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 --> 00:00:19.559 our knowledge and experience working alongside 00:00:19.559 --> 00:00:22.539 our beautiful young people. Let's get started. 00:00:27.489 --> 00:00:30.410 Hello everybody and welcome to the Sensory Classroom 00:00:30.410 --> 00:00:33.130 podcast. My name is Jordan and today I'm joined 00:00:33.130 --> 00:00:35.969 by Abby and Kirstie from OurSpace. They've been 00:00:35.969 --> 00:00:39.329 here before in episode 37 but they're back again 00:00:39.329 --> 00:00:41.829 to talk about a new intervention they're using, 00:00:42.070 --> 00:00:43.670 RISE therapy. We've been speaking about lots 00:00:43.670 --> 00:00:46.350 about this on the podcast recently, my new intervention, 00:00:46.549 --> 00:00:49.710 and these guys have been using it in their settings 00:00:49.710 --> 00:00:51.909 and bringing it to schools. So we're going to 00:00:51.909 --> 00:00:54.829 catch up today on how that's going. Hi ladies. 00:00:55.030 --> 00:00:58.689 Hello. First of all, if people haven't listened 00:00:58.689 --> 00:01:00.850 to our previous episode together, do you want 00:01:00.850 --> 00:01:03.090 to explain a little bit about what our space 00:01:03.090 --> 00:01:07.219 is and how you support the SEND community? Yeah, 00:01:07.260 --> 00:01:09.620 of course. Yeah. So I'm Abby and this is Kirsten. 00:01:10.540 --> 00:01:12.640 People call us whatever because we just get mixed 00:01:12.640 --> 00:01:15.700 up all the time. But yeah, we have a Send Respite 00:01:15.700 --> 00:01:18.140 Centre for families in kind of West Yorkshire 00:01:18.140 --> 00:01:20.200 area, supporting them on evenings, weekends, 00:01:20.620 --> 00:01:23.879 holidays. And from that, we've then gone to provide 00:01:23.879 --> 00:01:27.400 respite for mainstream teaching staff, taking 00:01:27.400 --> 00:01:29.620 children out that are in a mainstream classroom 00:01:29.620 --> 00:01:33.239 who need the extra support and a pop -up sensory 00:01:33.239 --> 00:01:35.959 session. So and then we've been offering. delivering 00:01:35.959 --> 00:01:39.239 cpd to families as well as teaching staff so 00:01:39.239 --> 00:01:41.519 that families have got these strategies and interventions 00:01:41.519 --> 00:01:45.319 at home as well so we kind of started off as 00:01:45.319 --> 00:01:47.739 a respite center and we're now covering a range 00:01:47.739 --> 00:01:51.379 of help and support oh yeah and the need is only 00:01:51.379 --> 00:01:54.420 getting greater in our schools isn't it is that 00:01:54.420 --> 00:01:56.980 what you're finding too yeah in every in every 00:01:56.980 --> 00:02:00.159 single school now we kind of before it was One 00:02:00.159 --> 00:02:02.819 or two we were finding that had sort of a huge 00:02:02.819 --> 00:02:05.079 intake of children that were meant to be maybe 00:02:05.079 --> 00:02:08.539 in a provision or a special school. And then 00:02:08.539 --> 00:02:10.580 they're in a mainstream school and not coping 00:02:10.580 --> 00:02:13.560 overly well at times. But now it's every school 00:02:13.560 --> 00:02:16.080 we go into. Every school's different. Some have 00:02:16.080 --> 00:02:18.120 their own provision and have the staff, but others 00:02:18.120 --> 00:02:20.699 don't have anything. So we're in a school at 00:02:20.699 --> 00:02:23.120 the moment where they need us more than anything 00:02:23.120 --> 00:02:24.520 because they don't have the staff at all. Yeah, 00:02:24.539 --> 00:02:27.110 they don't have the staff. the room, the provision. 00:02:27.409 --> 00:02:29.889 Some they've got, you've got these amazing setups 00:02:29.889 --> 00:02:31.710 and they've got everything you could imagine. 00:02:31.849 --> 00:02:33.689 But again, the staff are saying, I don't know 00:02:33.689 --> 00:02:35.289 what I'm doing. Do you know what I mean? So they 00:02:35.289 --> 00:02:37.669 genuinely want to do the best they can and they 00:02:37.669 --> 00:02:39.509 just don't know how to do that. So that's when 00:02:39.509 --> 00:02:42.270 we kind of go in and look like crazy humans. 00:02:42.669 --> 00:02:44.389 It just kind of shows this is what you need to 00:02:44.389 --> 00:02:47.030 do. Yeah, absolutely. I don't know if you've 00:02:47.030 --> 00:02:48.849 noticed the narrative change, even just this 00:02:48.849 --> 00:02:52.129 year of schools saying, we're waiting for a special 00:02:52.129 --> 00:02:53.870 provision place. And now they've started saying. 00:02:54.509 --> 00:02:56.509 They're not saying that anymore. They're aware 00:02:56.509 --> 00:02:59.349 that it might not ever come and actually they're 00:02:59.349 --> 00:03:02.830 having to build these makeshift clubs, classrooms, 00:03:03.210 --> 00:03:06.509 hubs, cupboards, whatever they've got because 00:03:06.509 --> 00:03:09.770 they know it's unlikely. Yeah, they know it's 00:03:09.770 --> 00:03:11.930 unlikely that these children may never go to 00:03:11.930 --> 00:03:14.490 a specialist provision before secondary school, 00:03:14.710 --> 00:03:16.889 if then. Have you noticed that narrative shift 00:03:16.889 --> 00:03:19.289 as well? Yeah, everyone's just, everywhere's 00:03:19.289 --> 00:03:22.060 just adapting out there. Nowhere's... like you 00:03:22.060 --> 00:03:24.360 say nowhere's just making do until they get that 00:03:24.360 --> 00:03:26.539 place in a special school now they know they've 00:03:26.539 --> 00:03:29.439 got to make those changes um straight away which 00:03:29.439 --> 00:03:32.379 is amazing and some schools again we've noticed 00:03:32.379 --> 00:03:36.620 are quite set in their mainstream ways and we're 00:03:36.620 --> 00:03:38.560 kind of screaming from the outside of like you've 00:03:38.560 --> 00:03:41.400 got to change for these children and and then 00:03:41.400 --> 00:03:43.719 some are just especially the ones we work in 00:03:43.719 --> 00:03:45.680 they are absolutely amazing they want to do everything 00:03:45.680 --> 00:03:48.680 they can to make those changes for these children 00:03:49.069 --> 00:03:52.189 even though it's a massive struggle. And it's 00:03:52.189 --> 00:03:55.009 not easy at all, is it? Because it is built for 00:03:55.009 --> 00:03:57.569 mainstream and the curriculum's built for mainstream. 00:03:58.169 --> 00:04:00.830 So when we go in there, we're trying to keep 00:04:00.830 --> 00:04:04.430 it mainstream, but adapt it so that they can 00:04:04.430 --> 00:04:07.129 fit in and they can belong there and they can 00:04:07.129 --> 00:04:10.069 thrive as well, which we definitely find, we 00:04:10.069 --> 00:04:13.590 feel that we're helping it works, don't we? Yeah. 00:04:14.219 --> 00:04:17.379 You definitely are. Reading your parent testimonies 00:04:17.379 --> 00:04:20.259 and the school testimonies, you know you are. 00:04:20.339 --> 00:04:22.779 You are an essential part of your community. 00:04:23.399 --> 00:04:26.500 I just think if only we could duplicate you guys 00:04:26.500 --> 00:04:29.240 and spread you out across the world because every 00:04:29.240 --> 00:04:32.939 county needs our space. I don't know if that's 00:04:32.939 --> 00:04:35.920 your big plan is to like open some kind of enterprise 00:04:35.920 --> 00:04:38.300 and franchise yourself because it is so needed. 00:04:38.500 --> 00:04:43.730 Every school now has children with needs. that 00:04:43.730 --> 00:04:46.689 aren't being met in mainstream, that are there 00:04:46.689 --> 00:04:49.089 for the long term, that need some alternative, 00:04:49.230 --> 00:04:51.730 that need training for their staff, that need 00:04:51.730 --> 00:04:54.370 to know what to do, what learning looks like, 00:04:54.610 --> 00:04:56.949 what's important for these learners, how to regulate, 00:04:57.129 --> 00:05:00.709 how to connect with these learners in order to 00:05:00.709 --> 00:05:04.170 help them learn, but also feel safe in school, 00:05:04.290 --> 00:05:07.189 want to come to school and all of those things. 00:05:07.370 --> 00:05:09.610 It's essential, really. So, yeah, don't doubt 00:05:09.610 --> 00:05:11.970 yourself. that's where if they're not feeling 00:05:11.970 --> 00:05:13.670 safe that's where we're getting all our problems 00:05:13.670 --> 00:05:15.370 and we keep saying it don't they're just probably 00:05:15.370 --> 00:05:17.949 not feeling very safe right now we know that's 00:05:17.949 --> 00:05:20.029 a new face they're not feeling safe and that's 00:05:20.029 --> 00:05:22.149 where you get all these behavioral situations 00:05:22.149 --> 00:05:24.529 you get all these meltdowns and it's all to do 00:05:24.529 --> 00:05:27.110 with them feeling if they feel safe they're gonna 00:05:27.110 --> 00:05:29.930 open up to new ideas open up to adapting open 00:05:29.930 --> 00:05:32.470 up to change and school i think can feel really 00:05:32.470 --> 00:05:34.470 unsafe for them at times and i don't mean that 00:05:34.470 --> 00:05:37.120 in terms of They can escape. It's not about that 00:05:37.120 --> 00:05:39.439 safety. It's about them internally feeling safe. 00:05:39.600 --> 00:05:42.519 The plan is to go wider than West Yorkshire. 