RISE NI Service Directory 2019/2020 - Working and Learning Together - Southern Health and ...
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RISE NI Service Directory
2019/2020
Working and Learning Together
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.
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.
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.
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
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.
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
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.
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
1Understanding 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 sessionTARGETED 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 hoursSensory 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 hoursVisuals 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 3Understanding 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 hoursUnderstanding 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 hoursPromoting 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 hoursSocial, 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 3Rich 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 requestReceptive 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 3Expressive 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 3WHOLE 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 requestHappy 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 hourUnderstanding 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 sessionReady 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.netAppendix 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.netAppendix 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 routineAuditory –
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 theday 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
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