Leeds

Physio

VI session

Cooking- Enterprise

Residential

Activity week

Cooking

Liquid listening

Library

Art

Cooking

Tacpac

Inquiry afternoon

ECT

Aqua Learn

Sweet cones for the Easter sale was a  good way to make choices by eye pointing from the variety of sweets.

Our students made bath bombs making choices of what colours and scents to use. They ommunicated y eye pointing and using their hands to reach out for their favourite colours. 

Students use transition object cues to aid with understanding of what will happen next. When presented with 2 choices the horticulture choice was the favourite and the student showed by smiling and laughing what a happy inspirational learner she was!

Spring is here! The students have been planting different flowers in horticulture. Exploring all the different stimuli  and helping the gardening teacher to fill the pots with soil and seeds/ bulbs.

Students have a daily routine of completing physiotherapy routines included in their daily learning.

Sensory umbrellas are part of what we have to offer in the Easter sale. Students show their pleasure in this sensory resource and enjoy making them.

As part of our Developing self awareness module our students have been looking at themselves in the mirror. This student finds herself very funny. 

Students have been visiting the library each week as apart of their life skills challenge. The students have been exploring the new environment, listening to stories and have also been choosing books to send home for families to read them their chosen  story and being able to visit weekly to gain new ones. 

As a part of our business enterprise our students have been making  bath bombs to sell at the Easter sale. The students have been making their own choices of how they want the bath bombs to look and smell.

ASDAN -Objects

The student makes a choice to smell the powder before pouring it in the ball ready to mix it with the milk. 

ASDAN -Objects

The student is ready and willing to use the whisk to mix the Angel delight with some support to keep the bowl still before it spills everywhere !! which it did.   

Independence is encouraged to butter their own toast. A topping is then chosen using symbols. 

ASDAN -Objects

Making choices is really important as you can see above. Our student showed she could look and eye point to the strawberry delight.

Switches are used to assist and give control to our more complex students to use equipment in food technology. She presses the switch and watch the mixer work whilst staff help to hold the mixer. 

Students are encouraged to assist with making simple snacks . Full support is given and a sense of achievement is seen in the expressions of our young people.

A variety of stimuli was used to make Sensory umbrellas to sell at the Easter sale. 

Students were encouraged to make a choice of what to use to make the umbrellas. Eye pointing and a big smile made bright lights the favourite. 

ASDAN - Objects

The musical bells were chosen for this students umbrella. She eye pointed to what she wanted to use.

ART

We created paintings by famous Artists. We used different coloured tissue paper and red was chosen by our young lady.

In the Art sessions we encourage unique ways of mark making. It is fun to grab the paint brush and splatter. This is one Happy Aspirational Learner.

Painting on foil is hard work but when we use an adapted  roller it produces good patterns.

MUSIC

Creating our own Music is fun especially when you have a good Music teacher.

MUSIC

Boom whackers are fun to make music with. We can bang and make good loud sounds that are funny and make us laugh.

Oh WOW I can make loud noises with the big cymbal when I get help to hold the beater.

Student made a choice to operate the monkey. He was fascinated when it started to Dance and make noises. 

Student was making her own choices during an Art session. Students use different ways to communicate for example above she was eye pointing to make her choice to use foil or card to use a range of stimuli to make a  painting.

Student was encouraged to do some supported and unsupported sitting whilst exploring his A-frame. He was making his own choice to keep his hand on the soft hanging object and explore the stimuli as well as looking at the lights.  

Students complete sensology exploring a range of stimuli. She  showed through facial expressions when using her senses to explore the pine cone she was happy with her choice of what to touch. She smiled and did not pull her hand away throughout. 

Student was  making a choice to be out of his wheelchair completing part of his physiotherapy programme  and crawl. He independently crawled over to the sensory wall and made a choice of what stimuli he wanted to explore. 

Student during morning registration was able to independently point and identify how he was feeling that day. He  chose happy which matched his facial expressions and body language. 

Student was offered a range of fruit when making smoothies. She became alert and opened her eyes when offered a strawberry.

Student was completing target work identifying colours and shapes. He did eye point and  pointed to the correct colour when asked questions matching them to the " I see book" presented to him.

Student was supported to clean his teeth as part of his daily routine. He is enhancing his independence skills through verbal and physical support.

Our IB this term is Making Choices- Student chose a variety of colour paint to make his version of the Mona Lisa painting. He was very proud of himself.

Through our Science lessons our students have been experiencing different textures of  sensory stimuli. This week was gloop. He was alert and opened his eyes to show he was engaged in the lesson.

Students are verbally and physically supported to look at a range of objects through a light board - this is an excellent resource for our visually impaired students. 