00:05:42.560 --> 00:05:45.579 Of course it is. But we're so, like, precious 00:05:45.579 --> 00:05:48.120 over it as well. Do you know, like, you want 00:05:48.120 --> 00:05:50.660 people to do it like you do it. You know, you 00:05:50.660 --> 00:05:52.279 want them to love the kids like you love the 00:05:52.279 --> 00:05:55.459 kids. And I think we find that the hardest. We've 00:05:55.459 --> 00:05:57.420 got a really small team. There's just us two. 00:05:58.000 --> 00:05:59.899 And then there's three, well, probably four with 00:05:59.899 --> 00:06:01.660 Jess as well. There's like four team members 00:06:01.660 --> 00:06:05.060 who... we trust dearly with the children but 00:06:05.060 --> 00:06:07.500 that's always a real real struggle because you 00:06:07.500 --> 00:06:10.339 see some people that working with send children 00:06:10.339 --> 00:06:12.100 and i think papa probably wouldn't do it that 00:06:12.100 --> 00:06:15.040 way and i want to see more of this and that's 00:06:15.040 --> 00:06:17.839 really tricky to let go of i think probably the 00:06:17.839 --> 00:06:21.000 hardest i completely agree and and with the best 00:06:21.000 --> 00:06:23.379 training in the world you can't train people 00:06:23.379 --> 00:06:26.819 to love the children And it's so hard when you're 00:06:26.819 --> 00:06:29.040 not working with them day to day, modelling day 00:06:29.040 --> 00:06:31.560 to day on what that looks like, what that connection 00:06:31.560 --> 00:06:33.939 looks like, which you guys have in abundance. 00:06:35.060 --> 00:06:37.180 It would be really hard to trust that they're 00:06:37.180 --> 00:06:41.699 doing it in that loving, connected, focused way. 00:06:42.240 --> 00:06:44.420 Yeah, it leads quite nicely onto what I wanted 00:06:44.420 --> 00:06:46.240 to speak to you guys about today. I saw that 00:06:46.240 --> 00:06:49.980 in you. and I feel like that's why I was kind 00:06:49.980 --> 00:06:52.899 of drawn to you guys really because I saw that 00:06:52.899 --> 00:06:56.060 love that you have for what you do for the kids 00:06:56.060 --> 00:06:59.300 you work with you know unashamedly love them 00:06:59.300 --> 00:07:03.560 like no shame no judgment just just celebrating 00:07:03.560 --> 00:07:06.300 and validating everything that they are and everything 00:07:06.300 --> 00:07:08.920 that they do which is needed in mainstream because 00:07:08.920 --> 00:07:12.319 so often without even meaning to there's judgment 00:07:12.319 --> 00:07:14.519 and shame and and it's looked at as negative 00:07:14.519 --> 00:07:16.259 behaviors it's just the wrong environment and 00:07:16.259 --> 00:07:18.939 i can see that in you in how you're talking about 00:07:18.939 --> 00:07:20.980 the children in your videos what you're doing 00:07:20.980 --> 00:07:23.120 with i can see that and what i was noticing in 00:07:23.120 --> 00:07:24.939 your videos was you were using interventions 00:07:24.939 --> 00:07:27.560 that everyone was using but you were talking 00:07:27.560 --> 00:07:30.399 a lot about how you adapt it how you need to 00:07:30.399 --> 00:07:32.620 adapt it how the children need something different 00:07:32.620 --> 00:07:35.459 and it was exactly what me and sammy were feeling 00:07:35.459 --> 00:07:38.259 as well before we started rise it was exactly 00:07:38.259 --> 00:07:40.699 what we were thinking like why are we having 00:07:40.699 --> 00:07:44.019 why in our gut are we having to feel like we 00:07:44.019 --> 00:07:46.620 have to manipulate and change these existing 00:07:46.620 --> 00:07:50.959 interventions in order to suit our kids and I 00:07:50.959 --> 00:07:53.459 saw that in you guys as well and we were currently 00:07:53.459 --> 00:07:55.540 in really really early talks about rise and I 00:07:55.540 --> 00:07:57.420 was watching your videos and hearing your descriptions 00:07:57.420 --> 00:08:00.060 and thinking yeah we're on the same page we're 00:08:00.060 --> 00:08:03.600 both seeing that it isn't a one -size -fits -all 00:08:03.600 --> 00:08:05.560 these kids need something a little bit different 00:08:05.560 --> 00:08:07.740 a little bit more bespoke a little bit more individualized 00:08:07.740 --> 00:08:10.180 a bit more child -led rather than us placing 00:08:10.180 --> 00:08:13.089 something on them we need to be kind of listening 00:08:13.089 --> 00:08:15.290 to what they're asking of us a little bit more 00:08:15.290 --> 00:08:17.670 and I could see that in you so yeah to be really 00:08:17.670 --> 00:08:20.050 transparent about everything I invited you guys 00:08:20.050 --> 00:08:22.089 onto the training didn't I was like come along 00:08:22.089 --> 00:08:24.149 come to level one come to level two I just think 00:08:24.149 --> 00:08:26.329 this is something that you guys are not even 00:08:26.329 --> 00:08:27.730 realizing that you're needing because you're 00:08:27.730 --> 00:08:29.850 kind of creating it all on your own anyway and 00:08:29.850 --> 00:08:31.709 it's definitely what me and Sammy were doing 00:08:31.709 --> 00:08:34.110 and rather than us all recreating the wheel you 00:08:34.110 --> 00:08:35.830 know we've got this thing I'd love to hear what 00:08:35.830 --> 00:08:38.090 you think about it do you want to tell us a little 00:08:38.090 --> 00:08:40.639 bit more about your You know, that's from my 00:08:40.639 --> 00:08:42.399 point of view, looking in from your social media. 00:08:42.480 --> 00:08:44.600 But what was really happening there before I 00:08:44.600 --> 00:08:47.659 reached out to you in that way? Yeah, we were 00:08:47.659 --> 00:08:50.620 kind of like in our own, our space and going 00:08:50.620 --> 00:08:53.279 into the schools, doing quite a structured routine 00:08:53.279 --> 00:08:55.700 all the time, weren't we? Yeah. And we found 00:08:55.700 --> 00:08:58.080 this scheme that we decided to follow that was 00:08:58.080 --> 00:09:01.000 specifically designed for SEND Children. But 00:09:01.000 --> 00:09:02.720 we just found that it wasn't working for all 00:09:02.720 --> 00:09:04.659 the children. Some of them weren't really getting 00:09:04.659 --> 00:09:06.940 involved in some of the things and there were 00:09:06.940 --> 00:09:09.690 certain rules that you couldn't do. with the 00:09:09.690 --> 00:09:11.509 children and we just found it was difficult because 00:09:11.509 --> 00:09:13.289 every child were different and they don't always 00:09:13.289 --> 00:09:16.110 react in the same way so we tried to adapt it 00:09:16.110 --> 00:09:18.049 ourselves really didn't we yeah and when we did 00:09:18.049 --> 00:09:20.929 when we did change it and videoed it and put 00:09:20.929 --> 00:09:23.389 it onto our socials we did get backlash and we 00:09:23.389 --> 00:09:27.070 did get comments and but weirdly i still felt 00:09:27.070 --> 00:09:29.250 really positive about it because i just thought 00:09:29.250 --> 00:09:32.950 no i know what we're doing is working um so even 00:09:32.950 --> 00:09:35.009 i said oh you're not meant to do this and i were 00:09:35.009 --> 00:09:38.820 like but look at the kids like They're there, 00:09:38.919 --> 00:09:41.220 they're engaged, they're thriving. We're getting 00:09:41.220 --> 00:09:43.519 communication from them, which some, you know, 00:09:43.539 --> 00:09:45.840 we're even getting the ready, steady way. And 00:09:45.840 --> 00:09:47.559 then when I get in the eye contact, we've never 00:09:47.559 --> 00:09:51.259 had eye contact on go before. So we were like, 00:09:51.360 --> 00:09:53.100 oh no, are we getting this? But then at the same 00:09:53.100 --> 00:09:55.059 time, I was like, I don't care. It's working. 00:09:55.059 --> 00:09:58.120 This is working. And I think from an out, from 00:09:58.120 --> 00:10:01.490 our point of view, when you did contact us. and 00:10:01.490 --> 00:10:04.169 kind of explained what it looked like I was like 00:10:04.169 --> 00:10:06.970 this is what it is this is what we're doing this 00:10:06.970 --> 00:10:08.909 is what we want to actually have the training 00:10:08.909 --> 00:10:11.440 in and be able to say this is what we're doing 00:10:11.440 --> 00:10:13.580 we're not just making our own stuff up you know 00:10:13.580 --> 00:10:16.120 we've actually got a structure and probably that's 00:10:16.120 --> 00:10:18.179 what we lacked is the structure of it do you 00:10:18.179 --> 00:10:19.799 know what i mean whereas that's what you've given 00:10:19.799 --> 00:10:21.740 us if that makes sense but what's good about 00:10:21.740 --> 00:10:24.279 it yeah almost like permission to be able to 00:10:24.279 --> 00:10:26.840 listen to the children and permission to be able 00:10:26.840 --> 00:10:29.139 to adapt and be a bit more flexible but around 00:10:29.139 --> 00:10:31.159 a structure that has a name that you can send 00:10:31.159 --> 00:10:33.860 people information for that you know has evidence 00:10:33.860 --> 00:10:37.980 based rather than yeah feeling like well you 00:10:37.980 --> 00:10:40.759 are exactly right and everything should be individualized 00:10:40.759 --> 00:10:42.860 of course it should but we were finding the same 00:10:42.860 --> 00:10:44.659 thing we were having this battle of okay well 00:10:44.659 --> 00:10:47.019 if it's not that then what are we doing you know 00:10:47.019 --> 00:10:49.840 and that is where it came from right well let's 00:10:49.840 --> 00:10:51.360 just make up our own then if we if we're not 00:10:51.360 --> 00:10:54.080 doing this right because i want to honor you 00:10:54.080 --> 00:10:56.929 know the training But that doesn't feel right. 