RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...

 
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
RISE NI Service Directory
        2019/2020

    Working and Learning Together
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Welcome to RISE NI Service Directory
RISE NI (Regional Integrated Support for Education in N.I.)
previously known as ACE Team in the SHSCT, is a service funded
by the DHSSPS Children and Young People’s Package. RISE NI
is a regional service comprised of five teams, one in each HSC
Trust. The teams were set up:

‘to reduce underachievement and improve life chances of children and young
people by enhancing their educational development and fostering their health,
wellbeing and social inclusion through the integrated delivery of the support and
services necessary to ensure that every child has the best start in life’ (Hain, 2006)

RISE NI aim to work in close partnership with schools in providing an accessible,
preventative, early intervention, transdisciplinary service to mainstream primary schools
and pre-school educational settings aimed at meeting the needs of children presenting
with difficulties in:

•            Social, emotional and behavioural

•            Speech, language and communication

•            Sensory processing, fine motor and visual perceptual

•            Gross Motor

The RISE NI Team in SHSCT is comprised of speech and language therapists,
occupational therapists, physiotherapists, behaviour therapists, clinical psychologist and
therapy assistants.

This directory has been devised as both a service reference document
for and to provide guidance on the content of training courses available
to schools. There will be regional variances in the model of
delivery within your area. Please note delivery of training
will depend on service demands and capacity at any
given time.
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Service Model

RISE NI works in partnership with schools using a tiered approach

                                        Universal Support

                                         Targeted Support

                                         Specialist Support

    Universal Support
    General training, advice and strategies for school staff and parents to enhance and enrich the
    development of all children.

    Targeted Support
    Targeted advice, consultation, training, class based and small group programmes.

     Specialist Support
     Assessment for children with persistent needs who have not responded positively to strategies and
     support already used in school.
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Overview of Services

TRAINING
At the ‘universal’ level of support offers a range of training days and shorter workshops
that can be accessed by all schools.. These are available for SENCOs, teachers and
classroom assistants and can be facilitated for a) whole school staff or b) small groups.

We encourage a whole school approach to training but there can also be benefits to small
group workshops and we will work with you to meet your specific training needs. We do
not have capacity to offer training to very small groups of staff and suggest that a minimum
of 10 people is a viable number to make the most use of our time. If you work in a small
setting, you may wish to consider clustering with colleagues from another school.

WHOLE CLASS/SMALL GROUP PROGRAMMES
At the ‘targeted’ level, the team provides a range of whole class and small group
programmes. Whilst whole class programmes will benefit the children in the class, the
primary aim of these programmes is to enhance the teacher and classroom assistant’s
knowledge of classroom strategies to support children with difficulties in the above areas.

The team models activities that can be implemented into classroom practice. It is therefore
essential that the teacher is present and involved in each session. A pre and post
programme consultation meeting / telephone call will be arranged with the teacher to
discuss the programme in detail.

Where there is more than one class in a year group, the team will run the programme in
one class only. Schools are asked to facilitate staff from the other classes in having the
opportunity to observe at least one of the sessions and to support the main teacher in
disseminating the learning to colleagues in their year group. We encourage staff to video
the sessions to help cascade the learning through the school.

Small group programmes are designed to target specific skills with children about whom
teachers may have some concerns but who do not require detailed assessment. School
staff must also be engaged in these sessions as it is expected that the modelled
activities will be carried over into the class setting. The activities and strategies modelled
will be transferrable to other children in the class or in the future.

Please note that parental consent is not required for whole class programmes as these are
seen as part of the general implementation of the curriculum. However, it is essential that
parental consent is obtained for children to be withdrawn from class for small group
programmes. It is the school’s responsibility to ensure that parental consent is obtained
and recorded. A sample consent letter is provided at the back of this booklet (page52)
however, you are welcome to draft your own school consent letter.

PARENT WORKSHOPS The team can also offer parent workshops designed to provide
practical activities they can use at home to support their children.
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Overview of Trainings and Whole Class Programmes

Universal Support               Targeted Support           Specialist Support

                                Specific Training
General Training                                            Specialist small
                              Attention & Listening            groups.
 Building Blocks of
  Development.              Sensory Processing in the      Will be provided for
                                   Classroom                 specific referred
                                                          children – Therapists
 Understanding and           Motor Skill Development      will discuss individual
  supporting child                                         needs with schools.
 development in the               Visuals for All
mainstream setting –
   OCNNI 9 week                Attachment training
Classroom Assistant
      Course                    Selective Mutism

                             Training using a Solihull
                                    Approach

                           Promoting Emotional Health
                                and Well-being

                              Promoting Children’s
                            Understanding in the Early
                                     Years

                           Promoting Children’s Use of
                           Language in the Early Years

                              Targeted Whole Class
                            programmes / Small group

                               Active Understanding

                                   Little Listeners

                                 Nursery Narrative

                                   Happy Hands
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Referral Guidance for Training and Whole Class
                       Programmes

All training and whole class programmes requests must be on a ‘Training Request
or Whole Class Programme’ form. See Appendix 1 and 2.

Why should school prioritise their requests for training?
We recommend that school prioritise training or whole class programmes referrals
accordingly to avoid disappointment, due to the high demand for services within RISE NI,
training requests may be prioritised according to need and previous training delivered
within the school. (If training has been delivered in last 2 years it will not generally be
repeated.) If a high level of referrals are received by a single school then the school lead
RISE NI worker will discuss how best to meet your needs over the coming year and agree
the schools priorities.

Where there is more than one class in a year group, the team will run the programme in
one class only. Schools are asked to facilitate staff from the other classes in having the
opportunity to observe at least one of the sessions and to support the main teacher in
disseminating the learning to colleagues in their year group. We encourage staff to video
the sessions to help cascade the learning through the school.

