When My Classroom Became a Spa...

For the past two weeks my classroom transformed from a salon to a spa! We have had a very relaxed time exploring and discovering in our Spa themed topic sessions.

Resourcing this session

These sessions need not break the bank! You can resource your spa on a shoestring budget with a little help. Try emailing your local high street shops in advance to ask if they have any samples or products they would be able to donate. Places like Lush and The Body Shop have always been very generous with this and have offered old stock and samples. My class really enjoyed using the various lotions and potions.

Note: Always ensure that you check the ingredients for any potential allergens.

Observation records

As with all sessions, it is important to always be focusing on why we are doing them. Be observant for indications of awareness of the experiences, engagement and reactions such as stilling, vocalising and facial expressions; don’t forget to include any negative reactions in your notes too! I always have my observation record sheet printed on the reverse of my session plans so it is easy to see the context of what was being observed when I look back at them. I also include a column titled ‘Next actions-what will I do next time and why?’ It is important to reflect on each session in order to make the next one meaningful.

The environment

To create an immersive environment I turned off the main lights in the room and used a ripple light on the slow, blue setting (you can buy these relatively cheaply from Amazon.co.uk). We also played relaxing music in the background- just search ‘relaxing spa music’ on YouTube to find suitable music. An incense stick was also burning for part of the session (consider any medical needs in your own class as to whether this is suitable to use in your environment).

The spa

Foot spas

I have yet to have a pupil in my class that doesn’t enjoy using the foot spa. We have three different foot spas in my class (kindly donated over time). Each of the foot spas have different settings e.g. hot or cold, bubbles, vibration strength, jet stream … plenty of variations to explore preferences! Try repeating the same one or two settings over a few sessions and look out for consistent reactions and change the settings accordingly.

   

Exfoliating scrubs

We used exfoliating scrubs for feet and hands. The grainy texture is unusual and provided stronger responses from some children. For some it was a definite ‘no’, while for others it was clearly an invigorating experience.

Massage

We used different scented moisturisers as part of our hand and feet massages. If you do Sensology sessions or similar, it’s a great opportunity to use the preferences your pupils have developed towards particularly scents. You can buy cheaply large pots of plain aqueous cream and travel/make up bottles from places such as Poundland. Add preferred scents to the moisturiser, mix it in and store it in a labelled travel bottle for ease of use.

Consider whether you have pupils who have difficulty with proprioceptive processing in deciding pressure i.e. gentle or firm. Also consider where on the body (always follow the safe follow the Safe Touch guidelines which you can find here at www.choicesupport.org.uk). I have a little girl in my class who will always take my hand and push it towards her feet to ask for a foot massage.

Face masks

We went on a shopping trip with the children to choose the facemasks. There were various textures, scents and types such as peel off, thermal, cooling, tingling etc. to choose from.

Don’t forget that the facial area can feel more intimate and some children may be particularly averse to having their face touched. You can always apply the masks to a different, preferred area of the body. There were a few children who really did not like the face masks. However, others were quite relaxed having the mask applied and left on before removing it with dampened warm cotton pads.

You can also try making your very own simple (and edible) face masks. Try using yogurt or oatmeal as the base and add preferred ingredients in such as fruits or honey. Why not go on a sensory shopping trip to the supermarket to decide which ingredients your pupils would like to add. You may have pupils who would enjoy the pouring, mashing and mixing process to create their mask too.

For the next two weeks we are exploring ‘Doctors’ through a doctor themed TacPac which we have already made available on TES. You can find it here.

When My Classroom Became a Salon...

This term we have been exploring the topic of our community. Both mine and Lucy's class each week (or 2 weeks for some)  explore a different place- the doctors, dentist, hairdressers, opticians and spa. For the first week of term we explored the hairdressers. For each topic we have planned a carousel of activities for the children. The children have had great fun exploring and discovering in these sessions. 

What are the learning opportunities in these sessions?

There are so many opportunities on offer during these sessions. Whilst they are great fun and the sessions should be enjoyable, it is important to remember why we are doing the activities. These activities allow opportunities:

        To show an awareness of sensory stimuli/experiences

        To develop a sense of anticipation

        To provide opportunity to communicate preferences

There are many other opportunities on offer and each of my pupils have their own personal targets which may be covered within the session. For more able pupils, these may include self-help and independence skills such as learning to assist in washing and drying their own hair.