00:10:57.070 --> 00:10:59.429 So then what is it? And that's what it came from. 00:10:59.470 --> 00:11:01.889 We kind of wrote a checklist of all of our things 00:11:01.889 --> 00:11:05.129 that we wanted to meet. We wanted it to be touchable. 00:11:05.169 --> 00:11:07.149 We wanted to be child led. We wanted the children 00:11:07.149 --> 00:11:09.649 to be able to come freely in and out of the space. 00:11:09.870 --> 00:11:12.190 And we wanted it to be connection focused. And 00:11:12.190 --> 00:11:15.210 we wanted it to be exciting. And the children 00:11:15.210 --> 00:11:17.649 wanted to be there without adult guiding or prompting. 00:11:17.649 --> 00:11:20.610 We had a massive list. Cheap to run. That was 00:11:20.610 --> 00:11:22.190 a huge thing because the intervention we were 00:11:22.190 --> 00:11:24.509 using before was really expensive to run with 00:11:24.509 --> 00:11:26.600 resources. break you know we wanted it to be 00:11:26.600 --> 00:11:28.519 stuff that we've always thought it's true and 00:11:28.519 --> 00:11:30.700 it's that's a big barrier to interventions that 00:11:30.700 --> 00:11:33.919 you do is cost and budget and I find you just 00:11:33.919 --> 00:11:36.720 get quite frustrated then you know like you've 00:11:36.720 --> 00:11:39.600 just put all of this money into something and 00:11:39.600 --> 00:11:41.279 then it gets broken and then you think well we 00:11:41.279 --> 00:11:43.600 didn't manage to try it too much and we want 00:11:43.600 --> 00:11:45.519 to keep repeating it so that it gets repetitive 00:11:45.519 --> 00:11:47.840 for them so then you'd buy it again and again 00:11:47.840 --> 00:11:50.159 you know because you were so dedicated to making 00:11:50.159 --> 00:11:53.110 it work and I think that's what we were finding 00:11:53.110 --> 00:11:54.990 is that we were probably getting more frustrated 00:11:54.990 --> 00:11:57.990 after the intervention of kind of well we set 00:11:57.990 --> 00:11:59.330 all that up and it didn't work and they weren't 00:11:59.330 --> 00:12:01.210 interested and they've used the stuff for something 00:12:01.210 --> 00:12:06.149 else and they've mixed it was making me get frustrated 00:12:06.149 --> 00:12:08.710 and more rigid that oh no don't touch it because 00:12:08.710 --> 00:12:11.269 like you'll break it almost like that's our last 00:12:11.269 --> 00:12:14.059 one we've run out of budget like And then that 00:12:14.059 --> 00:12:15.919 goes against everything that I actually believe 00:12:15.919 --> 00:12:18.220 in because I was so precious about these toys 00:12:18.220 --> 00:12:20.360 and our budget more than I was about connecting 00:12:20.360 --> 00:12:23.879 with the learners, which is just, it was happening 00:12:23.879 --> 00:12:25.759 naturally, you know, it wasn't planned for, but 00:12:25.759 --> 00:12:27.960 I was naturally like, like, oh no, no, no, actually 00:12:27.960 --> 00:12:29.820 that's enough balloons now. Cause actually that 00:12:29.820 --> 00:12:31.659 we've got, they've got to last another month 00:12:31.659 --> 00:12:33.279 before we get our next budget or whatever it 00:12:33.279 --> 00:12:36.360 is. And actually that it just totally missed 00:12:36.360 --> 00:12:39.379 the point. It shouldn't be based around budget 00:12:39.379 --> 00:12:42.179 and expensive resources and high tech stuff. 00:12:42.379 --> 00:12:45.240 It should be just about connection. And we've 00:12:45.240 --> 00:12:48.240 got in our bodies enough to do that with, let 00:12:48.240 --> 00:12:50.419 alone, you know, in the cupboard, we've got toilet 00:12:50.419 --> 00:12:53.000 rolls and, you know, you can have all sorts of 00:12:53.000 --> 00:12:55.419 fun with water and stuff that we've already got. 00:12:55.519 --> 00:12:59.399 Yeah. So yeah, we came together and discussed 00:12:59.399 --> 00:13:02.399 what that could look like in an ideal world and 00:13:02.399 --> 00:13:03.779 we've been testing it. You guys were part of 00:13:03.779 --> 00:13:07.220 the first training group of Level 2. Do you want 00:13:07.220 --> 00:13:09.120 to tell us a little bit more about what you got 00:13:09.120 --> 00:13:12.120 from Level 1 and 2 and what kind of impact it 00:13:12.120 --> 00:13:18.080 has had on our space? It's changed so much that 00:13:18.080 --> 00:13:21.700 we do. I mean, I have a very ADHD profile. and 00:13:21.700 --> 00:13:24.980 Kirsty's a very sort of autistic profile if we 00:13:24.980 --> 00:13:27.940 were on there and I and Kirsty thrived from the 00:13:27.940 --> 00:13:30.179 training every single word I love the structure 00:13:30.179 --> 00:13:32.379 of it and the way it was set out everything about 00:13:32.379 --> 00:13:35.100 it yeah when I was excited the next day let's 00:13:35.100 --> 00:13:36.899 do it let's do it now let's put everything that 00:13:36.899 --> 00:13:38.080 we've just learned last night and she's like 00:13:38.080 --> 00:13:40.490 but Abi we need to stop we need to look at that 00:13:40.490 --> 00:13:41.669 look at that and I was like yeah well let's just 00:13:41.669 --> 00:13:43.750 throw it out and try you're a good team first 00:13:43.750 --> 00:13:45.690 lesson well we've not even finished the training 00:13:45.690 --> 00:13:47.450 yet we need to make sure we're doing it correct 00:13:47.450 --> 00:13:51.029 so there's two different people who work so well 00:13:51.029 --> 00:13:53.529 together in that sense but it gave us an excitement 00:13:53.529 --> 00:13:56.850 first of all like because for so long I felt 00:13:56.850 --> 00:13:59.730 like we'd felt like we were not doing it right 00:13:59.730 --> 00:14:02.549 we were you know like you've got all these amazing 00:14:02.549 --> 00:14:06.570 send practitioners and people that do created 00:14:06.570 --> 00:14:09.710 these interventions and we think so highly of 00:14:09.710 --> 00:14:12.649 them and the outcome is like what you want yeah 00:14:12.649 --> 00:14:14.490 you know you look when you research the outcome 00:14:14.490 --> 00:14:16.809 is is what we were all what everyone's aiming 00:14:16.809 --> 00:14:21.509 for but we just found we were adapting and changing 00:14:21.509 --> 00:14:23.610 it and kind of getting criticized for it but 00:14:23.610 --> 00:14:26.090 actually it felt abnormal not to do it the way 00:14:26.090 --> 00:14:29.169 that yeah we felt it was right so then the excitement 00:14:29.169 --> 00:14:33.750 straight away for the for rise um was huge because 00:14:33.750 --> 00:14:36.330 straight away we were On the same page, we were 00:14:36.330 --> 00:14:38.750 jumping in the box. It was pretty much already 00:14:38.750 --> 00:14:40.889 what you were doing. It was just giving a name 00:14:40.889 --> 00:14:43.190 to what you were doing. Yeah, and a structure. 00:14:43.409 --> 00:14:46.110 You were already letting them come and go. You 00:14:46.110 --> 00:14:47.809 were already getting them right into the action. 00:14:48.049 --> 00:14:50.750 You were already doing all of those things. It 00:14:50.750 --> 00:14:55.169 just gave you structure, name to it, a system 00:14:55.169 --> 00:14:57.789 to call it what it was. And ideas of other things 00:14:57.789 --> 00:14:59.990 we can add into it as well, not just sticking 00:14:59.990 --> 00:15:04.000 to what we know. yeah yes it's changed our the 00:15:04.000 --> 00:15:06.899 training kind of changed our mindset to that 00:15:06.899 --> 00:15:09.860 confident thinking straight away like oh brilliant 00:15:09.860 --> 00:15:12.580 we're doing the right thing it's it's we're getting 00:15:12.580 --> 00:15:14.899 the correct outcome that we want but someone 00:15:14.899 --> 00:15:17.519 actually has created this amazing intervention 00:15:17.519 --> 00:15:20.539 that we can actually now run with and use and 00:15:20.539 --> 00:15:22.679 we we shout about it to everyone don't we to 00:15:22.679 --> 00:15:25.320 be honest in in schools it's probably helped 00:15:25.320 --> 00:15:27.120 us out budget wise as well isn't it because we've 00:15:27.120 --> 00:15:29.679 become more organized And we can plan it throughout 00:15:29.679 --> 00:15:32.179 our week for every session. We've got so flexible, 00:15:32.220 --> 00:15:34.399 we can adapt it to each group that we go see 00:15:34.399 --> 00:15:36.799 in each school. So it's been really great. And 00:15:36.799 --> 00:15:39.200 I suppose the whole idea of it is that it doesn't 00:15:39.200 --> 00:15:40.500 need to be different every time like the other 00:15:40.500 --> 00:15:42.460 interventions. The whole idea of it is actually 00:15:42.460 --> 00:15:44.840 we want you to repeat. We want you to reuse the 00:15:44.840 --> 00:15:47.500 interventions to lower anxiety. And I guess that 00:15:47.500 --> 00:15:49.759 helps budget and planning and preparation too, 00:15:49.840 --> 00:15:51.419 because you just need to do it maybe at the beginning 00:15:51.419 --> 00:15:54.519 of the week and it's ready. It's incredibly flexible 00:15:54.519 --> 00:15:56.879 as well, isn't it? You could do it to any. season 00:15:56.879 --> 00:16:01.580 