Why do Teachers need to be involved in whole class programme?
As our whole class programmes are capacity building we require teachers to take an
active part in all sessions. Resources will be shared. Because of this, and due to limited
resources, we do not deliver the same programme to the same class in concurrent years.

The team models activities that can be implemented into classroom practice. It is therefore
essential that the teacher is present and involved in each session. A pre and post
programme consultation meeting or telephone call can be arranged with the teacher to
discuss the programme in detail.

What are our safeguarding procedures?
Due to the topics covered in RISE NI whole class programmes, children can make
comments and/or disclosures which may highlight child protection issues – in this case the
comments are discussed with the class teacher and teachers will be advised to speak to
the Child Protection Teacher.

“The Trust has a legal responsibility and duty under the Safeguarding Board Act (Northern
Ireland) 2011 to implement effective systems to safeguard children and young people
through effective multi-disciplinary and inter-agency partnerships

Any referral received but not availed of within the school year will be closed and
schools will be encouraged to reapply for the forthcoming year, this will help to
ensure their training needs are appropriate and up to date.
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Content

                                                          Page
                             GENERAL TRAINING              No
Building Blocks of Development                              1

Understanding and Supporting Child Development             2
In the Classroom (OCNNI)

Ready to Learn                                             3

                              TARGETED TRAINING
Motor Skills Development                                   4

Sensory Processing in the Classroom                        5

Pre writing skills                                         6

Visuals for All                                            7

Rich Communication Nursery Environment                     8

Attachment training                                        9

Selective Mutism                                           10

Promoting Emotional Health and Well-being                  11

Training using a Solihull Approach                         12

Receptive Language                                         13
Promoting Children’s Understanding in the Early Years

Expressive Language:                                       14
Promoting Children’s Use of Language in the Early Years

                  TARGETED WHOLE CLASS PROGRAMMES
                          (Preschool / Nursery)
Active Understanding                                       15

Little Listeners                                           16

Nursery Narrative                                          17

                                                           18
Happy Hands

                               PARENT TRAINING
Motor Skills Development                                   19

Understanding Early Childhood Worry and Anxiety            20
Ready to Learn                                             21
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
Booking and contact details:

You can contact the RISE NI SHSCT Service Co-ordinator to discuss your training /
programme needs, or can book directly by phone or e-mail:

RISE NI SHSCT
Hill Building
St. Luke’s Hospital Site
Loughgall Road
Armagh
BT61 7NQ
Tel: 028 37564293
Email: rise.ni@southerntrust.hscni.net

The team will be contact you directly to confirm successful booking of any training requests
made. The team aims to be flexible and responsive to your training needs. If you feel the team
may be able to help with training in an area not already identified in this directory please feel
free to contact us to discuss your request and we will do our best to support you.

Please note that all courses are subject to staff availability.
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
GENERAL TRAINING

Building Blocks of Development

This is a transdisciplinary training programme will increase participants:

      Knowledge of the holistic approach to child development
      Practical application of child development
      Inventory of strategies and activities impacting in the classroom

The training will be delivered by two professionals from the team.

Content:

The following developmental areas will be explored in relation to their educational
impact and how they interlink with each other:

           Social, emotional and behavioural development
           Sensory-motor development
           Visual perceptual skills
           Speech, language and communication skills
           Nutrition

Designed for:        SENCos, teachers and classroom assistants in nursery and
                     mainstream primary settings. We encourage a whole school
                     approach through our training.

Venue:               Own School / Teacher centre

Dates:               On request

Duration:            One three hour or two 1½ hour sessions

                                           1
Understanding and Supporting Child Development
in the Classroom

 RISE NI would like to offer all Classroom Assistants the opportunity to participate in
 the following training:

 ‘Understanding and Supporting Child Development in the Classroom’

     The course aims to develop the knowledge and skills of classroom assistants on
     how best to support children with developmental difficulties in the classroom
     including:

           social, emotional and behaviour
           sensory
           speech, language and communication skills
           gross and fine motor skills
           visual perception

       Participants can gain accreditation through Open College Network Northern
        Ireland (OCNNI)
       The training is provided free of charge but there is a cost of £30.00* per
        participant to cover administration and the accreditation with OCNNI.

 Duration: Nine two hour sessions. Participants will complete a portfolio.

 Please contact us at rise.ni@southerntrust.hscni.net or
 028 375 64293 with an expression of interest.

 (*Price correct at the time of printing but may be subject to
 change)
Ready to Learn

The Ready to Learn Programme is a workshop designed to support education staff to
deliver key messages to parents. This may be delivered in conjunction with the
Education Authority’s ‘Getting Ready to Learn’ programme.

Content:

   The programme will explore the following areas:

           Staying alert in school (includes sleep, attention and screen time)
           Speech, language and communication
           Motor skills and sensory awareness
           Resilience and self esteem
           Behaviour

Designed for:     All preschool staff, Nursery Staff, Teachers and Assistants in
Mainstream Primary School (Primary 1).

Venue:                Teacher centre

Dates:                On request

Duration:             2 hour session
TARGETED TRAINING

Motor Skills Development

 Motor skills are the building blocks on which more complex skills are developed.
 They are essential for all activities within the school day, from handwriting, self-care
 and P.E. to maintaining an upright seated position and attention. Therefore, well-
 developed motor skills are essential for children to fully access the curriculum.

