Music Therapy event Thursday 6th March

ELJAM Music Programme (2)

Music Therapy Continuing Forward – Thursday 6th March 4.15pm – 6pm, The Red School Prestonpans

You are warmly invited to attend an informative event about music therapy services currently available for children in East Lothian.

Find out more about the value of this specialist approach through case examples and a discussion of music therapy in educational settings.   You will have the opportunity to take part in an active music-making workshop to experience the power of music!

Music therapy is currently available in eight schools throughout East Lothian, and provides opportunities for communication, expression, and emotional and social wellbeing.  Particularly for children who are struggling in education, music therapy can provide insight into a child’s abilities and needs; and also provide support to help a child succeed.

Since 2011, the East Lothian Music Therapy Steering Group has worked to promote music therapy services for children in a variety of educational and community settings.   Following a report published in 2012, the Steering Group continues to raise awareness of the benefits of music therapy and to promote access to services throughout East Lothian.  In addition, the Group is interested in exploring collaborative funding opportunities to help support current and future music therapy provision.

RSVP to Lori Tragheim, Community Development Officer at the Red School by Thursday 27th February on

CPD about dyslexia and inclusion

Several Support for Learning teachers comleted the course Hidden Dyslexia this year and most found it very helpful. The providers, CPDBytes, is now offering a 70% Discount on all its courses if you register before 15th December.

For example
    * Hidden Dyslexia, normally £100 now only £30
    * Inclusion: Introduction for Teachers reduced from £150 to only £45
    * Inclusion courses for Teaching/Learning Assistants reduced from £100 to only £30
    * Barriers to Learning usually £50 now only £15
    * Disability and Dyslexia Awareness for Post 16 Educators reduced from £100 to only £30

How it works;

1. Browse all of our courses on our website
2. Choose the course or courses you want to do.
3. Reserve your course by clicking register now and entering your details.
4. The offer is open only until 15 December 2010 at 12 noon!
5. After that date we will invoice you for your selected course(s) – with your discount applied.
6. Once the payment is completed you will receive an enrollment key by e-mail within 5 days.

7. You will have up to 6 months to complete your course.

Please e-mail if you have any queries.

Dyslexia Awareness Week

1-7 November is Dyslexia Awareness Week

This year the Dyslexia Awareness Week theme is Hidden Dyslexia.

CPD Bytes is offering 10 complimentary online ‘Hidden Dyslexia‘ courses each worth £100 to raise teachers’ awareness of the impact of unidentified dyslexia on learners,

For a your free entry please Click Here and fill in the simple form. or copy and paste this link into your browser window

The prizes will be drawn on the 7th November at 12 noon. All the winners will be notified by e-mail and a list of all the prize winners will be displayed on the website
Every entrant will be eligible for a 50% discount on our popular Hidden Dyslexia Course if ordered before the end of November.

Good luck in the draw.

Several support for learning teachers in East Lothian have taken this course and have found it useful. Contact Hilery Williams for more information.

Google Docs for isolated learners

Recently at a CPD session at Knox Academy several teachers practiced using Google Apps together.

One application which is useful in supporting a pupil who cannot be in class, perhaps due to illness, is to paste and send them a Past Paper or other document which they can work on at home. The teacher can type on comments as the pupil is working rather than sending it back and forth as you would with email.

A way for a pupil to keep in touch with peers, is to work from home on a document while classmates type from school. A group can participate together on a Powerpoint or other document from various computers in various locations simultaneously.

One Guidance teacher was eager to put her learning into practice in support of a young man in his final year of school who is undergoing lengthy medical treatments. He can now communicate with classmates and teachers from hospital or home from a lap top and can progress in subjects with a better chance of achieving his potential.

The scope for creating learning opportunities is exciting.

To learn more look at Youtube Googledocs in plain english

Dyslexia Friendly Schools Pledge

Dyslexia Friendly Schools Video from teachers tv

(This is still not as well embedded as a YouTube video but try it.)

This session I have been working with 5 schools piloting our own Dyslexia Friendly Schools Pledge. I have worked with staff to audit extant provision and set targets, acting as consultant and verifier throughout the process. The aim is to encourage schools to promote excellent practice as it carries out its role of supporting and challenging learners with dyslexia to be successful learners, confident individuals, responsible citizens and effective contributors. An effective school (with strong leadership which values staff development and pays close attention to the quality of learning and teaching) is inevitably going to be dyslexia friendly.

A Dyslexia Friendly Schools Pledge is recognition of how a focus on dyslexia can lead to improved learning and teaching for many pupils. To be a Dyslexia Friendly School, the issue of dyslexia needs to be seen to have status. All staff need to commit to supporting learners with dyslexia across the whole curriculum. A whole school, and ultimately region-wide, approach is necessary to translate policy into practice. The Dyslexia Friendly Schools Pledge aims to support schools to:

• audit current practice,

• identify areas for development,

• ensure excellent provision for learners with dyslexia

• share best practice.