Beginning the session

I begin all of my sessions with a song as a cue that we are about to start something. It’s a really simple song-

 ‘It’s time for learning here we go (clap hands),

 It’s time for learning here we go (clap hands),

It’s time for learning,

It’s time for learning,

It’s time for learning here we go!’

(To the tune of If You’re Happy and You Know It)

The hairdressers

Washing hair

For some pupils we were able to recline their wheelchairs and remove the headrest (one person supported the child’s head while another did the washing) and for others we used a waterproof bean bag with their head resting over the end. We had a washing bowl of water in a tuff spot tray under the wheelchair and gently poured the warm water over their hair. For some of the children neither of these approaches were suitable so we used a water spray bottle instead. We cued the children with ‘ready, steady...go’ to help develop a sense of anticipation for the water being poured. There were mixed initial reactions, some children stilled whereas others immediately giggled. Many more children enjoyed having the shampoo massaged into their hair and there were one or two who gave a helping hand rubbing it in. Over the course of the week it was great to see that many of the children were showing anticipation of the activities, giggling and vocalising happily as we said ‘ready, steady…go!’ Upon having his chair reclined, one child began squealing excitedly, and then used the word ‘go’ to indicate when he was ready for the water to be poured.

Drying hair

We both towel dried and used a hairdryer to dry the hair, taking into account preferences observed and developed over the week. Due to the loud sound made by the hair dryer, some of our children found this to be an overwhelming experience. It is important to recognise there is as much value in a child’s negative reaction to an experience as there is for a positive one. I always remind my support staff of this when they are writing up any observations, not to omit any negative reactions; these reactions communicate preference.  I would also, where appropriate, not be averse to try repeating an activity that a pupil may have indicated a dislike towards previously. As with all of us, the things we like may change over time. Most young children may not like flavours such as olives, dark chocolate or coffee but as adults we may delight in such things. Repeat experiences to see if their responses are consistent, in enjoyment or dislike, and whether there has been any change over time. During this week, I had one child who startled and stilled at the sound of the hairdryer on the first occasion. She loves windy weather, so I was fairly sure that it was the sound that she was unsure of. I used the dryer on the lowest speed and on the cool setting, warning her before I turned it on and initially blowing it on her hand before her hair. I did this in short bursts, turning it off, giving a verbal cue, blowing on her hand, blowing on her head for about 5-10 seconds before turning it off, pausing and repeating the process. By the end of the week there were little smiles during this activity where there had previously been a startle. Experiences like this are particularly meaningful as they are relevant to day to day life and can make a small but meaningful difference. In the future, with this experience continued at home, it may be that this child will tolerate her hair being blown dry at home or during a visit to the salon.

Dying hair (or spaghetti hair!) & using hair accessories.

We used some UV hair gels and hair chalks in a tuff spot tray which has UV LED lights taped around the inside. I put cooked spaghetti inside the tray and squirted blobs of the dye into it. As the children handled the spaghetti they could quickly see the effects of their actions as it began to glow luminous yellow, pink and green. For my more able pupils I also had some ‘squeeze’ scissors (used with close supervision) to cut the spaghetti hair. It may be a nice idea to hang the spaghetti through the holes in a basket (plastic toy one would do) or drape over an A-frame to practice cutting. This is a great opportunity to work on those fine motor skills. Some children enjoyed having their own hair styled using the gels and we had some interesting reactions as they looked in the mirror- particularly when we held the lights up behind them and their hair appeared to glow! I do have one pupil who particularly dislikes getting messy; activities like finger painting would normally be a no go. However, with the UV light she was happy to get her hands in and spread the UV hair gel, showing interest in the marks she has made as the colours immediately stood out and fluoresced. Some pupils also enjoyed decorating the hair of the supporting adults choosing their preferred colours of dye and adding in their choice of hair accessories including fibre optic hair clips. We had some fantastic, weird and wonderful styles over the week!

Finishing the session

As with the start of the session, I always cue the end of my sessions with a song. This song is sung to the tune of 'Mary had a Little Lamb'.

It is time to finish now,

Finish now,

Finish now,

It is time to finish now,

Put everything away.