 This is a training delivered by a physiotherapist or occupational therapist and is
 designed to help teachers support normal gross and fine motor development for
 children within their class. This session will provide:

     Increased understanding of normal motor development milestones
     Increased understanding of the elements of gross and fine motor skills and
      how these play a vital role in allowing children to participate in all aspects of
      school.
     Fun exercise ideas and practical strategies to promote normal development of
      motor skills
     Opportunity to discuss concerns / experiences

 Designed for:        SENCos, teachers and classroom assistants in nursery and
                      mainstream primary settings. We encourage a whole school
                      approach through our training.

 Venue:               Own school

 Dates:               On request

 Duration:            2 hours
Sensory Processing in the classroom

Processing sensory information is a fundamental skill which our brains are doing every
minute of every day from before we were even born. Sensory input tells us where we are
in relation to the world, where our body parts are and what they are doing, whether we
are in a dangerous situation or safe. Sensory processing enables us to behave in a way
appropriate to the environment we are in.

Some children have difficulty processing sensory information received from their senses.
This can affect their motor co-ordination and/ or behaviour. This course explains the
sensory processing theories behind: typical sensory processing, motor co-ordination and
sensory modulation and the impact these can have on a child’s ability to learn.

This training can be delivered collectively or split into two main areas:

         1. Sensory processing and how it affects behaviour
         2. Sensory processing and how it affects coordination

Content:

    Increase knowledge of normal sensory processing.
    Help understand how sensory processing can present as ‘behaviour’ in the
     classroom.
    Assist understanding of how sensory processing can affect motor co-ordination.
    Impart strategies to support sensory regulation within the classroom to maximise
     learning.

Designed for:         SENCos, teachers and classroom assistants in pre-school and
                      mainstream primary settings. We encourage a whole school
                      approach through our training.

Venue:                Own School

Dates:                On request

Duration:             2 hours (including practical)
Pre Writing Skills

Learning to print or write is one of the most complex motor skills a child will
develop. The building blocks of using a writing tool start to develop between 1 and 2
years of age. Becoming an efficient writer will allow the child to express their
thoughts and ideas easily and clearly. Children with writing problems are at much
higher risk for poor self-esteem, frustration in school, and academic failure.

Learning to write is perceived to be one of the major occupations of early childhood.
This intricate and complex process is one of the child’s first tasks in an academic
setting. (Cunningham, 1992)

This is a transdisciplinary training programme designed to increase participants:

      Knowledge of pre-requisite motor, perceptual and sensory skills required for
       handwriting
      Knowledge of environmental factors which impact on pre-writing
      Confidence in using sensory motor approach and strategies to develop
       prewriting skills within the pre-school/nursery environment

Content:

The programme provides an overview of the following areas of handwriting:

    Motor skills
        o Muscle tone
        o Postural control
        o Reflex integration
        o Dexterity
    Sensory skills
    Visual perceptual skills
    Pencil grasp

There will be opportunity to discuss pre-writing challenges with an occupational
therapist.

Designed for:       Pre-school educational setting staff

Venue:              Own pre-school setting / cluster

Dates:              On request

Duration:           2 hours
Visuals for All

“Please show me how to do something rather than just telling me” (Ellen Notbohm,
2008)

Have you ever wondered how you can use simple, inexpensive but yet effective
resources to help children learn while enhancing teaching in a busy classroom
environment? It is estimated that some 25% of children and young people
experience a barrier to learning at some time in their school career. Consequently, a
mainstream teacher may have a variety of learning needs to address within the
class.

The use of visual strategies is an invaluable tool for developing communication and
helping with understanding. Many children learn and understand more easily when
things are presented visually. These strategies are portable and can be used in the
classroom situation or any other school environment. This training session aims to
address how educators and support staff can implement the use of visuals into
everyday teaching for all children to enhance learning, organisational skills,
classroom management and become independent learners.

 Content:

       Gain an understanding of how powerful and often underestimated visual
        supports can be, in helping all children to learn and access the curriculum
       Demonstrate the implementation of a range of visual strategies and resources
        with children with a variety of needs and difficulties
       Devise a range of visual strategies suitable for individual, small groups and
        whole class situations.

Designed for:

All preschool staff, Nursery Staff, Teachers and Assistants in Mainstream Primary
School (Y1 – Y4)

       **Please note: this training is not available till term 2 and 3
Understanding Attachment in the Classroom

A child’s social and emotional development is greatly shaped by the experiences and
relationships they have with significant adults, particularly their parents but also
teachers. This in turn can have major impact on behaviours that we may see within
the classroom and a child’s ability to engage in learning.

The aim of this training is to provide an overview of Attachment theory to help
teaching staff gain a better understanding of the behaviours they may experience
within their classroom and to consider ways they can help and support children.

This workshop will enable participants to:

    Understand underlying reasons for a child’s behaviour in the context of
     attachment experiences.
    Understand different attachment patterns and how this may present in the
     classroom.
    Gain knowledge of strategies and ideas to support pupils in the classroom
     who may have difficulties related to attachment.

Designed for:       SENCos, teachers and classroom
                    assistants in nursery and
                    mainstream primary settings. We
                    encourage a whole school
                    approach through our training.

Venue:              Own School

Dates:              On request

Duration:           3 hours
Understanding Selective Mutism

 Selective mutism is a condition in which a child consistently does not talk to, or in
 front of, certain people despite speaking freely in other situations. It can often be a
 misunderstood, and school staff may be unsure how best to support children
 presenting with selective mutism. It is important for these children to feel safe in the
 school and classroom environment.

 This training, based on the work of Maggie Johnson & Alison Wintgens, will increase
 school staff general awareness and understanding of Selective Mutism and provide
 introductory guidance on how best to support children with such difficulties within
 school.

