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Maggie Banks Eveline Chan Katherine Vezza Partnership Nurseries Forum

Maggie Banks Eveline Chan Katherine Vezza Partnership Nurseries Forum 19 th / 21 st February 2019. Today we will……. Review GIRFEC to set the context. Take a closer look at staged intervention. Give you the opportunity to discuss how you support children at each stage.

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Maggie Banks Eveline Chan Katherine Vezza Partnership Nurseries Forum

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  1. Maggie Banks Eveline Chan Katherine Vezza Partnership Nurseries Forum 19th / 21st February 2019

  2. Today we will…… • Review GIRFEC to set the context. • Take a closer look at staged intervention. • Give you the opportunity to discuss how you support children at each stage. As a result everyone will…. • Understand Staged Intervention. • Understand how to support children at each stage.

  3. Running groups for children and young people

  4. Advice / consultation for parents

  5. Counselling children and young people

  6. Research

  7. Evidence-BasedPractice

  8. Contributing to national practice I’d like to introduce our next speaker, here to speak about the phenomenon of deja vu

  9. Diagnostic Labelling You’ll have to excuse George: he suffers from perfectly normal child disorder

  10. National Practice Model

  11. Every Child is Included and Supported • Glasgow guidelines for implementing GIRFEC policy. • Available at: • https://www.glasgow.gov.uk/index.aspx?articleid=19456

  12. Staged Intervention Level of Support:Multi-agency involvement (Social Work, Health, CAMHS). Level of Support:Resources external to establishment but within education services (Ed. Psych., EAL) Level of Support:Within establishment resources (SfLW , other staff member). Level of Support:In class resources/support (Adjustment to environment/curriculum/ learning/teaching).

  13. Higher.. Lower….. • Will put up a scenario on slide. • What stage do you think this child is at?

  14. Maggie has autism and needs a lot of preparation when she is going to experience any changes to her routines. Staff use visuals throughout the nursery and also have a visual timetable specifically for Maggie. She is going to school after the summer and an EP is involved in supporting nursery, school and family to make this a positive transition. This has involved designing a communication passport, meeting with school staff, and arranging extra visits to school.

  15. Carole can be anxious in nursery and staff feel her family struggle to meet her needs. The nursery have set up a nurture corner and Carole attends this for part of her session with a small group of other children. She is beginning to trust the keyworker now and explore the nursery further during the rest of the session.

  16. Katherine is an asylum-seeker. She and all her family are new to English. All areas of the nursery are labelled with photos, and staff carry lanyards with photos, which helps Katherine to communicate her needs. All nursery communication is available in alternative languages. The nursery library is stocked with bilingual books.

  17. Barry’s parents are splitting up and Barry often seems angry at nursery and hits out at the other children. All nursery staff recently trained in PAThS and Barry now enjoys practising ‘doing turtle’ when he is angry, which is stopping him from hitting out at much.

  18. Stephanie has epilepsy and is visually impaired. The VI team are coming out to nursery to advise on changing the environment to make it easier for Stephanie to get around. They are also providing some resources such as a lightbox. Two members of staff are having epilepsy training from Stephanie’s medical team.

  19. Eveline has a language delay. All areas of the nursery are labelled with photos, and staff carry lanyards with photos, which helps all children to communicate her needs. Nursery staff give Eveline instructions using reduced language and cue her in first with her name e.g. ‘Eveline, snack’ and ‘Eveline, sit’. Staff always observe the ‘6 second rule’ with Eveline, giving her plenty of time to respond without repeating or rephrasing questions.

  20. GPS Supports at Each Stage… EY JST LC-JST Part of multi-agency team around child Support transitions, support collaborative assessment, wellbeing interventions Inclusion Support and Development Group Nurture training Seasons for Growth training SIIM All Behaviour is Communication LCFE SIIM Coach/consult models eg. VERP

  21. Tabletop Discussions • Within your groups, share what you have in place to support children at each stage. • Write each practice on a yellow post-it note and add to our Staged Intervention triangle. • Use pink post-it notes to record areas where you need further information / support / training / practice.

  22. DPP APP DPP SEP + main grades SEP + main grades S NE SEP + main grades SEP + main grades SEP + main grades SEP + main grades 50% LIG-based 50% other 1 EP to 5031 children 0-24 years LAAC children DPP SEP + main grades SEP + main grades NW

  23. DPP APP DPP EY Lead Carole Edgerton 276 2070 EY Leads Maggie Banks Eveline Chan 276 2170 S NE 1 EP to 5031 children 0-24 years LAAC children EY Leads Stephanie Allan Katherine Vezza 276 3270 NW

  24. https://blogs.glowscotland.org.uk/glowblogs/glasgowpsychologicalservice/https://blogs.glowscotland.org.uk/glowblogs/glasgowpsychologicalservice/

  25. https://www.glasgow.gov.uk/index.aspx?articleid=17856

  26. No-one leaves until they’ve done their evaluation!!!!Thank you for your time

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