Monthly Archives: September 2017

Introducing Dora – our school dog

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Having a school dog is not a new idea – there are many schools now that have school dogs and there is a raft of evidence online that tells of the benefits for both staff and children.

Having a school dog @camberwellpark is not a new idea either – it is something we have talked about on and off for a number of years. I am grateful however to @cherrylkd who having acquired her fabulous trainee therapy dog Doodles, spurred me into action once more  and was very supportive in linking me up with the breeder from where Doodles was born and I was able to get our little superstar puppy Dora.

As it is national pet month, and Dora has been in school for 3 weeks now,  it seems a perfect time to introduce her to a wider audience.

Dora is a miniature labradoodle, and as with Doodles, she has been particularly chosen as a breed as she is hypoallergenic and an intelligent, calm and friendly dog breed. Perfect for being with our children. At the time of writing this blog she is 13 weeks old.

Dora lives with me and travels into school with me each day. She has a crate in my office so that she has a quiet and safe place when she needs it, particularly whilst being a puppy.

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She has a big job ahead of her in school and we have shared information about her role and responsibilities on our website. She is a fully fledged member of staff and even has her own signing in and out to be done 😉

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In order to support the children learn about her we are developing a range of social stories. We will extend these out to a trip to the vets, going to puppy school and other things that Dora gets up to.

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We have photos of her dad , mum and one of her sisters so we can do ‘about her family’ for the children.

Dad 2                                  MumDora and her sister

 

 

 

 

 

 

She even has her own schedule in the office so that it can support the children to understand about routines and using their own schedules!

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We also have  a Dora object of reference as well as symbols to go on the children’s schedule when they are going to work with her.

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We are obviously managing Dora’s introduction to school very carefully for her sake and for that of the children in order for it to be successful. She is only a puppy yet so has lots to learn. She has started puppy training classes with me now and is doing really well. Once she has completed her basic training the trainer is going to work with me on particular skills as a therapy dog e.g. sitting still in her bed whilst being a reading dog for the children.

She has already proved her value however, she has a pet – gate at my office door and has a regular stream of children looking out for her and saying hello as they pass as well as asking loads of questions, wanting to draw / colour pictures and bring them to her. We have had more than one occasion when our pupils who have multiple learning difficulties have either stopped crying when they have held her, stilled and raised their heads and on another occasion one little girl whose hands are always clasped tight, immediately unfurled her hand , turned her eyes towards Dora and started blinking. On another occasion a year 6 pupil in crisis was able to de-escalate his anger very quickly by coming and telling Dora what had made him angry and then returning to class to continue his learning. Staff too are loving having her around and she is a therapy for them too. Dora doesn’t like anyone being sad and ran and comforted a member of staff who was upset about something from home when sat in my office. Dora cuddles were just what was needed at the time.

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She has visited lots of classes already and has been to assembly and is already the stimulus for lots of classroom work. Sadly,   due to pupil confidentiality I cannot share photos which show the children’s faces however  here is some of the fabulous writing one class has produced this week

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So Dora Camberwell – it is early days but you have already proved your worth.

School council are meeting next week to discuss and set out  ‘Dora rules’ – be gentle etc and write a list of things she needs so that classes can research and buy things for her.

She is very much part of the school

Thank you for taking the time to read about her

Mary Isherwood

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Measure what you value not value what you measure – our case studies

Some time ago I blogged on the issue of Measure what you value not value what you measure as it is increasingly a topic of discussion with regards to our pupils with SEND – how do we evidence progress in some of the areas we are so proud of for our learners and celebrate their achievement?

This blog focuses on one of the ways which we are doing this which is through Case Studies. I am blogging now as in recent discussions a few colleagues have asked me for information about how we put together what we are describing as a ‘gold standard’ case study – one which is rigorous and clear in evidencing progress. In the spirit of sharing – here is what we do!

At Camberwell Park School we are keen to evidence holistic pupil progress and have discussed and agreed 9 areas we feel are essential areas of learning for our pupils

i.e.

  • Core Subjects
  • Foundation Subjects
  • Mobility
  • Life skills
  • Personal and Social Development ( PSD)
  • Social, Moral, Spiritual and cultural education ( SMSC)
  • Communication
  • Behaviour
  • Characteristics of Learning

In order to demonstrate progress in these areas we have developed a set of case studies which includes a range of evidence sources.

To ensure the same rigour and high expectations are applied to our case studies as are with all other aspects of assessment, we have discussed and agreed what for us is a ‘GOLD STANDARD’ for putting together a case study:

 

  1. Overview of pupil info: Start by giving a very brief overview of the pupil (e.g. age, ethnicity, pupil premium) and their needs (e.g. SLD, Downs syndrome).
  2. Telling the story : The case study must tell the story from start to finish – clarity on the starting point – how was the child presenting? Needs / goals? How did we meet the needs and what were the outcomes?
  3. Easy to read format: The case study should be clear in presentation – use of headers, imagines, bullet points, bold and italicized writing to ensure all information is accessible and clear to the reader. The school logo should be included at the start and the key area of focus from the 9 areas above should be identified.  Arial font, size 12 should be used.
  4. Include real data: The case study should include real data – quantitative and qualitative. Quotes from others e.g parents / carers / members of the multi-agency team and where ever possible the pupils themselves.
  5. Links to evidence documents: Links to evidence documents e.g. end of year reports, EHCplans, video clips should be used. Word documents can be embedded.
  6. Summary A conclusion to draw the case study to a close – what was the overall impact?

 

I am sadly not able to share any completed case studies due to pupil confidentiality  . What I can tell you is that they now form part of a comprehensive both quantitative and qualitative assessment system in school and they have been successful both in terms of process as well as product – the professional dialogue of colleagues working together to write them has been invaluable as well as the amazing product of the completed case studies which very clearly demonstrate progress in all of the areas detailed above.

Hope this information is useful to colleagues

Thanks for reading

Mary