Child Friendly Leeds Wish 10 updates
The neurodiversity pathway and the trauma-informed approach.
Work has been under-way to make learning settings across Leeds as inclusive as possible. This includes:
- working on creating a neurodiversity pathway, which schools and learning settings can follow to make sure pupils get the right support. Find out more on the MindMate neurodiversity information hub.
- developing the ‘trauma-informed approach’ so that schools adopt the approach and have increased awareness of how to work in a trauma-informed way. Find out more on the MindMate ‘Trauma-informed Practice Information Hub’
The Neurodiversity pathway
Goals
- Improve whole-school understanding of neurodiversity, by looking at what’s working well and how to further develop practice.
- Develop the use of profile tools, for a shared understanding of individual neurodiverse pupils.
- Schools should be able to clearly communicate their increased understanding of neurodiversity and how they meet the needs of neurodiverse young people.
Updates
There has been a pilot project in Seacroft, supporting schools to develop their understanding of neurodiversity and neuro-affirming practice, with the Leeds Educational Psychology service, West Yorkshire Health and Care Partnership board and Learning Inclusion teams.
The pilot project has provided an opportunity for health and education to work together towards ensuring children and young people are in learning settings that meet their needs. The project has also provided opportunities to collaborate and learn from other local authorities and share best practice around supporting neurodivergent learners.
Schools in this cluster have:
- accessed training on neurodiversity
- focussed on developing ‘universal provision’ across the settings, which means taking into account the different learning and communication styles of all pupils and sees neurodivergent characteristics as differences not deficits
- considered how their existing practice meets the needs of neurodivergent learners
- looked at the physical environment and considered pupils with sensory differences
- reflected on the use of language and non-verbal communication
- considered practical ways to provide movement breaks and other strategies to support emotional regulation
- considered reasonable adjustments that can be made to ensure all pupils feel included and supported
- trialled a ‘profiling tool’ to enable support and adaptations for individuals to be implemented if necessary (more about the profiling tool below).
Feedback shows that the schools now feel more confident to make adaptations in the classroom and school environment to support neurodiverse pupils.
More about the ‘profiling tool’
- It has been adapted from a model used in Portsmouth, by Educational Psychology team.
- It is not a diagnostic tool. Instead, it describes behaviours and suggest support and adaptations that could be put in place.
- It is an extra tool that can be used by professionals, parents and carers to support and manage the needs of children and young people.
Additional info about another related project:
Autism in Schools Project:
We are excited to participate in the Autism in Schools (AiS) Project funded by the NHS West Yorkshire Health & Care Partnership.
We know that too many children and young people are waiting too long on the assessment pathway. Briefly this project will run across a selection of Secondary schools in Leeds and is part of a wider programme on neurodiversity. Staff in the schools will be trained in delivery of ‘Understanding Me’ Workshops which will complement their current offer of support for autistic students and those on the assessment pathway. In addition members of Leeds Parent Carer Forum will be trained to deliver parent workshops on the complex subject of emotionally based school avoidance.
The trauma-informed approach
Goals
- Improve whole-school understanding of trauma and adversity: what helps and how to further develop practice
- Schools/settings will have an increased awareness of working in a trauma-informed, relational way
- An increasing number of schools will have adopted a whole-school trauma-informed, relational approach.
Updates
- Schools/settings have continued to access training around trauma-informed practice delivered through Learning Inclusion, building on current practice.
- Leaders from settings who work in a trauma-informed way, were brought together to share best practice. Knowledge from this will be used to develop training and development for settings.
- A new Specialist Senior Educational Psychologist for Trauma-informed Practice has now been appointed and will lead on continuing developments, including how our current support services can input to support whole school understanding.
- There are continued links across education, health, care and third sector to ensure this is joined up and a series of trauma informed orientation sessions have been held to support services in developing understanding.
- There has been the development of a ‘Trauma-informed Practice Information Hub’ for all who work with children, young people and families to access guidance, resources and support around compassionate and trauma-informed practice.
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[…] whilst we raise awareness of Wish 10, we shared an update on the work Leeds are doing around the neurodiversity pathway and the trauma-informed approach. Below is an update of our […]
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