 Content:

 This workshop will:

     Provide staff with an overview of Selective Mutism and factors that may
      contribute to Selective Mutism
     Provide strategies and tips to help support these children

 Designed for:         SENCos, teachers and classroom assistants in pre-school and
                       mainstream primary settings. We encourage a whole school
                       approach through our training.

 Venue:                Own school

 Dates:                On request

 Duration:             2 hours
Promoting Emotional Health and Wellbeing in Schools

 Emotionally healthy children and young people are better able to take advantage of
 opportunities to learn and develop, thus maximizing their educational achievement. It
 is therefore vital that schools view the promotion of emotional health and wellbeing
 as integral to their role in educating children (Department of Education, 2018).

 Content:
 This training will provide teachers with practical advice and strategies to reinforce
 social emotional learning in the classroom and to promote the emotional health and
 wellbeing of their pupils. It will look at specific strategies and activities for:

                 Promoting self-esteem and confidence
                 Promoting emotional awareness and emotional regulation
                 Promoting empathy and friendship skills
                 The use of mindfulness-informed activities in the classroom

 Designed for:       SENCos, teachers and classroom assistants in pre-school
                     settings and mainstream primary schools. We encourage a
                     whole school approach through our training.

 Venue:              Own school

 Dates:              On request

 Duration:           2 hours
Social, Emotional and Behavioural Difficulties using the
Solihull Approach

The Solihull Approach was developed in Solihull in 1996 initially as a result of
partnership working between professionals in Solihull working with families in the
community (health visitors) and CAMHS (Child and Adolescent Mental Health
Service). The work has since expanded to include a wide range of practitioners
across professional groups and agencies throughout the UK.

Content

This training provides an awareness of the framework of the Solihull Approach model
for:
      understanding your pupils’ behaviour,
      To help your pupil to learn.
      Understand how relationships affect behaviour.
      Understand the importance of relationships for brain development

It provides a ‘framework for’ thinking’ when learning about behavioural techniques, to
enable practitioners to apply their knowledge of behavioural techniques more
effectively through understanding their pupils’ behaviour. It should aid an
understanding how the relationship can help your pupil ‘upregulate’ or ‘downregulate’
their emotional level in order to be in a better state to learn.

Please contact your local RISE NI Service in relation to this programme

     **Please note: this training is not available till term 2 and 3
Rich Communication Nursery Environment

 This is an overview of speech & language development in nursery aged children. It
 outlines how children with speech and language difficulties present in the pre-school
 setting as well as offering strategies and activities to promote these skills.

 Content:

 The training session will enhance staff’s understanding and knowledge of:

     Development of speech, language and communication skills
     The importance of communication in accessing the curriculum
     How children with speech, language and communication difficulties present in
      the pre-school setting
     Strategies to enhance a language rich environment
     Resources to use in the nursery to aid language development

 There will also be opportunities to discuss any concerns with a speech and language
 therapist.

 Designed for: Pre-school educational setting staff

 Venue:       Own pre-school setting / cluster

 Duration:    1½ to 2 hours

 Dates:       On request
Receptive Language
    Promoting Children’s Understanding in the Early Years

Understanding of language (receptive language) is vital for children to access the
curriculum. Receptive language difficulties can have a long-term impact on children’s
social and academic development. Early identification and support can minimise this risk
and there are many strategies that can be applied easily in the school setting to help
these children.

Content:

This session aims to give participants knowledge of:

    The processes involved in understanding language
    Appropriate frameworks which can be used to identify and support children with
     receptive language difficulties e.g. Information Carrying Words (ICW)
    Classroom activities to support receptive language skills

Designed for:

   All preschool staff, Nursery Staff, Teachers and Assistants in Mainstream Primary
                                     School (Y1 – Y2)

     **Please note: this training is not available till term 2 and 3
Expressive Language:
  Promoting Children’s Use of Language in the Early Years
                                           3

Many children have difficulties using language to express their preferences, thoughts,
feelings, opinions and take part in small group or whole class discussions. Expressive
language includes many components that can be supported easily through classroom
activities and strategies.

Content:

This session aims to give participants knowledge of:

    The components of expressive language
    How to identify children with expressive language difficulties
    Practical activities and strategies to support expressive language skills in the
     Early Years

Designed for:

All preschool staff, Nursery Staff, Teachers and Assistants in Mainstream Primary
School (Y1 – Y2)

     **Please note: this training is not available till term 2 and 3
WHOLE CLASS PROGRAMMES

Active Understanding

 This is a transdisciplinary whole class programme targeting language and motor
 skills and delivered with pre-school staff in small groups.

 The programme will:

     Increase staff confidence in the identification of children with receptive
       language difficulties.
     Model language enrichment strategies and activities which can be smoothly
       integrated into the nursery environment in line with the curriculum.
     Provide staff with strategies and activities to improve children’s ability to
       understand language and follow instructions
     Provide staff with activities to continue to develop children’s understanding of
       vocabulary within the nursery environment
 The content of these group sessions will focus on demonstrating a multi-sensory
 approach to supporting children who have difficulty with the following;

            Understanding language
            Following instructions
            Planning a motor response to a verbal instruction

 The staff will be provided with a follow up activity each week to repeat with the class
 before the next scheduled session.

 This is a 4 week group programme of 1 session per week; this will be divided into
 approximately 15 minute sessions per small group. Ideally these groups will be
 carried out in a quiet room but can be adapted to suit the pre-school setting if
 required. The group will be run so each member of staff can be involved.

 Designed for:         Pre-school children

 Venue:                Own pre-school setting

 Dates:                On request

 Duration:             No more than 1 hour per session

 Number of Participants: Whole class programme delivered in small groups (up to 6

 children per group.) A pre-school staff member must be present for each group.
Little listeners

This is a transdisciplinary whole class programme delivered in small groups, tailored
for the pre-school setting.

