Timetables and Transitions
The purpose of this presentation is to share a nurturing approach used in Rosslyn with our cluster colleagues.
We have chosen the theme of ‘Timetables and Transitions’
All learners attending Rosslyn school have complex additional support needs. Within our cluster all of our partner schools have learners with ASN. We hope that our presentation will support colleagues understanding of the importance of transitions and timetables within a whole school approach to nurture.
We will briefly share our learning in relation to:
Our self evaluation using HNIOS
Findings and Action Plan
Our model for sustainability
HNIOS
Timeline – November 2020
Self evaluation readiness tool
From our self-evaluation we highlighted 3 key areas for development:
6.1 – Development of a school policy
6.3 – Transitions
6.3 – Choice making
Within our action plan we set out to gather evidence in relation to our current reality. We used the pupil observation grid from the appendix and made some amendments to suit our context. The evidence gathered gave us robust information about what was and wasn’t happening across the school.
Findings
6.3 Transitions
While some classes had pockets of ‘good,’ or even ‘very good,’ across the school we evaluated ourselves as ‘satisfactory’
- There was a lack of consistency across the school. While some learners were supported with every transition, most learners were not.
- Scripting and cues to use timetables were not consistent even within teams.
- Learners were not using location matchers and so there was little evidence that learners understood the symbols for areas other than high frequency or motivating symbols.
- The timetables had a mix of location symbols and activity symbols.
- Learners did not move to areas independently, nor were they asked “Where is…….”
- Learners were not using the optimum level of support to use the Now and Finished box.
- Types of scheduling varied and staff could not speak confidently about progression from labelling, to Now and Next, to AM and PM timetables.
- All symbols looked the same and there was no differentiation across the school in relation to the size of symbol and the information on it (balance of picture cue and text).
- No learners had progressed to using travelling timetables.
Action Plan
Within our action plan we identified 3 key outcomes:
Staff training – If staff understood the importance of supporting learners to use their timetables they would be more inclined to use them.
Environment – The classroom and school environment would have to have clearly labelled locations in order for learners to develop their independence in using the timetable.
Resources – The resources required for each day must be easily accessible with a system for staff. This would be differentiated for each learner with a clear plan for progression.
Staff Training
Nicola Donaldson presents on the importance of transitions and timetables and takes you on a journey to explore the feelings of uncertainty when information is unclear or changes. (approx. 14 mins)
Environment
We made sure our environment had clear labelling at a height accessible for all learners.
Staff made multi-sensory numbers for the rooms.
Each location matcher now has an object of reference for matching.
Rooms for people (HT office) have a talking peg so learners can hear and see who works in this room.
Numbers on doors are detachable so that learners can feel the shape and be more motivated to look and explore it.
Sensory room number one
Location matcher for our Green Room or Quiet Room
Talking pegs are used so that learners can hear who might be in the rooms
Objects of reference are on retractable keyrings so they don’t go missing
Even rooms only for staff have objects so that learners know what is behind the door
When learners move towards an area after looking at the symbol they no longer require a location matcher and can leave the symbol on the ‘now’ box on their timetable.
Even our display boards are interactive!
Resources
A variety of timetables that match the needs of the learners are now used consistently:
- Learners use a combination of symbols and objects to provide more multi- sensory information
- Learners use large black and white A4 images and the timetable is in text to support staff
- Learners use text only
- Learners use combination symbols with location and activity, or 2 symbols side by side
- Travelling timetables are used consistently when out of school
SYSTEMS
Each child has a symbol folder with the symbols they need for each day am, pm. Some learners are responsible for setting it up in the morning, and again in the afternoon using their folder. This resource ensures that the timetables are in place. Searching around for symbols and not having resources to hand can impact on the ability to make this happen for learners.
There are 3 PSA staff that use Boardmaker online and are confident in producing resources. This training will be extended as systems are in place on our site.
We consult with our partners particularly the Visual Impairment team in ensuring the resources used meets the needs of the learner.
In this example the learner knows to go to the ‘Group Work’ area for ‘Hello’
This learner uses large A4 black and white symbols for only the high frequency words, the text is to support staff.
This learner is using an object of reference alongside a black and white symbol and a song cue for more information.
Sustainability
n Rosslyn school we have developed our self-esteem guidelines using Maslow’s hierarchy of needs. These guidelines have been written by staff. Each term they carry out a self-evaluation exercise and then develop a mini action plan for their class. Staff focus on the benefits of following the guidelines in relation to what their learners will experience.
Many of these guidelines are relevant to transitions and timetables.
- Tell me what is happening now and next
- Support me with changes
- Be consistent in agreed strategies and approaches
- Give me plenty time to respond
- Personalise the resources I use
This regular review ensures learners have and use the supports and strategies they need.
We have a pathway identified for progression in relation to the skills required in using a timetable and these are included within PLP targets for learners where appropriate (link to the Pre Early Milestones for Literacy and Numeracy).