We also celebrate any achievements during the session by choosing something each child has done particularly well or enjoyed during the session and sing it to the tune of 'here we go round the Mulberry bush' e.g. NAME did good ACTION today, good ACTION today, good ACTION today etc. I  must confess that I pinched this fab idea from Amy Perkins' class at the amazing Chailey Heritage School which myself and Lucy were thoroughly 'wowed' at when we visited last year. 

Last week and this week we have been feeling very relaxed as we explored our topic of the Spa- we’ve been using face masks, foot spas and enjoying hand and foot massages! We hope to have a professional beauty therapist visit our classroom too. Blog post to follow shortly!

Our review of the Rochford Review and the Government's response

All opinions shared in this blog are our own personal views and do not reflect the views of our school.

What is the Rochford Review?

In 2015 a report was commissioned, chaired by Diane Rochford to review the statutory assessment frameworks for pupils working below the national curriculum standards.


The review was released in October 2016 with the following key recommendations:

• The removal of p-scales 
• Interim pre-key stage standards to be used to assess pupils working below the National Curriculum standards but whom are engaged in subject specific learning 
• Schools should assess pupils in 4 areas of need as outlined by EHCPs 
• Schools should have a statutory duty to assess pupils not engaged in subject specific learning in the area of cognition and learning using the 7 aspects of the engagement scale. However there should be no requirement to submit data 
• Schools should be free to decide their own approach to assessment in line with their chosen curriculum 
• The changes in assessment for pupils with SEND should be included in initial teacher training 
• Schools should work to share their good practice and seek support from one another 

Earlier this year there was a consultation period which received 594 responses. The Government analysed the initial report and the responses received and have this week published their response: Primary school pupil assessment: Rochford Review recommendations Equalities impact assessment

What are the main points that have been outlined?

Pupils who are engaged in subject specific learning but are working below national curriculum standards will be assessed using the interim pre-key stage standards as of the year 2018/19.

Pupils not engaged in subject specific learning and working below the level of the interim pre-key stage standards will be assessed in the area of cognition and learning using the 7 areas of the engagement scale: In recognising the complexity of need of these pupils and the inadequacy of a linear assessment framework, the government expects pupils to be assessed tailored to their personal needs and unique profile using the 7 areas of engagement however the school feel best fits their curriculum model.

The Rochford Review recommended that schools will not submit the data they collect for pupils not engaged in subject-specific learning when assessing them against the 7 areas of engagement. This is because the Rochford review placed a high value on schools having the freedom to assess pupils in a way that meets the needs of their pupils and in line with their curriculum model. Standardising an assessment model to submit results would not achieve this.

‘One of the Rochford Review’s guiding principles was that equality is not always about inclusion. Sometimes equality is about altering the approach according to the needs of the pupils. While an inclusive approach to assessment is desirable where it is both feasible and valuable, it is equally true that the fairest and most positive way to provide for some children is to use a different approach.’ I believe this statement reflects what professionals working in the SEND sector have been waiting a long time to read.


What is wrong with the p-scales?
Having used PIVATS to assess pupils with SLD and PMLD I have found limitations. Firstly, p-scales are a linear progression framework which outline what the children should be demonstrating and the next steps. A barrier of PIVATS is that the individual lozenges (targets or achievements) should be attained across one level before progressing to the next and at many levels there are lots of lozenges to achieve. I recognise that PIVATS has helped many teachers break down the often perceived as ambiguous statement jumps of the p-scales, however aren’t we just fitting our children into linear stacked boxes? Some children may also reach a peak with such an assessment system, they may be making progress in other areas however they don’t fit in any more of the boxes, or even worse teachers are seeking to find a very tenuous link to prove progress. Much research has been carried out that demonstrates that pupils with a range of severe, complex and profound needs have spiky profiles of attainment which doesn’t reflect accurately using a linear assessment framework.

Another problem I found with PIVATS was the need to show progress on a tracker. My pupils often made progress in areas related to their social, physical, sensory processing or independence skills as these were important areas of development personalised to the pupil, however they are not reflected on a tracker. With the pressure to make progress teachers often find themselves teaching to PIVATS targets. By doing this we are not teaching in a creative or innovative way and teaching around the needs of the child.

In an article written by TES they quoted Diane Rochford’s concerns that the p-scales are often used incorrectly to shape a curriculum which restricts schools in delivering a creative and innovative and pupil centred approach.