The programme will:

        develop pre-school staff’s understanding of attention and listening
         difficulties.
        model a range of multi-sensory strategies and activities to promote
         attention and listening skills within the pre-school environment.

The staff will be provided with a follow up activity each week to repeat with the class
before the next scheduled session.

This is a 4 week group programme of a 1 hour session per week; which will be
divided into 15 minute sessions per small group. A quiet room is required for this
programme.

The group’s purpose is to demonstrate strategies and activities which can be used
within the pre-school setting, therefore a staff member must remain with the group in
order to increase skills and carryover of activities.

Designed for:        Children in pre-school settings

Venue:               Own pre-school setting (quiet room)

Dates:               On request

Duration:            4 x 1 hour weekly sessions

Number of Participants: Whole class programme
delivered in small groups (up to 6 participants per group).
A pre-school staff member must be present for each
group.
Nursery Narrative

Narrative and storytelling play an important role in communication and social
interaction skills. This transdisciplinary programme models activities and strategies
which can be applied to both real and made up stories. These strategies help the
children organise their thoughts to allow the story to make sense.

Content

A station within the pre-school setting will be set up to which all children within the
class can attend throughout the session. No more than 6 pupils should be at the
station at any one time. The group’s purpose is to demonstrate strategies and
activities which can be used within the pre-school setting therefore a staff member
must remain with the group in order to increase skills and carryover of activities.
It is an inclusive programme for all abilities allowing children to develop at their pace.
Children are able to have a conversation around things of mutual interest in an
atmosphere of respect and relaxation. Props and drawings may be used to enhance
the communication.

The programme will:

        Provide pre-school staff with ideas and strategies for enhancing
         expressive language skills at differentiated levels.
        Promote shared, sustained thinking
        Promote expressive language skills
        Encourage functional communicative interactions
        Help the child organise their own thoughts
        Promote confidence in children through a feeling of being listened to
        Help children feel included, secure and valued

Designed for: Pre-school children

Venue:     Own pre-school setting

Duration: 45 minutes for 4 consecutive weeks

Dates:     On request
Happy Hands

This is a small group programme designed to target those children in the nursery
setting who have underdeveloped fine motor skills which impacts their ability to
engage fully in accessing the nursery curriculum. Fine motor skills are impacted by
our gross motor skills, our sense of touch, visual skills and previous experience of
fine motor tasks which result in some children avoiding tasks they find difficult like
arts and crafts or using scissors. The programme will work in partnership with the
nursery teacher or classroom assistant to demonstrate the range of skills required to
use our hands and uses active participation of the children to demonstrate activities,
resources and strategies which allow a task to be graded relevant to a child’s ability
level.

The programme will

    Demonstrate basic gross motor activities required for fine motor skill
    Demonstrate visual activities required for fine motor skills
    Demonstrate sensory activities that are required for fine motor skills

Designed for:        Pre-school children

Venue:               Own pre-school setting (One table made available)

Dates:               On request

Duration:            4 x 30-45 minute weekly sessions
PARENT TRAINING

Motor Skills Development

Motor skills are the building blocks on which more complex skills are developed.
They are essential for all activities within the school day, from writing, self-care and
physical activity to maintaining an upright seated position and the ability to
concentrate. Therefore, well-developed motor skills are essential for children to fully
access the curriculum.

This training is delivered by a physiotherapist or occupational therapist and is
designed to help parents or carers to support normal gross and fine motor
development for their children.

The workshop will provide:

      Information on normal motor development milestones

      Information on the elements of gross and fine motor skills and how these play
       a vital role in allowing children to participate in all aspects of school education.

      Fun exercise ideas and practical strategies to promote normal development of
       motor skills

      Opportunity to discuss concerns / experiences.

Designed for:        Parents/carers of children in primary school settings

Venue:               Own school

Dates:               On request

Duration:            1 hour
Understanding Early Childhood Worry and Anxiety

This is a parent training programme designed to provide parents with information
about typical childhood worries and basic strategies to promote their child’s
emotional wellbeing and confidence, and reduce worries and anxieties.

Content:

The programme provides an overview of the following areas:

      Normal Worry & Anxiety
      Typical childhood fears
      Anxiety Disorders in childhood
      How to build confidence and resilience in children
      Strategies to manage worry and anxiety

Designed for:       Parents who want to develop their understanding of early
                    childhood worry and anxiety

Venue:              Own School

Dates:              On request

Duration:            2 hour session
Ready to Learn

The Ready to Learn Programme is a series of parent workshops designed to support
parents in maximising their child’s potential within school. Participants will acquire
knowledge and strategies to support their child’s development and readiness to
learn.

Content:

   The programme will explore the following areas and how they may impact
   children’s ability to access the curriculum to their full potential:

      Staying alert in school (includes sleep, attention and screen time)

      Nutrition

      Speech, language and communication

      Motor skills and sensory awareness

      Resilience and self esteem

      Behaviour

These 6 workshops can be requested together or as individual sessions according to
the needs of the setting.

Designed for:       Parents / carers of children from pre-school – p4

Venue:              Own school

Dates:              On request

Duration:           Each session is 1 hour so can be delivered as 3 x 2 hour
                    sessions, or 6 individual sessions, or selected sessions as
                    required.

The ready to learn programme is also available as parent training over the summer
months and school holidays. This can be discussed with RISE NI at request stage.
School will need to provide access to suitable
accommodation for training.
RISE NI Specialist Referral Guidelines for Children

RISE NI reserve the right to decline a request at any time for practical or safety
reasons but are happy to consider and discuss any request with you.