subject topic how flexible it is in terms of 00:16:01.580 --> 00:16:04.940 for example when it was world book day we did 00:16:04.940 --> 00:16:07.200 like huge planning do you know i mean like our 00:16:07.200 --> 00:16:11.240 buffet was so kind of like planned around world 00:16:11.240 --> 00:16:13.799 book day and you know we probably did spend quite 00:16:13.799 --> 00:16:17.220 a lot in terms of us what we did for our invitation 00:16:17.220 --> 00:16:19.840 and everything um but that's just because we 00:16:19.840 --> 00:16:22.659 adore world book week do you know we would love 00:16:22.659 --> 00:16:25.399 it whereas then like the week after what's it 00:16:25.399 --> 00:16:27.309 has covered what can we do do you know what i 00:16:27.309 --> 00:16:29.830 mean and it genuinely yeah you either plan to 00:16:29.830 --> 00:16:32.870 to a tea and you get all these ideas or you wake 00:16:32.870 --> 00:16:34.809 up on that morning you go what should we do for 00:16:34.809 --> 00:16:36.490 eyes today what should we do in our eye therapy 00:16:36.490 --> 00:16:38.909 session or just grab it from the cupboard there 00:16:38.909 --> 00:16:41.509 and then yeah and i bet they were both just um 00:16:41.509 --> 00:16:43.730 were they both just as successful as each other 00:16:43.730 --> 00:16:47.980 yeah absolutely yeah and i think some you find 00:16:47.980 --> 00:16:49.460 the ones that you've planned if there's more 00:16:49.460 --> 00:16:51.139 pressure anywhere you know like if you've gone 00:16:51.139 --> 00:16:53.379 and spent a fortune you really want to enjoy 00:16:53.379 --> 00:16:56.000 yeah to work out and whereas sometimes we've 00:16:56.000 --> 00:16:57.799 just always got a rigid plan of what it's going 00:16:57.799 --> 00:16:59.700 to look like don't you and sometimes actually 00:16:59.700 --> 00:17:03.000 the grab and go ideas are better because you 00:17:03.000 --> 00:17:06.859 haven't got that preconceived idea of how that 00:17:06.859 --> 00:17:09.559 play is going to like how it's going to go yeah 00:17:09.559 --> 00:17:11.960 you can be a little bit more free and relaxed 00:17:11.960 --> 00:17:14.339 and follow their lead yeah Yeah, it's definitely 00:17:14.339 --> 00:17:16.880 what I find as well. I'm almost more in the moment 00:17:16.880 --> 00:17:19.119 and more present and more in tune with them and 00:17:19.119 --> 00:17:21.500 their way of play if I haven't planned it, over 00:17:21.500 --> 00:17:24.640 -planned it. Yeah, I'm finding the same thing 00:17:24.640 --> 00:17:27.240 as well as I'm using it. Just so people can imagine, 00:17:27.319 --> 00:17:29.740 what kind of age groups and abilities are you 00:17:29.740 --> 00:17:32.119 using this intervention with? Because we've seen 00:17:32.119 --> 00:17:34.519 it being used with all sorts of different ages 00:17:34.519 --> 00:17:39.559 and abilities. All ages. And it works. It really 00:17:39.559 --> 00:17:41.200 works. We're based in, obviously, prime school 00:17:41.200 --> 00:17:44.789 age. But we have children as young as three who 00:17:44.789 --> 00:17:47.569 started intensive interactions that we've used 00:17:47.569 --> 00:17:50.490 it for as well. And then we've got a group of 00:17:50.490 --> 00:17:54.450 SEMH children that we have kind of for, it's 00:17:54.450 --> 00:17:56.450 a real brain break for them. And we've done it 00:17:56.450 --> 00:17:59.089 with them and the engagement we get from them. 00:17:59.250 --> 00:18:02.549 So they are, they're about 10, 9, 10 years old. 00:18:02.970 --> 00:18:05.130 The engagement we get is huge because all of 00:18:05.130 --> 00:18:06.529 a sudden they see that we're creating something. 00:18:06.690 --> 00:18:08.970 They come over and they want to get involved. 00:18:09.069 --> 00:18:11.009 They want to help us set it up. And then they'll... 00:18:11.180 --> 00:18:13.420 they'll be engaged with the full activity and 00:18:13.420 --> 00:18:17.420 at that age as well and for their needs you can 00:18:17.420 --> 00:18:19.400 make it quite educational you can make it around 00:18:19.400 --> 00:18:21.680 the curriculum but then total opposite on the 00:18:21.680 --> 00:18:24.099 day after we've got we can do the exact same 00:18:24.099 --> 00:18:27.140 intervention and setup and same rise therapy 00:18:27.140 --> 00:18:30.420 session and our children are reception and year 00:18:30.420 --> 00:18:33.319 one and they are non -verbal pre -verbal gestalt 00:18:33.319 --> 00:18:37.079 so they're completely different needs but it 00:18:37.079 --> 00:18:41.460 works for both ages. And it's as successful for 00:18:41.460 --> 00:18:43.960 both ages as well. Yeah, I guess because you're 00:18:43.960 --> 00:18:46.460 led by them, it's completely errorless. So I 00:18:46.460 --> 00:18:48.539 don't know if you're talking, if you've got soil 00:18:48.539 --> 00:18:51.160 and plants and seeds and potatoes, one group 00:18:51.160 --> 00:18:54.140 could be talking about roots and parts of a flower 00:18:54.140 --> 00:18:55.920 and all of that kind of those kind of keyword 00:18:55.920 --> 00:18:58.680 language, whilst the others are sprinkling soil 00:18:58.680 --> 00:19:00.779 and or maybe it's edible when they're eating 00:19:00.779 --> 00:19:03.339 it or yeah, spraying, sprinkling it, digging, 00:19:03.480 --> 00:19:06.890 hiding things. It all looks like the same activity 00:19:06.890 --> 00:19:08.990 from the outside, but every single individual 00:19:08.990 --> 00:19:11.289 learner is getting something that they need from 00:19:11.289 --> 00:19:14.289 it. Yeah, and I think that's why it works. Rather 00:19:14.289 --> 00:19:16.970 than us saying, this is how you play with this, 00:19:17.029 --> 00:19:20.750 this is how it goes, which does work for some 00:19:20.750 --> 00:19:22.950 autistic learners, although it doesn't celebrate 00:19:22.950 --> 00:19:26.730 their free way, a natural way of exploring the 00:19:26.730 --> 00:19:28.309 world and learning. And that's what I love about 00:19:28.309 --> 00:19:31.339 Rise. It really celebrates. each individual and 00:19:31.339 --> 00:19:33.980 how they naturally want to explore the world 00:19:33.980 --> 00:19:36.180 it doesn't promote masking in any way in fact 00:19:36.180 --> 00:19:38.859 quite the opposite it really gets adults out 00:19:38.859 --> 00:19:42.960 of their comfort zone to accept what play and 00:19:42.960 --> 00:19:45.160 learning looks like for our learners which can 00:19:45.160 --> 00:19:47.680 be quite confronting for some adults have you 00:19:47.680 --> 00:19:50.720 found that sometimes when going into mainstream 00:19:50.720 --> 00:19:52.559 schools when you're doing these kind of quite 00:19:52.559 --> 00:19:55.700 sensory based celebratory activities have you 00:19:55.700 --> 00:19:58.460 found that sometimes it's the adults that need 00:19:59.289 --> 00:20:02.269 some training and learning to be comfortable 00:20:02.269 --> 00:20:07.170 in allowing the their free sensory bodies to 00:20:07.170 --> 00:20:09.450 explore in the way that it need they need to 00:20:09.450 --> 00:20:12.170 yeah I think that I suppose they used to only 00:20:12.170 --> 00:20:14.769 working in a certain way so when we're allowing 00:20:14.769 --> 00:20:17.329 them to get messy or do things that they wouldn't 00:20:17.329 --> 00:20:19.089 normally do they don't know whether to tell them 00:20:19.089 --> 00:20:21.349 not to do it or allow them just to explore so 00:20:21.349 --> 00:20:23.670 it's hard they're in between and sometimes it's 00:20:23.670 --> 00:20:26.799 that embarrassment of being daft you know i mean 00:20:26.799 --> 00:20:30.140 kind of just allowing yourself to be on the child's 00:20:30.140 --> 00:20:33.119 level at that time um you know one of our little 00:20:33.119 --> 00:20:35.559 girl she likes to flick a lot don't you kind 00:20:35.559 --> 00:20:39.220 of a bit of a stim and um so we will do it with 00:20:39.220 --> 00:20:41.299 her but making sure can she's doing it back into 00:20:41.299 --> 00:20:44.000 the tree whereas kind of like they would be like 00:20:44.000 --> 00:20:47.380 no time finish no whereas we wouldn't we would 00:20:47.380 --> 00:20:51.599 kind of adapt it so yeah i think more the staff 00:20:52.299 --> 00:20:54.200 don't get me wrong the staff have come and watched 00:20:54.200 --> 00:20:57.299 and taken notes which is amazing um it's just 00:20:57.299 --> 00:21:00.039 very hard for them to put a session in place 00:21:00.039 --> 00:21:03.299 as such at times um or maybe think about the 00:21:03.299 --> 00:21:07.900 ideas or kind of i think a lot of the time they're 00:21:07.900 --> 00:21:09.980 used to working at tables with paper and pencils 00:21:09.980 --> 00:21:14.680 it is such a different way of working yeah that 00:21:14.680 --> 00:21:17.420 we need each other and each other's ideas to 00:21:17.420 --> 00:21:18.859 be able to even come up with this it's like a 00:21:18.859 --> 00:21:20.279 muscle that you need to exercise isn't it it 00:21:20.279 --> 00:21:23.500 gets easier as you think of ideas and keep going 00:21:23.500 --> 00:21:27.019 where do you get your ideas from they're literally 00:21:27.019 --> 00:21:30.299 mental yeah there's just something not right 00:21:30.299 --> 00:21:32.279 up here I think at times and we're both out with 00:21:32.279 --> 00:21:35.140 these crazy ideas and I think we are both very 00:21:35.140 --> 00:21:38.900 creative people but also I think social media 00:21:38.900 --> 00:21:41.740 helps massively doesn't it kind of I mean, I 00:21:41.740 --> 00:21:44.039 see loads of your ideas, Jordan, and I'll send 00:21:44.039 --> 00:21:45.400 them straight to Kirsty. I'm like, we need to 00:21:45.400 --> 00:21:48.039 try this next week. And often I'll send you a 00:21:48.039 --> 00:21:50.640 video of us doing what you've done with our children. 