It is important to recognise the changing face of SEND. Our profile of children is becoming more and more complex with the advances in the medical profession in relation to premature birth, an increase in drug and alcohol use throughout pregnancy and the increase in undiagnosed neurological disorders. In our setting the lower end of the school has an increasing ratio of pupils with PMLD and complex medical needs. To meet their needs we should be aiming towards a personalised curriculum approach that meets the needs of these pupils. Following a lot of personal research, school visits and trailing in practice we feel an informal/ semi-formal approach is successful. However after p4 the p-scales are divided by subject based learning. This can often present schools with a dilemma and the questions, what curriculum are we expected to follow? Do you pupils have an entitlement to the national curriculum? What will Ofsted expect to see?

The fountain dale school highlights that pupils working at p5 are typically working at age 24 months, would you expect a 24 month old to be learning subjects. It’s even worse for KS2 and 3 pupils who are at this developmental level but expected to be learning complex subject topic. And this is not even the place for the argument ‘but you can make that topic sensory’ because I would have too much to say!

The p-scales were also designed as a pre-national curriculum assessment tool and were not updated when the new national curriculum was put in place in 2014. The p-scales do not follow on to the National Curriculum leaving a big jump between p8 and NC levels. 

Alternative assessment approaches

There are a range of other assessment frameworks used to assess the progress of pupils with PMLD/ CLDD/ SLD. Our survey results highlighted this in our previous blog post.

An assessment system we have found to be successful is MAPP. MAPP is a system that allows you to input personal targets and look beyond subject areas. Targets can be mapped around any development area that would positively impact on the child. MAPP recognised that is it not accurate to simply tick a target as achieved or met, as is the case with many assessment tools based on p-scales. They break down the acquisition of a target into four stages of which each stage has a progression. The stages are prompting, fluency, maintenance and generalisation. It is recognised that maintaining a skill and generalising it is just as important to record as them demonstrating it. It is a system that slows the pace of learning down to meet the child, not expecting them to continuously move forward in their development path to meet their expected outcomes.

Earlier in the year, we visited Chailey Heritage School. Simon Yates, the head teacher, accompanied by two members of his staff presented on their curriculum and assessment model at the Best of British Special Education Forum earlier this year. They left listeners with jaws on the floor at the concept of getting rid of data. Chailey strongly believe in their pupil case study assessment system. Their target setting, my next steps are designed around the needs of the children, similar to MAPP. They evidence progress using observation notes in a very thorough and effective system. There is no data to track, no pupils are compared but the journey of learning is still clear to see. 

What are the engagement scales?
The engagement profile and scale was devised by professor Barry Carpenter as part of his work on the Complex Learning Difficulties and Disabilities Project.

The project outlined the importance of engagement. They explain that engagement is not just being on task but being immersed in the learning activity in relation to the activity itself, their learning environment and those around them. Many children with PMLD/ CLDD/ SLD have difficulties engaging in their learning due to a range of barriers. The project outlined that a child must be engaged before any learning can take place.

The project highlights the 7 stages of engagement: awareness, curiosity, investigation, discovery, anticipation, persistence and initiation. The engagement scale is a tool to measure the progress towards engagement. It is a score based system that marks each area out of 4 and can measure progress over time.

Engagement is clear to observe and assess when working wit pupils with PMLD however, I have previously questioned the impact of measuring engagement with some of our SLD. I have looked through the PowerPoint below and found useful examples to aid my understanding of its application to pupils with SLD. However, I have worked with a number of pupils with SLD who are well engaged with activities, eager to learn and fully immersed in an activity. We may not be able to track much progress with these pupils.

Powerpoint found on Barry Carpenters website: https://barrycarpentereducation.com/tag/engagement/

Click on the link in the post: Interpreting Engagement ; pathways for children with Complex Needs

https://www.amazon.co.uk/Engaging-Learners-Learning-Difficulties-Disabilities/dp/0415812747/ref=sr_1_sc_1?s=books&ie=UTF8&qid=1505663272&sr=1-1-spell&keywords=barry+cerpenter

How we have implemented them at school?

Hannah implemented the engagement scales last year with her PMLD class and used them alongside PIVATS and MAPP. Hannah found them effective to use to measure engagement within a session. Hannah’s class uses a lot of repetition to support the needs of her pupils, therefore the engagement scales provided a tool to assess the progress of the pupils engagement with an activity over time. This may prove more difficult for pupils with SLD who have a more diverse timetable.

