On our school’s journey to develop our learning outside the classroom (LOtC) I fell in love with the opportunities and benefits that LOtC provided us all – staff and students!
My own primary school memories are of the learning beyond the classroom opportunities I was lucky to experience and now, in my career, I have continued to enjoy being a part of celebrating, educating and learning more about and through LOtC.
It is well known across education, through a wealth of evidence and research, that LOtC significantly benefits children with SEND: improving health and wellbeing, social and emotional skills, communication and much more. I see this positive impact first hand as a Primary SEND teacher and the influence these meaningful and beneficial LOtC experiences can have on attainment and achievements bringing joy and happiness to a child’s education.
These experiences are memorable.
However, there can still be barriers to LOtC as well as challenges in ensuring that the LOtC provision and input our SEND students access is of a high quality and valuable.
Here I share some top tips on ways educational providers can support SEND students when visiting their venue or using their services that I have explored in our own school’s journey…
Communication is key
In my experience, supporting communication is always the key to strengthening a child’s access to quality LOtC, and I am sure many others who work with SEND students would agree. As there are so many ways and intricacies in communication, it is important to consider alternative approaches. Here are just a few things providers could do or props to use to support communication (this will vary between individuals and schools):
- Music cues or sound
- Sign – Makaton, BSL – would be good for those leading or supporting the educational visit to have knowledge of some key vocabulary if there is no one trained.
- Symbols – use with key vocabulary, instruction etc.
- Pictures/photos – including ‘now’ and ‘next.
- Adapt your language – use two to three word phrases or single word prompts, and leave processing time if appropriate.
- AAC devices (sound buttons) – key vocabulary
- Visual cues more specific to behaviour support such as countdown spots and sand timers.
Sensory support
Sensory regulation and processing support and awareness can help SEN students to engage more and feel more comfortable in an environment. Sensory needs can be complex but there are some easy, simple resources you can have available that could help:
- Regular breaks
- Physical breaks – running, exercise, calm yoga, sensory circuit specific movements
- Brain breaks – lots of options on youtube for brain breaks, deep breathing
- Short breaks of three to four minutes
- Yoga or peanut ball
- Ear defenders
- Twiddles
- Wobble cushions
- Blankets
- Alternative lighting – if indoors e.g. fairy lights
Behaviour
Supporting communication and sensory needs can help a child regulate behaviour so considering those suggestions mentioned above will have a significant impact. Here is a summary plus some additional ideas of ways to support SEND students and behaviour when they are visiting or using your educational provision:
- Communication – e.g. Visual aids
- Sensory regulation and processing support
- Clear instructions
- Clear expectations
- Consistency and repetition
- Developing relationships – becoming familiar with the children
- Role model and respectful interactions and environment
- Positive reinforcement
Curriculum
The curriculum can look different between SEND schools, and children may not be working at the age related expected level, so it is always good to discuss and confirm outcomes and aims of the educational visit in advance with the teachers to meet the needs and abilities of the children who will be accessing the provision. For example; when accessing LOtC opportunities, our school focuses on the holistic development of a child and would not necessarily be subject specific.
Learning beyond the classroom is a fantastic way for SEND students to learn through real life, practical experiences which are so beneficial and valuable to development. These are just some simple ways to ensure settings and provision are inclusive and beneficial, hopefully some of these ideas can help you in your own journey of supporting SEND students in LOtC.
More
Anna recently delivered an online session for providers of educational programmes focusing on this topic. CLOtC Members can access this and all other past event recordings here.
Find out more about becoming a member here.
Anna will also be facilitating a discussion group on‘Current thinking in Education: supporting the curriculum with LOtC – SEND’ at the CLOtC National Conference 2024 on 14th November.
This blog post was written by:
Anna Bayliss, Lead Teacher at St Giles Primary (SEN, Spencer Academies).
Anna has worked on embedding learning beyond the classroom at St Giles for the past few years, first achieving the Silver LOtC Mark in 2019 – at the time, the only school in Derbyshire to have been awarded this achievement.
Continuing to develop the LOtC at their school, St Giles now hold the Gold LOtC Mark award.
