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Our next Parent Workshop/coffee morning will be on Friday 9th December at 9.45am. We will be sharing how we support children to keep themselves safe and develop their independence for now and in the future.
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Oaklands School

Making Learning Fun

Home Page

Oaklands School

Making Learning Fun

Resilence Building Programmes

Resilence Building Programmes (RBPs)

 

The aim of the RBPs are to enable children to develop their capacity to access and enjoy a wider range of experiences both in school and the wider community.  

An example of an RBP:

 

Oaklands Resilience Building Programme (RBP)

 

Child:

Class:

Issue/s to be addressed: (What & why?; How will RBP benefit this child? Will it support their family?)

A currently wears a nappy and does not use the toilet, but she has started to show awareness of her nappy being soiled. If successful, she would no longer need to wear a nappy and would be able to communicate her toileting needs with adults. This will develop her independence and in turn maintain her digniity. This will support family and home life as a result of A's increased independence.

 

Current situation & observations from class team: (be as detailed as possible in unpicking the behaviour/ issue and potential causes; include parental feedback wherever possible so that RBP can be supported at home)

A is beginning to show some recognition of when her nappy is soiled and is taking adults to the toilet or retrieving her own nappies to communicate her need. Once she recognises that she needs her nappy changing, she finds it difficult to wait for any length of time for an adult to take her to the toilet and will become increasingly distressed in a very short period of time. She requires immediate adult attention. This impacts her learning as she cannot pay attention or concentrate on any instructions or activities. Her distress can become very vocal, which impacts the learning of other pupils in the class.

Mum communicated at her Annual Review in September, that she has started showing similar signs and behaviours at home.

 

Goal at the end of the six week intervention RBP: (can be directly taken from OPAL and/ or broader)

To have a clean/dry nappy 80% of the time at school.

 

Complicating factors to consider in planning the RBP: (e.g. diagnosis; peers; time constraints; cost; resources)

Diagnosis, consistent staffing, high level of staffing needed.

 

Related OPAL statements:

Self-Care – Self-Toileting:

I can tolerate sitting on the toilet/potty

I can sit on the toilet/potty when prompted

I can request to use the toilet through gestures, visuals or speech

I can attempt to flush the toilet when prompted

I can flush the toilet when prompted

I can attempt to clean/wipe with support when finished using the toilet

 

Logistics: Who, where, when of the programme

1:1 adult support to take A to the toilet regularly throughout the day.

 

What type of intervention?

Tick all that apply

1:1

With a peer

Planned teachable moments

Part of daily routine

During specific session (which?)

Through social story

Programme steps & strategies to be used

Success criteria (may be OPAL statements

Target milestones within 6 weeks

Take A to the toilet and encourage her to sit on it when she has her nappy changed.

 

I can tolerate sitting on the toilet/potty

I can sit on the toilet/potty when prompted

 

 

Ensure consistent use of Makaton sign for ‘toilet’ to support her to communicate her needs in all environments.

 

I can request to use the toilet through gestures, visuals or speech

 

 

A to wear knickers instead of a nappy to eliminate the association between wearing a nappy and going to the toilet.

 

To be able to tolerate wearing knickers instead of a nappy.

To be able to pull her own knickers up and down.

After week 1

Support A to exchange toilet symbol with an adult every time she goes to the toilet (to have her nappy changed).

 

I can request to use the toilet through gestures, visuals or speech

 

 

Take A to the toilet every 30 minutes throughout the day.

 

 

A accepts going to the toilet at more regular intervals, even during activities she may be enjoying.

 

Praise A and reward her each time she uses the toilet.

 

A interacts positively with praise and begins to recognise that using the toilet is a positive thing.

 

Do not draw attention to any toileting accidents she may have and ensure that if an accident does happen, she goes to the toilet immediately and sits on the toilet to reinforce learning.

 

A does not become overly anxious or upset and recognises that once she has had an accident, she needs to go straight to the toilet.

 

Encourage A to flush the toilet after she has used it.

 

I can attempt to flush the toilet when prompted

I can flush the toilet when prompted

 

 

Support her to attempt to clean herself after using the toilet.

 

I can attempt to clean/wipe with support when finished using the toilet

 

Increase the length of time between toilet trips as appropriate – 45 minutes, then 1 hour.

 

To be able to last longer periods of time between toilet trips without having an accident.

After 1 week

Monitor patterns of toileting needs during the day.

A begins to demonstrate a pattern in her toileting habits and needs – regular times that she uses the toilet.

 

 

Start date:

 

Mid-point review date & notes

 

End of RBP date

 

 

End point evaluation:

  • Has the goal been achieved? Yes/ NO/ Partially

 

  • Should the RBP be extended? If so set out what additional steps are needed & what the new end point will be (no longer than 4 weeks)

 

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