00:21:50.859 --> 00:21:53.480 Because I think there's... There's no such thing 00:21:53.480 --> 00:21:56.819 as copying in this industry. It's all about taking 00:21:56.819 --> 00:21:59.299 ideas from everyone else and kind of making them 00:21:59.299 --> 00:22:02.119 your own. So I think we've had people contact 00:22:02.119 --> 00:22:04.039 us from schools to just come and look at what 00:22:04.039 --> 00:22:06.900 the ideas have done and things as well. But a 00:22:06.900 --> 00:22:09.940 lot of the time, they are just random ideas that 00:22:09.940 --> 00:22:12.779 we try with the kids or that we've seen clips 00:22:12.779 --> 00:22:16.259 of and just try them. And when you know the children, 00:22:16.440 --> 00:22:18.460 you know them at the end. as well like well this 00:22:18.460 --> 00:22:21.099 is exactly what I was just about to say the better 00:22:21.099 --> 00:22:22.880 you know the kids you're kind of just like oh 00:22:22.880 --> 00:22:24.900 you like eating things let's do a food thing 00:22:24.900 --> 00:22:27.039 or you like sprinkling things let's do a sprinkle 00:22:27.039 --> 00:22:28.759 thing yeah and it kind of comes naturally doesn't 00:22:28.759 --> 00:22:31.960 it again if you're guided by them I think that's 00:22:31.960 --> 00:22:35.640 the point isn't it um then it's always going 00:22:35.640 --> 00:22:38.440 to go well because that's heaven to them I know 00:22:38.440 --> 00:22:40.240 we talk about that in level two training isn't 00:22:40.240 --> 00:22:42.559 it making it heaven to them what is heaven for 00:22:42.559 --> 00:22:45.650 these for these learners And I'm talking about 00:22:45.650 --> 00:22:47.509 sensory profiles as well. I've noticed that some 00:22:47.509 --> 00:22:52.910 of my groups need a dry and a messy sensory tray 00:22:52.910 --> 00:22:57.349 option at the one time to allow everybody to 00:22:57.349 --> 00:22:58.950 access. I know you work with lots of different 00:22:58.950 --> 00:23:00.769 people all at once with lots of different needs 00:23:00.769 --> 00:23:02.650 and profiles. Are you finding that kind of thing 00:23:02.650 --> 00:23:04.569 as well, that you're kind of needing to please 00:23:04.569 --> 00:23:06.470 all or are you finding different ways of adapting 00:23:06.470 --> 00:23:10.190 the one session? How are you managing that? We've 00:23:10.190 --> 00:23:13.490 kind of done one session. led into another at 00:23:13.490 --> 00:23:17.509 the same time sometimes so we'll set up one certain 00:23:17.509 --> 00:23:19.809 trail whether it's water and we'll invite them 00:23:19.809 --> 00:23:22.250 over we did a shared experience and then we start 00:23:22.250 --> 00:23:24.750 to invite them to another area so it kind of 00:23:24.750 --> 00:23:26.690 all goes into one and then we would go back and 00:23:26.690 --> 00:23:30.869 do an end and an end everything some learners 00:23:30.869 --> 00:23:32.690 are joining one and not the other it's their 00:23:32.690 --> 00:23:35.740 choice whether they feel ready to come or not, 00:23:35.819 --> 00:23:38.200 which is a lovely way of monitoring it with less 00:23:38.200 --> 00:23:43.319 adults. Because two adults, that's a lot to manage. 00:23:43.380 --> 00:23:45.900 It's a really lovely, again, adaptation, right? 00:23:46.039 --> 00:23:50.660 For your space, your capacity, your adult rotations 00:23:50.660 --> 00:23:52.779 and all of those kind of things that you found 00:23:52.779 --> 00:23:54.980 a way of being able to, you know, give everything 00:23:54.980 --> 00:23:58.220 that everybody needs. But it's, again, because 00:23:58.220 --> 00:24:00.140 the children can choose when to come and not, 00:24:00.240 --> 00:24:01.960 you know that you're meeting their needs where 00:24:01.960 --> 00:24:04.619 they're at. That's it. If we were, before when 00:24:04.619 --> 00:24:07.339 we were doing it, if a child was over spinning 00:24:07.339 --> 00:24:09.619 on the spinny chair, we wanted them to be involved 00:24:09.619 --> 00:24:12.460 because we were so kind of structured that we 00:24:12.460 --> 00:24:14.400 have to have them all involved and all here and 00:24:14.400 --> 00:24:16.680 all doing it. We'd have been kind of, one of 00:24:16.680 --> 00:24:18.240 us has been getting that child to come over and 00:24:18.240 --> 00:24:21.200 kind of stopping them from going away or touching 00:24:21.200 --> 00:24:24.480 it. And they became dysregulated. I'm sweating. 00:24:25.059 --> 00:24:27.440 She's trying to run the session. The other kids 00:24:27.440 --> 00:24:29.259 have now gone. They're not interested because 00:24:29.259 --> 00:24:31.660 we've not started it quick enough. And that's 00:24:31.660 --> 00:24:33.559 what it could look like sometimes where actually 00:24:33.559 --> 00:24:37.519 Kirsty's sat setting it up. I'm still on the 00:24:37.519 --> 00:24:39.480 buffet with the other children if they want to 00:24:39.480 --> 00:24:41.779 be there. All of a sudden they've left me. They're 00:24:41.779 --> 00:24:44.619 now with Kirsty. They're all engaged. The child 00:24:44.619 --> 00:24:46.940 that's on the speedy chair has had a little bit 00:24:46.940 --> 00:24:50.940 of a peek over and then slowly comes over. may 00:24:50.940 --> 00:24:53.420 not stay, may go away again. She's regulated 00:24:53.420 --> 00:24:56.299 and she's happy and she's looking what the other 00:24:56.299 --> 00:24:58.539 children are doing. And I just think, honestly, 00:24:58.660 --> 00:25:00.920 I think it's like magic sometimes. When I look 00:25:00.920 --> 00:25:04.839 around, I'm like, this is magic. There's a group 00:25:04.839 --> 00:25:08.240 of non -verbal children who have no interest 00:25:08.240 --> 00:25:10.500 in each other or the things that are going on. 00:25:10.579 --> 00:25:12.500 And they're all sat around a tough tray with 00:25:12.500 --> 00:25:16.279 one adult. while I'm taking photos to send to 00:25:16.279 --> 00:25:19.160 the staff as quick as I can. And it is, it's 00:25:19.160 --> 00:25:22.279 magic. You don't understand how big that is for 00:25:22.279 --> 00:25:26.619 children like that and for the teachers to, they 00:25:26.619 --> 00:25:30.859 won't understand what we're seeing. Because it's 00:25:30.859 --> 00:25:32.759 hard to get kids all sat down. It's something 00:25:32.759 --> 00:25:35.200 we've found as well. It's really interesting. 00:25:35.299 --> 00:25:36.700 The people that haven't done the training yet 00:25:36.700 --> 00:25:38.660 or the people that haven't tried it yet, often 00:25:38.660 --> 00:25:40.640 their biggest fear is, but it's going to be a 00:25:40.640 --> 00:25:42.619 free -for -all. If there's no structure, if there's 00:25:42.619 --> 00:25:46.420 no, like, expectation that they've all got to 00:25:46.420 --> 00:25:48.180 be doing a certain thing at a certain time, that 00:25:48.180 --> 00:25:49.500 we're going to lose control, that it's going 00:25:49.500 --> 00:25:53.059 to feel chaotic. And actually, weirdly, it doesn't 00:25:53.059 --> 00:25:55.180 make sense, but weirdly, it's quite the opposite. 00:25:55.240 --> 00:25:56.839 You're absolutely right. Because you don't get 00:25:56.839 --> 00:25:59.019 those triggers and dysregulation, because they 00:25:59.019 --> 00:26:02.839 feel like... They're able to have full body autonomy 00:26:02.839 --> 00:26:05.420 and autonomy over when they come and when they 00:26:05.420 --> 00:26:08.579 don't. And it's all linked to their play style. 00:26:08.819 --> 00:26:11.059 They can't fail at it. They don't have to wait. 00:26:11.240 --> 00:26:12.819 They don't have to, you know, all of those kind 00:26:12.819 --> 00:26:15.059 of things. We're not seeing that dysregulation. 