REFERRAL CRITERIA
      A referral form will need to be completed, please supply as much
       information as possible. (Specialist Referral Form, Appendix 3)

      Please note that referrals are to the team, not for individual professions.
       Therefore children must require a multidisciplinary assessment and have
       needs in two or more of the following areas of development:
                   Speech language and communication
                   Sensory processing, fine motor and visual perceptual
                   Gross motor skills
                   Social, emotional, behavioural

      Children referred would benefit from short term, early intervention. Early
       intervention is defined as a preventative or mitigating measure to support
       school, enhance development and maximise access to education. This type
       of intervention is not suitable for children with complex needs or diagnosed
       disorders / conditions.

      We will need written consent from the parents to share information with
       school.

      Children do not need to be seen by RISE before a referral to Educational
       Psychology can be made.

      Children must be at stage 2 or 3 of SEN Code of Practice.

      We will require a completed IEP / action plan attached to the referral. This is
       to provide evidence of strategies that have been tried.

   CHILDREN KNOWN TO OTHER SERVICES
     Referrals still need 2 or more additional areas of need if they are already
     known to core therapy services as we do not duplicate core or other services
     as we have a limited resource. If a child is known to CORE services then
     this area of need is excluded. (e.g. a child known to core SLT, but have
     behavioural and sensory motor concerns, they may benefit from support
     by RISE NI in these 2 additional areas.
CLOSING DATES
Due to the term time nature of our service we have specific dates which all referrals
must be submitted by; this allows ample time to support the child within the school
setting.

                   Referrals for children in Primary 4 will close end of half term 1
                    (Halloween).
                   Referrals for Nursery to Primary 3 will close at end of term 2
                    (Easter)
                   Referrals following this will not be accepted.

      If the referral is accepted you may be offered a consultation or an
       assessment.

      Assessment will begin with a classroom based observation; we may observe
       the child in other situations as well e.g. playground, P.E or dinner hall. This
       will be decided in partnership with the teacher.

      A parent questionnaire / interview will be conducted. Parents will be
       consulted and involved in all aspects of their child’s assessment and
       intervention.

      If required further, more specific assessments will be carried out with the
       child.

      If required an intervention plan will be drawn up in partnership with the
       teacher and parents at a goal planning meeting once assessment is complete.

      The class teacher and parent / carer will be involved in every step of the
       process.

A referral pack is attached with this Directory. If you require further guidance or
advice please don’t hesitate to contact us at rise.ni@southerntrust.hscni.net or by
phone at 028 375 64293.
Appendix 1

Universal RISE NI Staff Training Request Application Form

Name of Training requested

                                  1.
If requesting more than one
training please prioritise top    2.
3 in order of preference.
                                  3.
School name

School contact details

School SENCO’s name

Contact teacher’s name

Contact teacher’s e-mail

Number of staff for training
(Minimum of 10) consider
hosting another school or
cluster meeting.
Please name cluster schools.
Please provide preferred
dates and times for training.

(Please suggest a few
potential dates)
Is an interactive white board
available for training
session?

Is a Laptop/Projector
available for training
session?

Is hall available?
Is an Interpreter required
(parent training)

      We would like to ensure that we meet your training requests as efficiently and as
      effectively as possible, in order to help us prioritise your request please fill out the
                                          attached form.

                                             RISE NI SHSCT
                                  Hill Building, St. Luke’s Hospital Site
                                  Loughgall Road, Armagh, BT61 7NQ
                                              Tel: 028 37564293
                                    Email: rise.ni@southerntrust.hscni.net
Appendix 2

         RISE NI Whole Class Programme Request Application Form

Name of Training requested
(Has this training been delivered in last
2 years for school?)
                                               1.
If requesting more than one
training please prioritise top                 2.
3 in order of preference.
                                               3.
School name

School contact details

School SENCO’s name

Contact teacher’s name

Contact teacher’s e-mail

Which class is the training
for?
Please provide preferred
dates and times for
programme to run.

(Please suggest a few
potential dates)
Resources required

FITM & Sensing Mov – PE
hall available / times and
dates.

TEAM – Interactive white
board available (not
essential)
                                                                .
      We would like to ensure that we meet your training requests as efficiently and as
      effectively as possible, in order to help us prioritise your request please fill out the
                                          attached form.

                                                  RISE NI SHSCT
                                       Hill Building, St. Luke’s Hospital Site
                                       Loughgall Road, Armagh, BT61 7NQ
                                                      Tel: 028 37564293
                                            Email: rise.ni@southerntrust.hscni.net
Appendix 3

                          RISE NI Regional Integrated Support for Education

                              REFERRAL FORM FOR SCHOOLS (2019/20)
                           Please complete all boxes. Incomplete referrals will be returned.
                           Please consult referral guidelines in RISE NI Directory.
                         (Please return form by post for adhere to Data protection)

CHILD’S DETAILS
Child’s Name:                                                            D.O.B.                      Sex:

Mother’ Name:                                                 Guardian’s Name: (if different)

Father’s Name:
                                                              Relationship to Child:
Parental Responsibility: Yes [ ]       No [ ]

Home Address:                                                 Home Tel no:

                                                              Daytime contact no:

                                                              Mobile no:
Postcode:
Languages spoken at home:                                     Interpreter Needed:
                                                              For child           Yes [ ] No [       ]

                                                              For parent            Yes [ ]     No [ ]
School:                                                       Class:

                                                              Teacher:

SCHOOL BACKGROUND
Stage on Code of Practice:                                               Education Psychology report attached:

                                                                         IEP attached

Child’s literacy level / reading level / cognitive ability:

Additonal information:
REASON FOR REFERRAL: THERE MUST BE AT LEAST 2 DIFFERENT AREAS OF NEED.