I have recently introduced them with my CLDD class. My team have been enthusiastic and committed to learning more about the engagement scales and are enjoying being able to observe the progress a child is making. By encouraging the whole team to use them, the team enjoy the responsibility and being included and can recognise the impact of the session and the support they are providing.

I would not like to use the engagement scales as a stand-alone form of assessment. I recognise the value in assessing the development in engagement, however they do not record the specific achievements of the child. In practice, I think using MAPP and the engagement scales complement each other.

We will attach two examples of the engagement scale progress sheets we have devised and have been using to our TES page: Sensory_dispensary or click here.


Things we like about the Government response to Rochford review:

• Supports that for pupils working below the interim pre-key stage standards a non-subject specific curriculum is supported 
• Recognises the limitations of the p-scales 
• Is not expecting engagement scale data to be submitted 
• There is still a freedom for schools to adopt an assessment framework that works for their children and their curriculum 

Things we are concerned about:

• The use of the engagement scales were never designed to be a primary assessment tool. They do not measure overall progress, only progress in engagement 
• We feel the SLD pupils have not been recognised; engagement scales work well for PMLD pupils. The interim pre-key stage standards are still recognised as above p8 but below NC which leaves out pupils working between p4 and p8. We need to be able to measure progress not just engagement. We recognise engagement is the pre-factor to learning however once a child is engaged how do we measure the progress then? Are we lowering aspirations by only measuring against engagement? Should the engagement scales be an option instead of statutory? 
• It is a very long process. Pupils working below interim pre-key stage standards will continue to be using the p-scales for another two years. There is confusion around this as some schools such as Chailey Heritage have already moved away from the p-scales. 
• The initial report highlighted the importance of assessing pupils with SEND in all 4 areas of need as outlined by the EHCP. The government report only touches on cognition as an area for assessment by use of the engagement scales but does not directly promote assessment in the 4 areas. 
• This only outlines primary assessment, can we assume it reflects secondary pupils too as many special schools are 2-19. 

 Sources used:

Carpenter, B., Egerton, J., Cockbill, B., Bloom, T., Fotheringham, J., Rawson, H., et al. (2015). Engaging Learners with Complex Learning Difficulties and Disabilities . Abingdon: Routledge .

Department for Education. (2017). Primary school pupil assessment: Rochford Review recommendations . London : Department for Education.

Phillips, S. (2016). Reflections on the Rochford Review & implications for our semi-formal learners with severe and complex needs - One school’s perspective. Retrieved September 17, 2017, from Fountaindale School: http://www.fountaindale.notts.sch.uk/library/documents/Reflections_on_Rochford_SF_%281%29.pdf

Rochford, D. (2016). The Rochford Review: Final Report. London : Standards and testing agency.

The Dales School. (n.d.). Assessment & Progression (MAPP). Retrieved September 17, 2017, from The Dales School: http://www.thedalesschool.org/attachments/MAPP%20case%20study%20e-mail%20PDF.pdf

Ward, H. (2016, October 20). Rochford Review: changes to SEND assessment could lower expectations, warns charity. Retrieved September 17, 2017, from TES: https://www.tes.com/news/school-news/breaking-news/rochford-review-changes-send-assessment-could-lower-expectations

Parallel London

On Sunday 3rd September, Hannah and I were lucky enough to be invited to Parallel London to be a part of Jo Grace's sensory tent.

Parallel London is an inclusive sporting event held at the Olympic park. The aim of the event is to provide an opportunity for disabled people to participate alongside able bodied people in a fully inclusive, positive and inspiring environment. Their slogan is everybody running #sidebyside. Everyone starts together but finishes whenever. There was no pressure or competitiveness other than the enormous amount of self determination that was felt across the whole park and support sent from the crowd.

There were runs of different distances as well as the sensory 1K devised by Jo Grace. The sensory 1k is a fun run. The participants make their way through many different sensory zones at their own pace. We intended on joining them in this race, however I was forgot to register until after it closed the day before the event. (We did find out you could register on the day but we were busy in the tent by that point).