00:26:15.059 --> 00:26:17.660 So the learners are able to independently come 00:26:17.660 --> 00:26:20.339 and go without it feeling chaotic because it's 00:26:20.339 --> 00:26:22.759 calm and it's regulated, which doesn't actually 00:26:22.759 --> 00:26:24.960 make sense. But in reality, it sounds like that's 00:26:24.960 --> 00:26:27.589 what you're finding too. yeah it is like it is 00:26:27.589 --> 00:26:29.369 magic it's still structured you've still got 00:26:29.369 --> 00:26:30.950 your four stages so you know it's structured 00:26:30.950 --> 00:26:33.329 but whatever happens in between just happens 00:26:33.329 --> 00:26:35.930 and you just allow it because they're regulated 00:26:35.930 --> 00:26:38.349 and they're doing what they want to do flexible 00:26:38.349 --> 00:26:40.029 isn't it has that been the biggest impact you 00:26:40.029 --> 00:26:41.849 think we've spoken a lot about the impact on 00:26:41.849 --> 00:26:44.230 you guys as practitioners on your planning your 00:26:44.230 --> 00:26:46.009 resourcing your actual running of the session 00:26:46.009 --> 00:26:48.650 what's been the impact on the children that you're 00:26:48.650 --> 00:26:50.650 working with in comparison to what you were doing 00:26:50.650 --> 00:26:53.759 before Sometimes we'll use Makaton throughout 00:26:53.759 --> 00:26:55.680 it and they've learnt new signs through it, so 00:26:55.680 --> 00:26:58.019 the communicating, the socialising with the others, 00:26:58.039 --> 00:26:59.460 the sitting next to children that they wouldn't 00:26:59.460 --> 00:27:01.480 normally sit next to, just getting involved in 00:27:01.480 --> 00:27:02.980 things that they wouldn't normally do, it's just 00:27:02.980 --> 00:27:06.539 been huge. The sharing has become so much easier, 00:27:06.720 --> 00:27:08.339 do you know, like sharing's obviously a huge 00:27:08.339 --> 00:27:11.079 one for children with additional needs and it's 00:27:11.079 --> 00:27:12.700 kind of what the teachers say in class, like 00:27:12.700 --> 00:27:14.559 the meltdowns are from not being able to have 00:27:14.559 --> 00:27:16.759 what they need or will. They'll say one, but 00:27:16.759 --> 00:27:18.339 we say that's what they need at that moment in 00:27:18.339 --> 00:27:21.319 time. But they're turn -taking, they're waiting, 00:27:21.539 --> 00:27:24.900 they're learning to play together a little bit, 00:27:24.920 --> 00:27:27.420 you know, and that's been huge, I think. And 00:27:27.420 --> 00:27:29.079 sometimes they do it without even realising. 00:27:29.079 --> 00:27:31.200 Yeah, no, it is without realising. And before, 00:27:31.380 --> 00:27:33.579 when we were doing different interventions, we 00:27:33.579 --> 00:27:36.000 would have never, ever got the engagement that 00:27:36.000 --> 00:27:39.420 we get now. And the aim was always for socialising 00:27:39.420 --> 00:27:42.519 and communication, always. And now it's already 00:27:42.519 --> 00:27:45.180 happening within the rice therapy without even 00:27:45.180 --> 00:27:48.619 having to do it as a separate intervention. So 00:27:48.619 --> 00:27:51.440 communication is huge with all the words that 00:27:51.440 --> 00:27:53.819 we're using when we're pouring. And sometimes 00:27:53.819 --> 00:27:56.539 we'll use very little words. Sometimes we'll 00:27:56.539 --> 00:28:00.880 tell a full story. So it just has been huge for 00:28:00.880 --> 00:28:03.839 them simply because their engagement is massive. 00:28:03.859 --> 00:28:05.900 And for longer, we're finding that they've been 00:28:05.900 --> 00:28:09.539 engaged for longer. Yeah, the sessions we're 00:28:09.539 --> 00:28:12.400 running are... 20 minutes minimum like and that's 00:28:12.400 --> 00:28:16.019 just mad that would never have been a thing it 00:28:16.019 --> 00:28:18.259 would have been like three minutes five minutes 00:28:18.259 --> 00:28:21.279 six minutes max to like for them all to be engaged 00:28:21.279 --> 00:28:24.019 and we're finding that yeah these sessions are 00:28:24.019 --> 00:28:28.160 20 -30 minutes often and actually we're finishing 00:28:28.160 --> 00:28:30.319 not because the learner or the majority of the 00:28:30.319 --> 00:28:31.819 learners had enough but actually some of them 00:28:31.819 --> 00:28:34.160 have so we're finishing to end on a positive 00:28:34.160 --> 00:28:36.799 but some of them would carry on which for me 00:28:36.799 --> 00:28:38.740 like it just wouldn't have happened before and 00:28:38.740 --> 00:28:40.890 I I wonder if it is just because the learners 00:28:40.890 --> 00:28:42.930 know that they can leave any point that then 00:28:42.930 --> 00:28:45.730 they're choosing to stay. I don't know. I don't 00:28:45.730 --> 00:28:48.170 know. I don't know what it is. That's why I keep 00:28:48.170 --> 00:28:50.190 saying it's magic because I don't know what it 00:28:50.190 --> 00:28:54.089 is. Just when I sit and watch from if I'm on 00:28:54.089 --> 00:28:57.490 the buffing or wherever I am and one of us is 00:28:57.490 --> 00:29:00.349 doing the invitation, setting it up, it's magic 00:29:00.349 --> 00:29:03.130 to see all of a sudden them just come over. You 00:29:03.130 --> 00:29:04.410 know, it's the same as when you sing a certain 00:29:04.410 --> 00:29:06.130 song and they hear it and they come and they 00:29:06.130 --> 00:29:08.890 want to be involved. It's the same situation. 00:29:09.150 --> 00:29:11.450 The eyes will go, she's tipping water, we're 00:29:11.450 --> 00:29:14.029 sprinkling oats. Once that tough tray comes out, 00:29:14.089 --> 00:29:16.250 they want to know what's going on. Yeah, they 00:29:16.250 --> 00:29:18.589 want to know. That's what we're finding now. 00:29:18.670 --> 00:29:20.269 We don't even need much of an invitation. They 00:29:20.269 --> 00:29:22.450 know that they're going to like it. As soon as 00:29:22.450 --> 00:29:24.809 they see the tough tray, that is the invitation. 00:29:24.849 --> 00:29:27.309 They're already in. It's just so exciting, isn't 00:29:27.309 --> 00:29:30.559 it? Because it just, it proves to me. that they 00:29:30.559 --> 00:29:32.799 want to be there. And consent is such a huge 00:29:32.799 --> 00:29:35.079 thing. That's one of my biggest concerns with 00:29:35.079 --> 00:29:36.859 what we were doing before. Are they there because 00:29:36.859 --> 00:29:38.640 they're autistic and this is their routine? Or 00:29:38.640 --> 00:29:40.779 are they actually wanting to be there? And I 00:29:40.779 --> 00:29:42.720 honestly couldn't have answered that question, 00:29:42.900 --> 00:29:45.200 honestly. I didn't know. I didn't know if it 00:29:45.200 --> 00:29:46.740 was just because it was on their timetable, that's 00:29:46.740 --> 00:29:48.539 what they were doing. And that's where our autistic 00:29:48.539 --> 00:29:50.759 learners in particular are so vulnerable because 00:29:50.759 --> 00:29:53.140 sometimes it is just their system and their routine. 00:29:53.200 --> 00:29:54.900 And actually, they're not choosing to be there. 00:29:54.940 --> 00:29:57.420 And in fact, it's hurting them. And we don't 00:29:57.420 --> 00:29:59.960 know because it's not. you know seeming like 00:29:59.960 --> 00:30:01.680 that and the more I'm talking to autistic adults 00:30:01.680 --> 00:30:03.940 the more I'm realizing it's a huge issue that's 00:30:03.940 --> 00:30:05.819 kind of going under the surface I just didn't 00:30:05.819 --> 00:30:08.720 want to be part of it whereas now I know that 00:30:08.720 --> 00:30:11.259 because there is no adult prompt or guidance 00:30:11.259 --> 00:30:14.059 there's no visuals or often the children are 00:30:14.059 --> 00:30:16.579 just the visual is the tough tray because they're 00:30:16.579 --> 00:30:18.799 choosing to come on over I can feel comfortable 00:30:18.799 --> 00:30:21.200 and I can sleep well at night knowing they're 00:30:21.200 --> 00:30:22.819 choosing to be there they want to be there and 00:30:22.819 --> 00:30:25.759 they can leave at any point they want to or need 00:30:25.759 --> 00:30:28.519 to um yeah it just helps me sleep at night honestly 00:30:28.940 --> 00:30:31.200 But I've never really looked at it like that 00:30:31.200 --> 00:30:33.380 either, really, in terms of visuals are huge, 00:30:33.480 --> 00:30:36.849 aren't they, everywhere? And actually... Is it 00:30:36.849 --> 00:30:38.730 what the next step is? So then they go and do 00:30:38.730 --> 00:30:40.089 it because that's what they're told to do. And 00:30:40.089 --> 00:30:42.369 that's the next step. They don't have that voice 00:30:42.369 --> 00:30:45.009 either. Most of our children say, I don't want 00:30:45.009 --> 00:30:47.690 to do that. I don't like water. It's too messy. 00:30:47.849 --> 00:30:49.650 That's what the dysregulation comes from, right? 00:30:49.710 --> 00:30:52.230 That is their voice. How else are they going 00:30:52.230 --> 00:30:55.089 to show it other than hurting behaviours, tipping 00:30:55.089 --> 00:30:56.990 behaviours, ripping and all of those other things 00:30:56.990 --> 00:30:58.690 that we're seeing? I mean, that's them saying, 00:30:58.750 --> 00:31:01.369 I don't want to be here. I don't want to do this. 00:31:01.450 --> 00:31:04.089 And we're not seeing that because they've got 00:31:04.089 --> 00:31:07.400 autonomy. to leave when they want to to change 00:31:07.400 --> 00:31:09.700 when they want to to regulate when they need 00:31:09.700 --> 00:31:12.759 to and ultimately we want adults you know all 00:31:12.759 --> 00:31:14.579 of these children are going to be adults one 00:31:14.579 --> 00:31:16.829 day and we want them to be adults that listen 00:31:16.829 --> 00:31:19.609 to their bodies that understand consent that 00:31:19.609 --> 00:31:22.029 know that they can leave a situation that feels 00:31:22.029 --> 00:31:23.990 uncomfortable for them I would hate for them 00:31:23.990 --> 00:31:26.970 as adults to feel in a vulnerable situation not 00:31:26.970 --> 00:31:28.990 feel like they can leave because that's the expectation 00:31:28.990 --> 00:31:31.369 it puts our learners into incredibly vulnerable 00:31:31.369 --> 00:31:33.849 situations so if anything that's the most important 00:31:33.849 --> 00:31:35.589 lesson that they can learn you almost forget 