As part of the students weekly routine they will attend a Rebound session every Friday. This is to support  Physical well being and achieve communication targets E.g.  Giving a verbalised response when being asked "are you ready to bounce?". 

Students attended  Aqua Learn  sessions throughout the week. They work towards various targets in the Hydrotherapy pool. Taking turns to  play ball games, using symbols 'my turn', 'your turn' and accessing the pool by walking up and down the steps with minimal physical prompt as part of physical. For our students entering the pool via hoist, showing anticipation of entering the pool with body cue's 'up' and 'down'. 

Every morning the students take part in a Circle time/ Morning registration. As part of the 'who is here today?' These sessions are individualised where some students are shown a light up initial of their names.  This is an intense interaction session which helps students achieve cognition targets such as showing a response to a familiar voice. 

This is a session that allows students to activate toys/objects independently with the use of a big mac switch. Each student has a different ECT target E.G. 'to react to an unfamiliar switch toy when it is activated'. Students are then praised for independently pushing the switch or with additional Hand under Hand support from staff.

Music 

ASDAN 1.1 

Every week Jack delivers Music sessions to Leeds class. Jack spins a wheel with various music genres on and then plays the genre of music to the students. The students take part in engaging with Jack and exploring the different instruments.  Staff look for the students responses to the different genres E.G, 'like, dislike' and support them to play a range of musical instruments. 

As part of the students Aqua Learn  sessions they participate in physiotherapy excises. Students are supported to gently stretch their arms and legs while in the comforting warm water. Physiotherapy sessions help to support their muscles and the water allows the students to take some of the pressure off of their joints.

Students are regularly given floor time to assist with their physical needs. They each have their own mats to  come out onto the floor.  During this time they work on ILP's which are again individualised to each student's needs. Some of the targets involve 'completing a full stretch programme@ which is recommended by Physiotherapist's. Each session s individualised. Harry really benefits from a full stretch out of his chair on the mat.

Students take part in a variety of different sensory stories. This terms focus has been on the Gruffalo for one group of students, exploring how the Gruffalo expresses himself. The students feel, touch, smell and hear various stimuli for each of their senses. At the start of each session the students are verbally prompted the session will begin with a 'start' body cue and a 'finish' body cue as seen in the photo.  Students again work towards their individual learning plans, showing reactions to different stimuli throughout the lesson and giving different expressions depending on how they are feeling. 

During the students Rebound sessions, staff look for any reactions from the students, either positive or negative.  Staff look out for anticipation that the students understand the instructors verbalisations with directions E.G.  'ready, steady, bounce', or questions such as 'would you like more?' by giving positive expressions in response to the question. 

Nurses and healthcare assistants work with our young adults as part of our classroom support on a daily basis. They support certain students medical needs in Leeds class.  Sometimes  the students may need chest physio and other medical support. During this time students can still work towards achieving their ASDAN targets,  E.G. Participating in a physical activity, Cooperate with the people who are supporting them and accepting when the activity has come to an end. 

Every Wednesday Leeds Class take part in a sensory Science lesson with Lisa.  This term they explored a story based on photosynthesis. The story is about growing a tiny seed that then turns into a carrot. Once the Carrot has grown the students then make a carrot cake to share with their peers. Throughout this lesson they explore the different props, modelling cooking and mixing their imaginary ingredients. 

Students enjoy the  soft play sessions weekly. It is another session where also our wheelchair users can be out of their chairs onto a soft floor where the area is larger than the classrooms. While in the bool pit they work towards various targets in both their Individual learning plan and ASDAN. Some of targets the students work towards include high kneeling, reaching, sharing equipment with peers.  

During this weeks Music session, Students showed awareness of how musical instruments are used. Jack modelled how to strum his guitar and then with support  the students were able to copy his actions. This to join in and feel how the instruments work and can be used . Staff then record their reactions to the sounds.  

ASDAN 

Holly  becomes really alert when different people enter the classroom. Her interaction with a range of stimuli and people are improving immensely . Holly is now looking and Jack and then down at what he is playing. She also shows anticipation to the beginning of the session where she shows signs of excitement in her body language, becomes alert and is ready to listen.

Reactions 

Harry has a tactile book where he has learnt how to explore a variety of stimuli within the book. When shown the book he shows understanding of what it is and means to him. He can turn the pages with little physical support and does turn them back if he wants more of a specific page. 

Body cues

Megan is beginning to anticipate the start and finish of lessons during our work sessions. She has a good understanding of who is working with her and recognises their voices and touch. Body cues are given to Megan at the start of the work session and she responds by smiling. 

Registration - Loopy Friday 

Tactile discs are used to identify the days of the week. Students gain an understanding of what the discs mean y touhing, looking and having music cues attached to each day. Fine motor skills targets are art of this encouraging our students to reach out and touch the stimuli. Harry is now tolerating us giving him a range of stimuli where he is now openining his hands out fully using his fingers to explore.  