PLEASE FOCUS ON IMPACT IN SCHOOL – SEE REFERRAL GUIDANCE FOR EXAMPLES

GROSS MOTOR: (Movement in class / playground / PE, physical activity and sitting for tasks)

SENSORY PROCESSING, FINE MOTOR AND VISUAL PERCEPTION: (organisations skills, independence
skills, scissor skills, fine motor skills, pre writing / handwriting / visual perception, and sensory processing)

SPEECH, LANGUAGE AND COMMUNICATION: (follow routines, group instructions, understanding questions, use
of language, speech intelligibility, social communication)

SOCIAL, EMOTIONAL, BEHAVIOUR: (mood, demeanour and level of alertness, behaviour and frequency of
behaviour, transitions, relationships with others and play)
From the information you have provided, which areas would you prioritise for RISE NI to support
 you with, in order to maximise the child’s ability to access the curriculum. Can you rate their
 impact from low (1) to high (5).

 1.____________________________________                                        1   2   3    4   5

 2.____________________________________                                        1   2   3    4   5

 3.____________________________________                                        1   2   3    4   5

What strategies have you tried                              EFFECTIVE                               INEFFECTIVE
within the school?

(eg; first then, visual schedule, positive
reinforcement, 1:1 time)

 HEALTH DETAILS
GP:                                                                  Tel no:

GP Address:

Is this child known to Social Services?              Yes: [ ]          No: [ ]         Don’t know ( )

If Yes please give details:
Child in Need [ ]           Looked After Child [ ]         Child Protection Register [ ]

Other :
Is this child known to any other Health and Social Services or EA Departments?
Yes [ ] No [ ]         Don’t know ( )

Known to Community Paediatrician?: Yes [ ] No [ ]                Name (if known)
Please give details of other professionals or teams involved:

Medical Diagnosis:

REFERRED BY
Name:                                                                     Principal / Teacher/ SENCO (please circle)

Address:                                                                  Contact number:

Postcode:                                                                 Email address:
Has signed consent form (overleaf) been attached?                         Has the referral been shared with the parent?
Yes [ ]    No [ ]                                                         Yes [ ]       No [ ]

Signed:                                                                   Date:
Regional Integrated Support for Education

        Consent Form for Parents

           Child’s Name:
           DOB:
           School:
           Class:
           Date:

1. Did the teacher explain the role of RISENI and    Yes          No
reason for referral?

2. Was RISENI Service Information leaflet            Yes          No
provided?

3. Do you give consent for RISENI to carry out an    Yes          No
assessment of your child, which may involve
observation and 1:1 assessment at school?

RISENI will routinely share reports and information on your child with School staff and G.P. We may also
want to share this report / information, or request other service’s reports / information from relevant
professionals involved with your child e.g. Community Paediatrician, Educational Psychologist or other
services involved with your child eg; Speech and Language Therapy.

If required                                          Specialist Education teams
Do you consent to RISENI requesting / sharing
report information with:                             Educational Psychology

(Tick √ for Yes or Mark X for No)                    Health Professionals / Teams

                                                     Social Services

Do you give consent for RISENI to visit your child   Yes        No
at school, nursery or playgroup?

If required                                          Yes        No
Do you consent to your child being seen by a
student?

If required
Do you consent to your child being seen by other     Yes        No
professionals within RISENI as necessary
Parent / Carer Signature:

Date:
Signature (Person taking consent at school)

Date:
RISE NI

                                         Referral Guidance

     Use the following examples as guidance to help you complete the referral form.

GROSS MOTOR

Movement in Class,        Falls / trips easily
playground & PE           Tip toe walks
                          Unusual walking pattern
                          Bumps into items / peers
                          Moves quickly, disregarding obstacles / others in their way
                          Takes care to avoid others
                          Appears awkward when moving
                          Hesistant before moving in class / playground
                          Poor balance e.g jumping / hopping /steps / stairs
                          Has difficulty using outdoor equipment e.g. ride on’s, climbing
                           frame, stepping stones, balance equipment
Physical activity         Avoids P.E / outdoor activity
                          Follows rules during physical activity
                          Tires easily after PE task in comparison to peers
                          Difficulty/avoidance of using play equipment
                          Poor ball skills
                          Can pedal a bike / trike (pre-school)
Sitting for task          Positioning/ stamina / focus
                          Slumped in chair / on desk
                          Sits appropriately on floor / carpet
                          Cannot maintain upright posture i.e. slouches
                          Supports head on hand
                          Wraps legs around seat
                          Sits on feet
                          Falls off chair
                          Is table / chair appropriate height for child e.g. feet dangling /
                           hitting table
                          Excessively fidgety- out of seat / distracting / avoidance
                          Length of task an issue
                          Unable to sit still for more than 10mins, 5 mins

SENSORY PROCESSING, FINE MOTOR AND VISUAL PERCEPTION

Organisation              Desk/ bag appears messy
                          Disorganised clothing / self
                          Unable to locate items in classroom
                          Disorganised within environment
                          Difficulty initiating task or follows peers
                          Requires adult direction to organise self correctly
Independence skills       Needs help with coat on/off
                          Needs help with shoes on/off
                          Needs help with fastenings
 Needs help changing for P.E
                      Messy eater
                      Difficulty with cutlery in comparison to peers
                      Toileting issues
Scissor skills        Unable to hold scissors in appropriate grasp
                      Awkward cutting with scissors
                      Difficulty using both hands together when cutting to lead and
                        assist
                      Difficulty manipulating page in support hand
Fine motor skills     Poor hand/finger control
                      Immature fine motor skills compared to peers
                      Struggles with jigsaws / construction
                      Difficulty picking up small items
                      Drops small items frequently e.g. coins, pegs, cubes
                      Fatigues / avoids colouring / drawing
                      Evidence of poor bi-lateral integration, using both hands
                        together when cutting, threading, construction, does not
                        support page when writing with other hand
Pre-writing /        Pencil grasp
handwriting skills    Continues to hold pencil fisted with poor control
                      Grasp unusual/awkward
                      Very weak / tight grasp