00:31:35.589 --> 00:31:38.390 communication in a way for them to be able to 00:31:38.390 --> 00:31:41.069 listen to their bodies and leave a situation 00:31:41.069 --> 00:31:42.269 where it doesn't feel uncomfortable is probably 00:31:42.269 --> 00:31:43.710 one of the most important things that they will 00:31:43.710 --> 00:31:45.940 ever learn because one day they're going to be 00:31:45.940 --> 00:31:48.900 adults with paid for carers that might rotate 00:31:48.900 --> 00:31:50.759 that don't really know them and they're going 00:31:50.759 --> 00:31:52.519 to have to advocate for themselves and their 00:31:52.519 --> 00:31:55.660 bodies and my goodness that if we can teach them 00:31:55.660 --> 00:31:58.019 that it's only through fun sensory play that 00:31:58.019 --> 00:32:00.359 then they don't even realize it then gosh that's 00:32:00.359 --> 00:32:04.140 a huge legacy yeah I'd be very proud if if we 00:32:04.140 --> 00:32:07.059 saved some autistic adults or you know disabled 00:32:07.059 --> 00:32:09.940 adults from some very difficult situations because 00:32:09.940 --> 00:32:11.599 they're able to advocate them for themselves 00:32:12.170 --> 00:32:13.849 know what doesn't feel right in their body and 00:32:13.849 --> 00:32:16.849 leave a situation yeah absolutely yeah you don't 00:32:16.849 --> 00:32:18.150 you don't really look at it like that do you 00:32:18.150 --> 00:32:22.309 until you've sort of it's not nice no it's not 00:32:22.309 --> 00:32:24.950 nice to but that was the gut feeling with what 00:32:24.950 --> 00:32:26.849 we were doing before is are we just teaching 00:32:26.849 --> 00:32:29.789 them to mask better are we just teaching them 00:32:29.789 --> 00:32:33.309 to comply to authority and ultimately we know 00:32:33.309 --> 00:32:35.490 they're safe now because we're just doing fun 00:32:35.490 --> 00:32:37.410 sensory play with them they're fine now it doesn't 00:32:37.410 --> 00:32:39.740 matter that they're complying with it But what 00:32:39.740 --> 00:32:41.720 does that, what is that actually teaching them 00:32:41.720 --> 00:32:44.299 in future when they're not in a situation with 00:32:44.299 --> 00:32:47.920 loved adults? And we definitely, we didn't feel 00:32:47.920 --> 00:32:50.039 it was what we were doing before was right. I 00:32:50.039 --> 00:32:52.700 could tell, I could just tell we didn't, in our 00:32:52.700 --> 00:32:54.460 bodies, we felt like it wasn't going on in our 00:32:54.460 --> 00:32:57.140 mind for the children. Yeah, it just didn't feel 00:32:57.140 --> 00:32:59.500 right at all. And adapting, it did feel right. 00:32:59.559 --> 00:33:02.980 And that's why. And it's hard when you're new 00:33:02.980 --> 00:33:05.730 to it all in terms of, you know, work. we've 00:33:05.730 --> 00:33:07.869 had different jobs before and we've always worked 00:33:07.869 --> 00:33:10.869 with SEND children but we jumped into it with 00:33:10.869 --> 00:33:13.869 two feet did all our training so you learn every 00:33:13.869 --> 00:33:16.589 day don't you in this job so I think it was hard 00:33:16.589 --> 00:33:19.049 for us to turn around and go I don't agree with 00:33:19.049 --> 00:33:21.049 that it was so hard to voice that. I do think 00:33:21.049 --> 00:33:23.329 neurodivergent adults and you mentioned about 00:33:23.329 --> 00:33:25.730 ADHD and autism and me and Sammy are neurodivergent 00:33:25.730 --> 00:33:28.869 as well I do think part of being neurodivergent 00:33:28.869 --> 00:33:31.769 is to question to think outside of the box to 00:33:31.769 --> 00:33:36.210 not necessarily follow the path and to question 00:33:36.210 --> 00:33:39.910 and you know to yeah to think creatively about 00:33:39.910 --> 00:33:42.210 that and I do think maybe that's where you guys 00:33:42.210 --> 00:33:44.250 were at and I think that's what we were at as 00:33:44.250 --> 00:33:46.630 well is wait why are we doing this thing again 00:33:46.630 --> 00:33:49.490 almost like rebellious in a way I feel that rebellion 00:33:49.490 --> 00:33:52.730 in me as a neurodivergent adult yeah completely 00:33:53.850 --> 00:33:55.750 And sometimes in the workplace, it gets you in 00:33:55.750 --> 00:33:57.450 trouble. But when you're running your own business 00:33:57.450 --> 00:33:59.309 with these learners, it's actually such a great 00:33:59.309 --> 00:34:03.109 asset to think in a rebellious way and to think, 00:34:03.109 --> 00:34:06.210 wait, but why? Why are we doing that? Just because 00:34:06.210 --> 00:34:09.269 it's been done since the 70s. If you can answer 00:34:09.269 --> 00:34:12.710 the question why, which we found we could, that's 00:34:12.710 --> 00:34:14.670 why we carried on. Do you know, like if someone 00:34:14.670 --> 00:34:16.750 said, oh, you can't do it, it was like, yeah, 00:34:16.769 --> 00:34:18.889 but they're still benefiting the way that we're 00:34:18.889 --> 00:34:21.369 doing it. Yeah, they're safe, they're happy, 00:34:21.409 --> 00:34:24.489 they're learning, they're thriving. I couldn't, 00:34:24.489 --> 00:34:26.889 why can't we do that? I loved my teaching assistants 00:34:26.889 --> 00:34:28.610 for that, my brand new ones with no training 00:34:28.610 --> 00:34:30.469 that came in because they would be asking me 00:34:30.469 --> 00:34:32.909 why. And it would really, sometimes I could answer 00:34:32.909 --> 00:34:35.789 the question, but other times I couldn't. And 00:34:35.789 --> 00:34:38.349 I liked that because other times it really got 00:34:38.349 --> 00:34:41.750 me out of that stagnant, stuck intervention space 00:34:41.750 --> 00:34:44.349 of just because we always have was the answer. 00:34:44.750 --> 00:34:47.230 And it's just not good enough. And I think if 00:34:47.230 --> 00:34:49.590 we're constantly... You know, there's a lot of 00:34:49.590 --> 00:34:52.269 shift happening in the speech and language space 00:34:52.269 --> 00:34:55.550 right now with high -tech AAC and total communication, 00:34:55.909 --> 00:34:57.750 neuro -affirming language. There's a huge shift 00:34:57.750 --> 00:35:01.969 happening. And I feel like it's because there's 00:35:01.969 --> 00:35:03.849 all of these neurodivergent adults in this space 00:35:03.849 --> 00:35:07.150 asking, oh. Because we've already always done 00:35:07.150 --> 00:35:09.010 it like that. That doesn't make sense. Yeah. 00:35:09.070 --> 00:35:11.329 Why? I wouldn't want that to be done to me. So 00:35:11.329 --> 00:35:14.510 why? And we're questioning and asking. I think 00:35:14.510 --> 00:35:17.250 that's a really great thing. We're listening 00:35:17.250 --> 00:35:19.849 to autistic adults and their experiences and 00:35:19.849 --> 00:35:22.969 we're not wanting to repeat that. And I think 00:35:22.969 --> 00:35:25.030 that's a really, really great thing with everything, 00:35:25.150 --> 00:35:26.929 you know, not just speech and language sessions, 00:35:27.070 --> 00:35:28.269 which is what we're doing in sensory sessions, 00:35:28.349 --> 00:35:29.329 which is what we're talking about today, but 00:35:29.329 --> 00:35:31.789 everything just because something is evidence 00:35:31.789 --> 00:35:33.829 -based doesn't necessarily mean that it's compassionate 00:35:33.829 --> 00:35:39.880 or. right you've got to create new evidence as 00:35:39.880 --> 00:35:41.960 to why something else works and that's kind of 00:35:41.960 --> 00:35:44.940 where i think this is where it is we've got the 00:35:44.940 --> 00:35:48.460 evidence here that this new intervention has 00:35:48.460 --> 00:35:52.000 as is and there's no reason why we we need to 00:35:52.000 --> 00:35:55.579 say this if that makes sense that we know our 00:35:55.579 --> 00:35:57.260 well you know what we were doing before worked 00:35:57.260 --> 00:35:59.659 so much better well it didn't and the children 00:35:59.659 --> 00:36:02.579 are thriving in our sessions the sessions go 00:36:02.579 --> 00:36:06.849 this fast as well so for especially because we're 00:36:06.849 --> 00:36:08.889 heavily focused in mainstream schools which we 00:36:08.889 --> 00:36:12.210 adore is the fact that staff sometimes struggle 00:36:12.210 --> 00:36:14.949 to fill those sessions in terms of well I've 00:36:14.949 --> 00:36:16.389 tried that and they weren't engaged for very 00:36:16.389 --> 00:36:17.750 long then I tried that and they weren't engaged 00:36:17.750 --> 00:36:20.670 for very long and that's when you see the flatness 00:36:20.670 --> 00:36:23.349 coming from staff is that they're flat because 00:36:23.349 --> 00:36:24.969 they feel they've failed and all week it's in 00:36:24.969 --> 00:36:27.559 it you've not failed you've just Need to adapt, 00:36:27.699 --> 00:36:29.519 need to change that way again. The more you do 00:36:29.519 --> 00:36:31.559 it, the more it'll become the norm and you will 00:36:31.559 --> 00:36:33.599 just adapt. So what kind of activities are working 00:36:33.599 --> 00:36:36.440 really well for you? What are the most loved 00:36:36.440 --> 00:36:38.519 activities, your grab -and -go activities? If 00:36:38.519 --> 00:36:39.980 somebody's listening to this thinking, that's 00:36:39.980 --> 00:36:41.320 great and I've done level one training, but I 00:36:41.320 --> 00:36:43.460 just don't really know where to start. I