37:47.269 --> 00:37:50.070 start from fresh without expectations. It means 00:37:50.070 --> 00:37:52.360 that you just. work with the children that you're 00:37:52.360 --> 00:37:55.280 seeing in the moment without this like preconceived 00:37:55.280 --> 00:37:57.380 idea of like oh this worked for that child so 00:37:57.380 --> 00:37:59.079 I'm going to do this and I'm going to keep doing 00:37:59.079 --> 00:38:01.920 it until it works kind of thing like no you're 00:38:01.920 --> 00:38:04.300 actually just reading the room moment by moment 00:38:04.300 --> 00:38:06.239 child by child I think there's something really 00:38:06.239 --> 00:38:10.539 lovely about that isn't that it's really special 00:38:10.539 --> 00:38:13.239 like you said you're not and there's nobody above 00:38:13.239 --> 00:38:16.179 you expecting you to have or asking why these 00:38:16.179 --> 00:38:18.659 things haven't done it's just accepting that 00:38:18.659 --> 00:38:20.639 actually the children are having their needs 00:38:20.639 --> 00:38:24.000 met and I think another thing I love about it 00:38:24.000 --> 00:38:27.280 is how much it's allowed me to grow and learn 00:38:27.280 --> 00:38:31.219 because particularly in our bases it's not just 00:38:31.219 --> 00:38:33.400 the day -to -day on the ground I've had to learn 00:38:33.400 --> 00:38:38.099 so much to do with outside services I'm constantly 00:38:38.099 --> 00:38:40.159 asking our Senko questions or in our meetings. 00:38:40.400 --> 00:38:47.139 And then our head wanted me to do my MPQing Senko 00:38:47.139 --> 00:38:50.119 training. And I'm doing that now. And I just, 00:38:50.260 --> 00:38:52.860 these are all things I'd thought about before. 00:38:53.019 --> 00:38:56.199 And oh, maybe I will, maybe I'm not. And it's 00:38:56.199 --> 00:38:59.239 just kind of all naturally occurred. you know 00:38:59.239 --> 00:39:01.559 I'm benefiting the children and I myself I'm 00:39:01.559 --> 00:39:04.019 learning so much it's just so interesting on 00:39:04.019 --> 00:39:05.960 a Friday feeling fulfilled you don't have the 00:39:05.960 --> 00:39:08.119 Sunday scares on a Sunday like that honestly 00:39:08.119 --> 00:39:10.360 is the dream and unfortunately really rare in 00:39:10.360 --> 00:39:13.019 teaching so I feel like you're doing something 00:39:13.019 --> 00:39:15.980 right and it might not be sent provision for 00:39:15.980 --> 00:39:18.380 everybody but I feel like you've found your thing 00:39:18.380 --> 00:39:23.739 right yeah which feels which is special if people 00:39:23.739 --> 00:39:25.260 are listening to this and have more questions 00:39:25.260 --> 00:39:28.039 for you that we may not have got to where can 00:39:28.039 --> 00:39:30.260 they Is it okay that they reach out to you and 00:39:30.260 --> 00:39:33.760 how can they do that? Yeah, I have an Instagram 00:39:33.760 --> 00:39:37.559 and has some of my yoga stuff if you scroll down 00:39:37.559 --> 00:39:40.820 far enough. But it's Exhale with Erin. Amazing. 00:39:40.900 --> 00:39:43.219 Exhale with Erin is also so relevant for STEM 00:39:43.219 --> 00:39:46.260 teaching, I feel. No, just breathe through it 00:39:46.260 --> 00:39:49.179 sometimes. Thank you so much, Erin, for joining. 00:39:49.300 --> 00:39:52.039 It's been such a joy to share the love on special 00:39:52.039 --> 00:39:55.760 education and it's really lovely to hear you 00:39:55.760 --> 00:39:59.989 speak so passionately. um about your job and 00:39:59.989 --> 00:40:01.909 teaching and your class and your children and 00:40:01.909 --> 00:40:04.210 your team and your school as well and I just 00:40:04.210 --> 00:40:07.010 hope that that uh continues for you in that really 00:40:07.010 --> 00:40:09.650 positive trajectory because it just sounds wonderful 00:40:09.650 --> 00:40:11.610 thank you very much