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Presentation to BESD IDP Leaders SEBD Team Children’s Services. Department of Children’s Services. Today’s Session - AIMS. By the end of the session participants should: Have an overview of how the BESD IDP model and resources for training staff can be used in their own school
SEBD Team Children’s Services
Department of Children’s Services
By the end of the session participants should:
Have an overview of how the BESD IDP model and resources for training staff can be used in their own school
Have an emerging plan for the organisation of the training in their own school.
The IDP is training for all staff working with children and young people to give them foundation level knowledge about BESD.
The IDP is about improving Quality First Teaching (QFT) and other provision to include children and young people with BESD.
The IDP is about demystifying child and adolescent mental health so that every professional can understand their role in supporting children and young people with BESD.
The IDP is not training on everyday behaviour or classroom management.
The IDP is not specialist training on working with pupils with Behavioural, Emotional and Social Difficulties.
The IDP is not only for the SENCo or SEN department.
DVDs including handbook was sent to all schools
Also available on-line http://www.nsonlne.org.uk/node/327855
Any CPD programme in school seeking to improve quality first teaching should consider this resource as part of that provision
Evidence from school’s ongoing monitoring and tracking may identify the need to improve the progress of pupils with BESD.
Staff may identify this as an area for their own professional development. (See IDP BESD links with Professional Standards )
help you identify confidence level of staff
help you prioritise IDP activities for school improvement in the area of pupils with SEN and BESD
provide baseline information about the perceived skills and knowledge of your staff against which to measure any gains
Found in in the library section
File 5.1: Self-evaluation checklist for the learner
(See also hard copyin pack)
(see ‘Key elements of Effective CPD’ located on page 7-8 of the accompanying booklet inside your DVD case)
Information / Guidance notes for leadership teams
Section for School Leaders
…and it needs to be addressed at the following levels:
Whole-school ethos and policies
Classroom practice, climate for learning and quality first teaching
Evidence based interventions where the progress of the pupil is monitored and which is delivered by appropriately trained staff
Is the desired ethos of the school shared with all stakeholders?
How does the whole-school CPD programme ensure that all staff have appropriate skills to meet the needs of pupils with a range of special education needs (SEN) and disabilities?
How is your Disability Equality Scheme reviewed, updated and shared with staff and parents?
How does the school monitor the effectiveness of provision for and teaching of pupils with a range of SEN?
Is IDPlinked to any of your school’s current priorities?
Your view of staff confidence in supporting young people with BESD
Recent and planned CPD
Possible links with other schools/ settings
How do BESD develop?
Mandeep teaches Leanne and asks the question
BESD has many antecedents:
Early childhood experience is a major factor in the
development of BESD
There is a strong correlation between other SEN and BESD
Mental health problems often contribute to BESD
How can I improve provision in the
pupils with BESD?
How can I make better provision for pupils with BESD?
Zoe teaches Josh and asks the question
Is there a framework for the preparation, delivery and monitoring of quality first teaching?
Are high expectations and positive relationships at the heart of classroom practice?
Is there a common framework for supporting and reinforcing good behaviour in the classroom?
Do staff feel confident to meet the needs of a range of pupils with SEN in their classrooms, including BESD?
Are resources and approaches which support pupils with SEN such as the Inclusion Development Programme actively promoted through school development groups?
How can I support pupils with
What are the other sources of
Whole school approaches
Catering for an individual’s needs within the classroom is
part of Wave 1 provision.
Ensuring that there is adequate monitoring and additional
provision requires a well-coordinated whole school approach.
Implementation Action plans for school
All resources from today for you to use/ adapt
Further resources for staff