Intense interaction

Students are involved in regular write dance sessions and wheelchair fitness sessions are part of Life Skills- Good Health and as part of their individual targets. They are encouraged  to stretch out, using arms or feet, make marks on paper if appropriate, use ribbons and ribbons sticks and to make patterns in the air with material. It is a fun session but has a beneficial wellbeing element to it too. 

Transition cues

Students if appropriate use class cues to show them what session is happening next. Katie has learnt to look intensely at what is given to her and by touching the object on the board she knows that this means she will get out of her chair and join in with a fun dance session  where she will use a range of ribbons, ribbon sticks and is able to move freely around the room.

The Gym

 Parachute games

Our students attend the Gym weekly and whilst in there they access parachute games while waiting for the Rebound session. Our young man above has found a new game let's hide and see if anyone notices!

Tac Pac

 Introducing different stimuli

Tac Pac sessions are part of a range of sessions. Life skills -Good Health - where students show a like/dislike to specific objects presented to them in the sessions. There are 5 Tac Pac's and included in the stimuli are paint brushes, mops,  marbles, chains, scourers and many more. These sessions wake up the senses and the reactions from individual students present as very different. 

When in the gym our students engage in parachute games. Songs are sang along with when the parachute is wafted up and down and some of our young people like to hide. 

As part of our Life Skills ASDAN - Good Health the learning object is to participate in physical activities. Also this is cross curricular as turn taking, throwing and catching and  having positive relationships with peers and staff within the sessions 

POD Time

Out students have a range of specialist equipment that is used throughout the day. This does mean learning has to be adapted and in different areas of the classroom. Physiotherapy is completed daily by nurses or staff to ensure wellbeing is maintained during the school day.

VI Session

Student enjoys the VI sessions on a 1:1 where she concentrates very hard on the UV objects shown to her. She remains alert and this is a positive sign as she will sleep or close her eyes if she is not motivated by the stimuli.

VI Session 

Our students are given individual sessions where  they can make independent choices - The VI session where the student is encouraged to use the "more" switch has proved successful as she engages, reaches out and with her arm presses the switch to let us know she wants more of the light up unicorn. 

Individual Music Session

Student is encouraged to give a reaction to "Do you want a music session" Student looks and laughs as the body cue is given. His is a definite yes as he looks away or down if he is not motivated by objects.

As art of our ASDAN sessions our students are encouraged to look at themselves by either using photos/ or a mirror. Staff are looking for engagement and reactions to this. Student did not want the mirror moved away and was engaged for a long period of time just staring in amazement at herself holding on to the mirror.

Science this term is a sensory story where students are encouraged to touch a range of stimuli. The student makes the choice of tightly closing his hand and throughout the term he chooses not to touch the packet of seeds!

This student is very motivated by gardening and Kirsty works with him to explore, make choices of what he wants to touch, plant, hold and look at during these gardening sessions. He is very particular but gardening he thoroughly enjoys.

ASDAN - developing self awareness all about me - student is thoroughly engaged with. He has been looking at his image in the mirror with a range of hats, head bands, glasses, and moustaches on. He really looks and is motivated by his reflection

This student is aware he requires his apron on during meal times and is learning through PSPD/PSEWB sessions on how to take the apron off independently. He is now able to achieve this target.  

Following instructions

Our students in gardening sessions learn how to follow simple instructions. Sonny uses visual schedules - today however he had his own agenda and followed his own rules. He planted the bulb then used his hands to explore the compost before throwing it all away from his tray! He enjoyed the session and was happy and smiling throughout. 

Sensory stories encourage our students to use all of their senses. Our visually impaired students rely a lot through touch and with repetition our student is now with the most minimal prompt has learnt to stretch out her fingers and touch the stimuli independently. She concentrates and shows relaxed body language.

Fun with SALT

Our students anticipate a new voice, a different voice and we are lucky to have Tim. He delivers a sensory story to our group and student is overjoyed with the furry coat and Tim's voice. Her reaction says it all!

VI sessions 

Student is motivated by the UV light up objects as he is awake and alert. He looks towards the illuminous green shape. His reactions are positive and he is engaged for a longer period of time. 

Student enjoys exploring the props from the Halloween story.  He held onto the broomstick  for a long time smiling. 

Our student reacted to the light up purple ghost. She held onto it constantly focused on the light. 

Student was fascinated by  the green fingers of the witch. She felt them tickle her face and stilled to their touch. 

The student touched the very bobbly pumpkin in the story. He stretched his fingers out and did not pull away at all. He was relaxed and calm throughout the session.