When it was time for the race to begin we made our way to the start line. It was truly heart warming to see the diversity of the people ready to begin. People with profound and multiple learning difficulties, physical disabilities, autism, sensory impairment and so many more alongside able bodied people. All #sidebyside and included TOGETHER. The compare was highlighting some of the participants, why they were doing it and their personal goals and also helping the participants to get warmed up.

Once the race was underway, Hannah and I rushed around the outside of the course to find as many sensory stations as we could from the sidelines. The first station we saw was the parachute area. The fabulous participants journeyed through a visual and proprioceptive experience as they watched the colourful parachutes float up and down sending gusts of wind around their bodies. We then got to the smell tunnel decorated with plants. We could not tell what the smell was from the outside, but there were lots of happy faces venturing through. Jo added a vestibular section this year, creatively using the markings on the ground to encourage people to weave and spin around. We also saw bubbles floating through the sky from the other side of the event. Other stations we could not get to included wind chimes, a light tunnel, and a ribbon canopy.

The biggest highlight of the day for us was standing at the finishing line. We were so touched to see the proud faces passing over the finishing line and the amount of empty wheelchairs as lots of determined people battled against their barriers to step over the finishing line. We were quite emotional watching these special people with their families and friends achieving something so great and amongst one of the most supportive crowds we have ever been a part of. 

After the race, we had half an hour to wander around the free festival. The festival featured many information tents about clubs, equipment, holidays, inclusive events, charities and much more. There were also many workshop and activity stands including inclusive technology, sensory spectacle, yoga, music, story telling, burlexercise, sport, bikes and Jo's The Sensory Project tent.

The main stage was busy throughout the day offering entertainment and celebrating the talents of many people with disabilities. There were many highlights including Wildcats theatre school from Stamford, Lincolnshire who are actually quite local to us, which is lovely. DM collaborate, a group of professional classically trained musicians. Include choir, whose performance of let's go fly a kite really touched us and electric umbrella. 

Sadly, after Parallel, electric umbrella, a fantastic inclusive theatre company had a road accident. They have set up a Just Giving page to help them re-build their little yellow theatre and get their show back on the road. If you can help them, please do.

We were trilled to be part of The Sensory Project's tent with so many other wonderful people. Jo had planned for visitors to experience seven different sensory experiences with an additional challenge. Hannah and I rocked up with our brand new business cards, t-shirts and bunting, we have now decided we also need a pull up banner stand thing too! Our experience involved a piece of stretchy lyrca. Visitors stretched against or through the material, or even felt the wind as we waved it over them. We were overwhelmed when we were visited by a visually impaired gentleman and his carer. He got so much from the proprioceptive experience, he laughed at the feeling against his hands. His carer was patient and an incredible communicator signing on the gentleman's hand. They had the most incredible relationship to witness, full of trust, respect and laughter. It was definitely a highlight of our day. We met lots of other wonderful sensory beings too!

The inspirational gentleman with a visual impairment enjoying sound experiences with the Sound Tracks ladies.

The other activities in the tent included lots of great sensory items from nature brought to the tent by Dr Nina Ockendon-Powell. Nina runs a blog, Wild Happy Well about the science behind why nature is good for us and how we can all benefit from nature.

Sound Tracks filled the tent with sound from their array of instruments and other inclusive sound making devices and their fabulous sensory song!

Katie from The Best Medicine was also there letting everyone know about the benefits of laughter therapy.

Holly Easton was also in the tent with 3 different playdoughs for us all to explore. Hannah and I of course couldn't resist. Holly has written a book with Becky Lyddon from Sensory Spectacle full of sensory play ideas you can fine it here.

In the tent, there was also a great dark den featuring many visual experiences which was brought along by a sensory designer from Falmouth University.



Hannah and I have made activity cards designed for people with profound and multiple learning difficulties. They could also be used with people with ASD, dementia, sensory processing disorder, toddlers. We have 2 packs filled with simple ideas to develop sensory awareness and communication. The packs come with an accompanying booklet to explain how the cards can be used to support development in a number of ways. They are available to order by messaging us on Facebook. £5 for 1 pack, £9 for 2 packs and £1 for postage. We were thrilled they were so popular at Parallel. There is limited availability as all packs are hand made when we get a chance between teaching and blogging!

We had the most amazing day and met some truly wonderful people and was topped off by finding ourselves at the Krisy Kreme stand in Westfields! We hope to be there again next year!