                     Letter formation
                      Has more difficulty than peers forming shapes/letters
                      Significant letter and number reversals

                     Hand Dominance
                      Which hand is used right or left and is this consistent
                      continues to have no discernible dominant hand

Visual Perception    In comparison to peers…
skills                Difficulty with letter placement on the line
                      Slow at copying from the board / need to look often for
                         copying
                      Poor spacing between words and letters
                      Poor general use of space on the page
                      Poor sizing of letters
                      Misses out pieces of work without realising
                      Difficulty picking out items from a busy background
                      Difficulty tracking along with eyes when reading or following a
                         moving object
                      Evidence of eye strain / squinting / rubbing eyes / blinking
Sensory processing   In comparison to peers…

                        Disruptive to self
                        Disruptive to class
                        Socially inappropriate
                        Dislikes changes to school routine
Auditory –
                     Misses verbal instructions
                     Struggles to filter out background noises – distracted by
                       noise, difficulty completing tasks in noisy setting
                     Dislikes busy and noisy environments e.g. dinner hall
                     Reacts strongly to unexpected loud noises.
                    Visual-
                     Looks away from tasks to notice all that is happening in the
                       room
                     Is attracted to TV, or computer screens
                     Misses written instructions, demonstrations, items on a busy
                       work sheet.
                    Touch –
                     Tends to get too close or be too far away from others
                     Does not notice when hands or face is dirty
                     Touches people or things more than peers
                     Dislikes messy play / need to clean hands quickly
                     Easily and overly upset by minor injuries
                    Movement –
                     Excessively fidgety / changes position frequently
                     Plays or fiddles with objects
                     Bumps into things
                     Is ‘on the go’
                     Is slower to participate in physical activities compared to
                       peers

SPEECH, LANGUAGE AND COMMUNICATION

Follow routines        Needs support to follow routines
                       Follows own agenda
                       Copies peers
                       Seeks clarification
                       Looks confused / day dreams
                       Follows routines inconsistently
Understands group      Needs repetition to follow instructions or 1:1 support
instructions           Note length of instruction
                       Looks confused and/or daydreams
                       Seeks clarification
                       Observes group and copies
                       Responds inconsistently
                       Unable to complete activity
Understanding          Answers inappropriately
questions              Seeks clarification
                       Observes group and copies
                       Responds inconsistently
                       Does not answer question s
                       Note ‘wh’ questions eg where, when, why
Use of language        Unable to make needs known
                       Needs support to participate in group language activities
   Unable to explain why things happen
                            Unable to explain what might happen next
                            Unable to express thoughts, feelings or opinions
                            Uses short sentences
Speech intelligibility      Unfamiliar listeners do not understand
                            Peers do not understand
                            Teacher/CA does not understand
                            Child uses strategies to get message across
                            Child aware of difficulty
                            Just a few speech sound errors
                            Difficulty with sound awareness
                            Uses unusual intonation, rate, volume of speech
Social                      Talks mainly to adults
Communication               Talks mainly to children
                            Does not initiate communication with adults or peers
                            Does not join in on conversations with adults or peers
                            Difficulty with turn taking
                            Reduced eye contact
                            Remain on topic of conversation

SOCIAL, EMOTIONAL & BEHAVIOUR

Mood, demeanour &           Happy and content
level of alertness          Withdrawn, shy
                            Sad
                            Tearful or easily upset
                            Worries excessively
                            Anxious when separated from a parent
                            Mood changes suddenly
                            Panics
                            Displays Habitual behaviours (tics/thumb sucking/nail biting)
                            Alert
                            Tired (yawns frequently, complains of being tired)
                            Complains of physical upsets or aches (tummy/headaches)
                            Hypervigilant
                            Calm, relaxed
                            Passive
                            Impulsive in activities and interactions
                            Disinterested in activities
                            Motivation
Behaviour                   Lies
                            Takes things without permission
                            Displays tantrums/outbursts
                            Deliberately upsets others
                            Throws objects / hits peers / damages property
                            Co-operative / Uncooperative or rude
                            Argues with teachers or peers
                            Denies / says no on principle
                            Displays attention needing behaviours
                            Does the behaviour occur during unstructured times of the
day or can you identify any other triggers?
                        How do you respond to behaviour e.g. does the child get
                         attention or enjoy your reaction (attention-needing); are they
                         removed from the situation (escape); is it a means to get
                         something they want e.g. toy, food, activity (tangible); is the
                         behaviour enjoyable and calming for the child and would they
                         engage in it if left alone? (sensory)
                        Frequency of behaviour: daily, weekly
Transitions             Becomes upset / clingy
                        Withdraws
                        Looks confused / day dreams
                        Seeks clarification
                        Copies peers
Relationships with      Positive relationships with peers and adults
others                  Limited friendships with peers
                        Tolerating peers
                        Needs adult support to complete work
Play                    Child plays alone
                        Rigidity in activities and routines
                        Plays with younger children or older children
                        Aggressive or passive play
                        Frequency of aggressive or passive play: daily or weekly
                        Overly competitive
                        Pretend play skills
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