Student was the happiest witch in the story. She reacted to staff when they made the witches cackle and laughed. When given the broomstick she held ono it and tolerated the sharp bristles. She absolutely was at her happiest laughing to the acting skills of staff and the range of spooky noises on the talking tiles.   

Student was very interested and still when smelling the pumpkin latte wax as part of the sensory story. He was calm and over the week showed signs of anticipation when the prop was shown to him. 

Today we played ball games in the gym, students were thrown the ball by a  peer and responded by laughing, helping build relationships with peers. The ball was then thrown  back with hand under hand  support.

Student  posted coins from the toy pig into the slot using his pincer grip with gentle prompting from staff. He listened to instructions from the TA when asked to post the money into the toy.

As part of today's write dance lesson, studently independently held the ribbon stick and twiddled the ribbons in her hands along to the music.  The textures were explored by stroking her hands on the material.

Relaxed in the Hydrotherapy pool after taking part in gentle stretches as part of the physiotherapy plan.

Student made friends with the Wizard in soft play and high kneeled to engage with him, achieving physical targets.

Student listened to the sound of the drum as staff banged on  it to make a rhythm, she stilled her body movements and concentrated on the noise for several minutes.

Student helped to finger paint the Christmas baubles with hand under hand support from staff, making reindeer pictures ready for the Christmas sale.

Making  Christmas tree cards to sell at the  sale. They stuck the stickers to the paper with HUH support from staff.

With encouragement to stay focused and calm assisted staff to choose what stickers to put on the card. He then helped stick the star onto the Christmas tree using HUH support. 

Student took part in making Blueberry Pie as part of our weekly cooking lesson, She explored the various ingredients through her senses, student smelt the lemon and pulled a face in response to the strong smell. 

Student independently held onto the switch button to activate the mixer whilst baking brownies for the Christmas sale in a business enterprise session. He looked over the top of his glasses and watched the mixer, listening to the white noise.

Student explores different pizza toppings in a cooking session, making pizza smileys to take home. He feels the cheese with his fingers and smiles responding to the TA voice, praising him.

During a bag book session student explored the different stimuli throughout the story, with gentle prompting from staff she pulled the string out of the material pocket, feeling the different textures in her hands.

Student was hoisted into the aqua learn pool, she was fidgety and quite stiff when being hoisted into the water. Once she was lowered into the calming warm water her body relaxed and she become calm and content.

Student responded to the rainmaker instrument by vocalising happy sounds, he watched the beads trickle down the sections and was concentrating on the sounds.

As part of PSEWB  student experienced new things by taking part in the therapy session with Harper the dog. Harper was affectionate towards student and he reacted by smiling and moving his hand slightly towards her. 

While in Soft play staff and student  played ball to reach  PSEWB targets of building relationships with familiar staff.  As you can see from the photo both enjoyed this session very much as did staff and reached her targets. 

Part of students communication targets is to use their 'now and next' communication boards to familiarise themselves with the daily routines. They use their senses to feel and look at the symbols before removing it from the board as the session had finished. 

Students had intense interaction during an ECT lesson today.  Student independently pushed her hand down on the switch toy to activate the penguins lights, holding the switch down she watched the lights flash. 

Staff demonstrate to students how to use the drum and then asks students to copy their movements, student watched intently before being given the drum to make his own tune. 

Student is able to  high kneel in a soft play physical session and then lets go of one hand to throw the ball to other students hitting both his physical and Building Relationships session. 

During a therapy session with Harper she sat on the students lap and allowed them to gently stroke her, student reached her fingers out to feel Harper. 

In the cooking session with HUH support assisted to cut the peppers up to make smiley pizza's. He enjoyed exploring using his senses to feel the ingredients and smelling. He needed a lot of processing time once he realised what he was doing he and you would see slight reactions. 

Students enjoying floor time and exploring the soft play environment. Adventuring around attempting to climb into the ball pit. During soft play we encourage our stdent to crawl aorund and work on some of their physical targets. 

Participating in a sensory story led by Speech and Language team. Working on communication targets and exploring the different props to go along with the story. 

Joining in a sensory cooking session to make cupcakes with full HUH support. With a lot of processing time to assist staff to weigh out the ingredients.  

In horticulture the students assisted staff to make lavender bags. Making it a sensory experience for the students using their sense of smell and exploring with their hands, feeling and smelling the lavender or the spray. 

Rebound sessions with the students working on their physical /Gross motor skills, physiotherapy and communication  targets.   

Using the body cues for every lesson throughout the day to let the students know and get prepared for what lesson they are having, allowing the students time to process what is happening next.  Staff then follow with a finishing body cue. 

Using intensive interaction to gain responses and reactions to familiar and unfamiliar people in their day to day lives