Posts Tagged ‘SEN’
How visual timelines can support children’s learning
How Visual Timelines Can Support Children's Learning
Visual timelines can support children’s learning because they:
- are stable over time,
- are relevant and meaningful to the child,
- attract and hold attention,
- may use a strong learning modality, i.e., a child who is a visual learner,
- reduce anxiety,
- make concepts more concrete, e.g., before, after, morning, afternoon, first, next,
- can be used as prompts,
- model what is important in a task,
- communicate things that cannot otherwise be understood,
- help individuals cope with and prepare for changes,
- increase independence,
- can be individualized,
- help a child’s sequencing understanding and skills,
- have a left-to-right orientation that reflects reading strategies,
- encourage children to ‘read’,
- help them learn the written words relevant to their day.
How can a visual timeline help a child’s thinking skills?
Visual timelines can be used to help bridge the gap between what is a real, visible object and what is more abstract and less obvious. For example:
- It could help to make other people’s thoughts, feelings, and intentions more concrete.
- It puts less of a demand on remembering and allows more resources for thinking about the task.
- It helps children identify the final ‘goal’ of the task where it might be hard for them to do this otherwise.
Top Tips
- If your visual timetable presents horizontally ALWAYS present timetables horizontally. This will encourage natural reading (left to right).
- ALWAYS use the same communication pictures and symbols across the whole school. That way, the children do not have to learn a ‘new language’.
- If the child is stressed or literal, use the NOW/NEXT card (also horizontally if your main timetable is horizontal) then post the session picture in a bag to show the child that the session has ended.
- Only present one day at a time. You may need to break the day down further if the child is anxious about a certain session.
- If you need to prepare for changes tomorrow, make another card to show them and talk about it rather than put it on the same timetable. Visual overload causes stress and anxiety and the child may need timings and a stop sign.
- If children find it difficult having visitors in to the nurture group, it is a good idea to have a visitor card as part of the timetable, and a photograph of them shown to the children before the visit.
- Most importantly, share your visual timetable success stories with your children’s parents and/or caregivers, and teach them how to use them at home if it is appropriate to do so.
This information is bought to you from the publication ‘Beyond the Boxall Profile’ If you’d like to learn more or purchase a copy please click the link below
An introduction to the Boxall Profile®, the leading tool to assess the SEMH needs of children and young people
The Boxall Profile® is a unique online platform used to assess the social, emotional and mental health (SEMH) of children and young people. The Boxall Profile® enables educators to develop a precise and accurate understanding of individual children’s social and emotional functioning, and to plan effective interventions and support activities to combat barriers to learning.
It is a highly regarded tool that was cited by the Department for Education (Department for Education, 2018, Mental Health and Behaviour in Schools Guidance) and is the most popular measurement used in schools to understand the wellbeing and support needs of their pupils (Department for Education, 2017, Survey: supporting mental health in schools and colleges).
Why is the Boxall Profile® so powerful?
The Boxall Profile® is a powerful tool that can help education professionals to understand what lies behind a pupil’s behaviour, providing an accurate and precise insight into their mental health and wellbeing as well as identifying the level of skills they currently possess to access learning.
This unique assessment tool is powered by over 50 years of rigorous, evidence-based research – tracking and managing children’s social, emotional and mental health needs.
Tiffany Dunworth, a teacher at Laurance Haines School, has described her own experience of using the Boxall Profile® and explains how useful it is in her role:
“This year was my first time doing Boxalls and I found it incredibly insightful. I found that it made me think more deeply about individuals and the results were interesting. For some children, choosing an answer was immediate, for others it took a little bit of thinking time. Conversations after the completion of the Boxalls were helpful and allowed me to understand why children are the way they are and what we can do to support them best. I was initially worried about doing the Boxalls as it was my first time, but I enjoyed the process and found the questions clear and understandable. I feel that I have a better understanding of how to support my pupils with their social and emotional wellbeing.”
Who benefits from the Boxall Profile®?
- Children and young people – the Boxall Profile® gives a voice to children and young people’s behaviours that otherwise go unexplained or often overlooked. It provides an early identification and assessment of needs so children and young people can get the specific support they need at school.
- Practitioners and teaching professionals – the Boxall Profile® increases practitioner’s confidence as they learn the underlying reasons for a pupil’s difficulties and how to overcome them. It offers education professionals a wide range of suggestions about relevant resources and strategies that they can use to support their pupils.
- Schools and educational settings – the Boxall Profile® provides schools with a framework for the systematic assessment of pupils. It also helps them to develop an evidence based, whole-school approach that promotes positive mental health and wellbeing across the school.
- Local authorities and governments – the Boxall Profile® produces quantitative evidence to explore and better plan targeted approaches aimed at supporting social emotional wellbeing. It also helps to measure the impact of mental health support offered to pupils with particular needs, across a whole local authority or whole country.
Why is the Boxall Profile® needed in schools in 2023?
With the effects of the pandemic still taking its toll, many children and young people are concerned about the lasting impact on their education and futures – and these concerns may lead to drastic behaviour changes. According to a recent study by YoungMinds and Beano Brain, the cost of living crisis has also had a negative influence on young people’s mental health as they have become increasingly anxious with concerns about money. It is vital that schools use the Boxall Profile® to identify what may be behind a pupil’s challenging behaviour and what their needs might be.
The need to nurture children and young people’s wellbeing and prevent the escalation of more complex mental health problems has never been more apparent. Schools should monitor the SEMH needs of all pupils and address them at an early stage. The best way to do this is to use the Boxall Profile® – it allows teachers to understand a child’s social and emotional competencies, and to plan effective interventions and support activities where needed.
By understanding and responding to children’s behaviours and the social and emotional pressures they are under using the Boxall Profile®, schools can de-escalate situations which might otherwise lead to exclusion. With the right support and training, many of these issues can be dealt with in a mainstream school setting.
Visit our Boxall Profile® website to learn more about the tool and why it’s important to complete an SEMH Assessment for each of your pupils.