Some of the photos featured in this blog post were taken by Jo Grace. You can view her full album and many others on her Facebook page https://www.facebook.com/profile.php?id=100009285343907


http://www.parallellondon.com/

Story Massage

What is Story Massage?

Last year we tried a new session with the children- story massage. We began by using the book ‘Massage Stories Exploring Communication Through Touch’ by Andrew Muir with Flo Longhorn. I used the ‘pop massage’ story from this book initially as we explored our topic of hobbies. There were some lovely reactions from the children. One little boy who would always be asleep during this time would, without fail, wake up for a particular part of this massage. We tried playing the song outside of the massage sequence to see whether it was merely the song, but curiously he remained asleep. Encouraged by the success of my first use of story massage, I then borrowed Lucy’s book ‘Once upon a touch… story massage for children’ by Mary Atkinson and Sandra Hooper and was interested in the different approaches between the two books.

In essence, story massage pairs together a simplified story or rhyme with massage movements on the body. Each massage movement represents a corresponding sentence. For example, ‘pattering’ your fingers across a child’s back may represent Cinderella running from the ball or moving both hands together in an upwards motion may represent a beanstalk growing.

Andrew Muir with Flo Longhorn’s book suggests certain resources to use alongside the massage such as cream/oil and sometimes music etc. If you do decide to use direct on body touch in your setting be sure to follow the Safe Touch guidelines which you can find here from www.choicesupport.org.uk. ‘Once upon a touch… story massage for children’ uses 10 set moves in all of its stories adapting the order, or they are used to suit the story (all on top of clothes and on the child’s back although different body areas are suggested) without music. I would highly recommend both books and that you try them out with your own children to see what works best for those you support.

Using and adapting story massage.

Encouraged by the success of our first use of story massage I tried both approaches. I found that, in my class, there were stronger responses with the use of the music alongside the massage and words. I also found that for some stories I wanted to use additional moves from the suggested 10 in ‘Once upon a touch… story massage for children’. I set out to create my own version of a story massage using one of my favorite stories- Alice in Wonderland (it also loosely fitted into our overarching topic of traditional tales).I simplified the story into 13 short sentences (1 of which is repeated 3 times throughout) as you would do for a sensory story. For music I initially selected some songs that I thought fit the sentences before getting a little frustrated that I couldn’t find a piece of music that I felt adequately sounded like falling down a rabbit hole! It was at this point that my other half, James, interceded and said he could make me some music if I could explain vaguely what it was I wanted. Luckily, he is able to interpret ‘it needs to sound big and then small, and sort of twirly’ into something I was satisfied sounded like falling down a rabbit hole! I largely used the moves suggest in ‘Once upon a touch… story massage for children’ but added in one or two of my own that I thought the story demanded. Why not try creating your own story massage? Using existing stories and rhymes is a good place to start.

How do you deliver the session?

To create a more relaxing environment we always had the main lights off for this session but had fairy lights on to create more subdued lighting. My team delivered the session with all of us initially saying the sentence together at the start of the music and then beginning the massage movement. For the majority of the pupils the massage movements were done on their backs but you can change this according to need and preference. I had one little girl in my class who was very insistent that she wanted it to be on her feet.

What are the benefits?

There are numerous benefits for children of all ages and abilities. These are just some of the benefits:

• Improved calmness and concentration
• Increased self-awareness
• Develop a sense of anticipation

I was really pleased with how well my class seemed to respond to the story. There were many different reactions, for some it was a calming and relaxing experience as shown by some rather droopy eyes. For others, there was seemingly curiosity lifting and turning the head towards the area of touch. Over time certain pupils suggested preference to particular parts of the song with very strong reactions of happy squeals, smiles and shaking.

Try it for yourself…

If you would like to try story massage you can download a free example of our Alice in Wonderland story massage and music here. The version uploaded is one used as an end of year gift for the pupils in my class. We printed double sided and laminated the information, instructions and story and burned the songs on to a disk so they could continue to enjoy the story massage at home. 

You can buy the book ‘Massage Stories Exploring Communication Through Touch’ by Andrew Muir with Flo Longhorn here.

You can buy the book ‘Once upon a touch… story massage for children’ by Mary Atkinson and Sandra Hooper here.