know 00:36:43.460 --> 00:36:45.659 you're doing it in your space that you've got, 00:36:45.679 --> 00:36:46.900 in your centre that you've got, but you're also 00:36:46.900 --> 00:36:49.139 bringing stuff into schools as well. What's working 00:36:49.139 --> 00:36:53.159 well in all of those kind of situations? Definitely 00:36:53.159 --> 00:36:55.840 the edible stuff. Anything edible. It's huge. 00:36:56.320 --> 00:36:59.920 We have a ginormous blue suitcase, don't we? 00:37:00.000 --> 00:37:03.679 It's huge. It is huge. And in there is just whatever 00:37:03.679 --> 00:37:05.980 we find on that Monday before the week ahead, 00:37:06.139 --> 00:37:09.039 and edible, messy, anything like that. Although 00:37:09.039 --> 00:37:11.739 we have randomly put a tough tray of kind of 00:37:11.739 --> 00:37:13.840 like different fidgets, new fidgets, and because 00:37:13.840 --> 00:37:16.619 it's new and because they're sat around and they're 00:37:16.619 --> 00:37:18.480 waiting to see what else is coming out, they're 00:37:18.480 --> 00:37:20.760 all of a sudden regulating themselves by playing 00:37:20.760 --> 00:37:22.079 with the fidgets that are on the tough tray. 00:37:22.159 --> 00:37:24.300 It can be as simple as that. I mean, water's 00:37:24.300 --> 00:37:27.269 huge in it because we've got, socks off within 00:37:27.269 --> 00:37:29.550 seconds you've got shoes off within seconds but 00:37:29.550 --> 00:37:32.670 you can use sponges sometimes i've had i've had 00:37:32.670 --> 00:37:36.150 uniforms off and i'm like oh too much yeah sponges 00:37:36.150 --> 00:37:39.170 are huge as well they adore squeezing and tipping 00:37:39.170 --> 00:37:41.449 things with instant reactions really and some 00:37:41.449 --> 00:37:42.809 of that they're gonna have a cause and effect 00:37:42.809 --> 00:37:45.030 really we i don't know if you find that as well 00:37:45.030 --> 00:37:47.389 but our our children that we work with mainly 00:37:47.389 --> 00:37:49.989 there's the instant reaction it's huge for all 00:37:49.989 --> 00:37:52.250 of our children if there's no instant reaction 00:37:52.250 --> 00:37:55.250 sometimes it can take longer to engage them in 00:37:55.250 --> 00:37:57.389 an activity so anything that would cause an instant 00:37:57.389 --> 00:37:59.630 reaction a watering can you know things that 00:37:59.630 --> 00:38:02.050 would happen straight away something sound based 00:38:02.050 --> 00:38:07.170 or visual or yes yeah definitely especially just 00:38:07.170 --> 00:38:09.269 initially and then they can find their own way 00:38:09.269 --> 00:38:11.289 of playing with it yeah yeah definitely it's 00:38:11.289 --> 00:38:13.530 just that initial is that initial instant reaction 00:38:13.530 --> 00:38:16.369 and whether that's any activity we're doing and 00:38:16.369 --> 00:38:18.409 we learn from them as well we might have it set 00:38:18.409 --> 00:38:20.590 up a certain way and have a plan of how we're 00:38:20.590 --> 00:38:22.630 going to do it and then they'll end up using 00:38:22.630 --> 00:38:25.949 it And that's kind of the point, isn't it? Is 00:38:25.949 --> 00:38:28.429 actually they do have better ideas than us. So 00:38:28.429 --> 00:38:30.130 why aren't we listening, following their way 00:38:30.130 --> 00:38:33.969 of play? So, yeah, so I do it so often. I would 00:38:33.969 --> 00:38:35.690 have an idea of, oh, yeah, they're going to really 00:38:35.690 --> 00:38:37.369 love that. And then all of a sudden they learn 00:38:37.369 --> 00:38:40.349 that slinky is a classic one. Oh, yeah, we'll 00:38:40.349 --> 00:38:42.409 use the slinky and we'll, I don't know, do bubbles 00:38:42.409 --> 00:38:43.849 or whatever. And actually they just wanted to 00:38:43.849 --> 00:38:45.710 spin it around and they were loving it and thinking, 00:38:45.769 --> 00:38:48.710 yeah, that is more fun. You had a way better 00:38:48.710 --> 00:38:52.130 idea. So yeah, it's all of that, isn't it? It's 00:38:52.130 --> 00:38:54.650 following their lead. And if they're choosing 00:38:54.650 --> 00:38:56.230 to use it that way, then it probably is more 00:38:56.230 --> 00:38:58.190 fun. Well, we've tried it and it is more fun 00:38:58.190 --> 00:39:05.230 when they're doing it. Yeah, I love that. That's 00:39:05.230 --> 00:39:07.449 really great. If people are listening and wanting 00:39:07.449 --> 00:39:10.650 to learn more about our space, then where can 00:39:10.650 --> 00:39:12.530 they, if they're local to you, where can they 00:39:12.530 --> 00:39:16.210 go to find out more? So we're huge on our social 00:39:16.210 --> 00:39:18.909 media. Like we're huge. We're constantly on TikTok, 00:39:19.269 --> 00:39:21.989 Instagram and Facebook. So just typing in our 00:39:21.989 --> 00:39:25.670 space, we've got a website, ourspace .org. So 00:39:25.670 --> 00:39:28.550 they can literally go onto the internet and social 00:39:28.550 --> 00:39:32.039 media and find us so easily and message us. think 00:39:32.039 --> 00:39:33.760 it's really important to share we don't keep 00:39:33.760 --> 00:39:35.960 our ideas to ourselves we want them out there 00:39:35.960 --> 00:39:38.380 and so we share as many ideas as we can all the 00:39:38.380 --> 00:39:41.940 time we share our wins but we also share our 00:39:41.940 --> 00:39:44.639 fails you know so anything to make it really 00:39:44.639 --> 00:39:46.480 we just want to be quite relatable do you know 00:39:46.480 --> 00:39:49.039 what I mean and not stood there with a clipboard 00:39:49.039 --> 00:39:50.599 and this is how you should do it we want you 00:39:50.599 --> 00:39:53.079 to be able to come on that's not reality is it 00:39:53.079 --> 00:39:54.800 no and we want you to be able to come on our 00:39:54.800 --> 00:39:57.559 social media and actually think i had a rubbish 00:39:57.559 --> 00:40:00.159 day today and have a little look and think right 00:40:00.159 --> 00:40:01.900 i've got a bit of excitement again for tomorrow 00:40:01.900 --> 00:40:03.860 now that's what that's what we try and bring 00:40:03.860 --> 00:40:06.880 in our cpd and things is the excitement to the 00:40:06.880 --> 00:40:08.780 team again a lot of the stuff you already know 00:40:08.780 --> 00:40:12.289 you know it you know what you're doing it's confirmation 00:40:12.289 --> 00:40:15.650 it's excitement and it's building the the excitement 00:40:15.650 --> 00:40:17.250 for these children again because a lot of the 00:40:17.250 --> 00:40:19.389 time they become very flat oh it's just not worked 00:40:19.389 --> 00:40:21.550 we can't do it so i think our socials definitely 00:40:21.550 --> 00:40:24.289 do that so that's where you'd find even if you're 00:40:24.289 --> 00:40:26.710 not local to them you can benefit from following 00:40:26.710 --> 00:40:29.849 our space on social media for sure and then local 00:40:29.849 --> 00:40:35.070 schools and and parents yes to west Yeah, West 00:40:35.070 --> 00:40:37.409 York. So yeah, we're in Bradford area. And I 00:40:37.409 --> 00:40:39.190 mean, won't mean anything to you, but we're based 00:40:39.190 --> 00:40:41.429 at Bradford Bulls, which anyone's watching that 00:40:41.429 --> 00:40:42.849 lives in Bradford will know Bradford Bulls. So 00:40:42.849 --> 00:40:45.030 we're based there. The local schools around there. 00:40:45.170 --> 00:40:48.170 The aim is, of course, to go further afield and 00:40:48.170 --> 00:40:51.789 to be supporting as many family and schools as 00:40:51.789 --> 00:40:54.570 possible, really, with what time we've got. as 00:40:54.570 --> 00:40:57.190 well so yeah that's that's the aim and as well 00:40:57.190 --> 00:41:00.110 to get more of us in the schools and them to 00:41:00.110 --> 00:41:02.070 be doing exactly what we're doing like we've 00:41:02.070 --> 00:41:05.429 said before it's you are so far from us but someone 00:41:05.429 --> 00:41:07.369 somewhere in between that's speaking the same 00:41:07.369 --> 00:41:09.550 as we do and would be just amazing wouldn't it 00:41:09.980 --> 00:41:12.320 Absolutely, because we all need our space. We 00:41:12.320 --> 00:41:14.639 all do. Amazing. Thank you so much, ladies, for 00:41:14.639 --> 00:41:18.539 sharing so openly and honestly about your journey 00:41:18.539 --> 00:41:21.360 in learning. And we're all continuing to learn, 00:41:21.400 --> 00:41:23.579 aren't we, and improve. And I love that we can 00:41:23.579 --> 00:41:25.260 collaborate and work together in this way. Like 00:41:25.260 --> 00:41:28.940 you said beautifully, social media is about sharing 00:41:28.940 --> 00:41:31.880 and collaboration and we're stronger together. 00:41:32.219 --> 00:41:35.179 And that's what this podcast is about. the social 00:41:35.179 --> 00:41:37.000 media is about and we can all be sharing ideas 00:41:37.000 --> 00:41:39.119 because ultimately we all just want the best 00:41:39.119 --> 00:41:41.800 for these learners yeah and that's what it's 00:41:41.800 --> 00:41:43.320 all about if you want to find out more about 00:41:43.320 --> 00:41:45.559 rice therapy then i'll leave the links down to 00:41:45.559 --> 00:41:47.760 that below as well as well as i'll leave the 00:41:47.760 --> 00:41:50.480 our space website as well thank you bo thank 00:41:50.480 --> 00:41:50.679 you