At the beginning of the session, senior management and support for learning staff and I, as the Outreach Teacher in the Dyslexia Support Service, examined provision for learners with dyslexia in the following areas: • identification of dyslexia

• intervention

• school ethos

• transitions

• training and awareness raising for staff and pupils

• practice within the classroom

• homework

• role of senior management and promoted staff

• information for parents/carers.

We collated our audit into 4 areas:

• Focusing:

• Developing: meeting the needs of dyslexic learners satisfactorily.

• Established: supporting and promoting good practice in all areas of the school.

• Enhanced: extending outstanding practice and sharing across the region.

5 primary schools have taken part in this year’s pilot. A report on the progress of each school and plan for more development in the next session will be presented to the department of Inclusion and Equality who will then decide whether to take the Pledge forward in other schools in the session 2009/10.

I am grateful to the BDA for its guidance on Dyslexia Friendly Schools and to Liz McKelvie of Stravaig E Consultants Ltd for advice.

Dyslexia Support Service yearly report 2008/09

There have been some mis-understandings amongst parents about the provision for learners with dyslexia within the region this session so I have listed the work I have carried out over the past academic year as the Outreach Teacher in the Dyslexia Support Service. I have:

  • Attended Staged Assessment and Intervention meetings (20 schools, 40 children).
  • Contributed to assessment of and planned for learners who may have dyslexic difficulties (15 schools, 58 children).
  • Delivered formal in-service training for teachers on Dyslexia Awareness; Mind Mapping; Dyslexia and ICT; ‘How we learn to read’ to all secondary schools.
  • Developed planning and organisational skills using Mind Mapping software (4 schools with groups in P6 and P7, whole P6 class).
  • Developed spelling strategies (1 school with P7 pupils)
  • Developed note taking skills (1 school with P5 pupils)
  • Developed visual and auditory sequential memory (4 schools with S1 individual, P5 and P6 groups).
  • Developed writing in Environmental Studies in 4 schools using Clicker 5 with in P3, P5 and P6 (small groups).
  • Exam preparation and revision techniques (1 school with group of S5 pupils).
  • Met with parents in addition to formal SAI meetings (10 schools, 25 parents).
  • Taught Speed Reading courses (2 schools with individuals and small groups in P7).
  • Supported students in accessing the Science and Modern Studies curricula through technology (2 schools with 5 S2/3 pupils).
  • Supported an S1 pupil in identifying strategies used by teachers that help her to learn and using this information to re-write the entry in the school handbook that is distributed at the start of every session.
  • Supported transition from primary to secondary school (2 schools).
  • Trained class teachers to use Clicker 5 (1 school staff).
  • Attended the launch of the HMIE document, Education for Learners with Dyslexia and disseminated its findings.
  • Set up a Glow Group about the service and continued personal development as a Glow Mentor.
  • Supported the Senior Management Team and Support for learning department in a large primary school in deciding on a vision for future planning using Person Centred Planning techniques.
  • Piloted the Dyslexia Friendly Schools Pledge (5 primary schools).

Literacy – Reading in pairs

Local authorities looking to use paired reading to improve literacy can now access tutor and trainer manuals and a parents’ leaflet on line.

From 2005 to 2008, Learning and Teaching Scotland worked with youth volunteering organisation ProjectScotland and pilot authorities to place young volunteers aged 16-25 in schools to support the development of literacy skills through paired reading.

Moving and Handling Courses

Well we’re off! It’s good to report that East Lothian’s four Moving and Handling Tutors (Handling People with Special Needs, Education) have recently led their first course and the feedback has been very positive! The six willing participants on this first course were great to work with and there was plenty of laughter all round!

In October four staff from East Lothian and a further 3 from Midlothian qualified as Manual Handling Tutors with a view to delivering training within schools throughout our respective local authorities. Both authorities had identified the need to have qualified ‘in-house’ tutors who could offer this essential training to relevant staff on a regular basis.

The course is designed to cover all aspects of theoretical and practical aspects of handling clients in line with Manual Handling policy. Training covers a variety of modules including Safe Load Management, Legal Requirements, Spinal Awareness, Safety Checkpoints, Risk Assessment and Looking After Yourself as well as practical work and the use of aids and equipment. High quality resources, DVDs and teaching materials enable us offer interesting and dynamic courses.

As well as the generic 6 hour training delivered over two Friday afternoons, sessions can also be tailored to individuual schools or partcular clients. These courses will be in the new CPD brochure and particular requirements should be discussed with the Staff Development Team

Interested In Support For Learning Training?

Anyone interested in finding out more about what Support For Learning (SFL) teachers do, learning how to develop the skills/strategies they use or maybe even becoming an SFL teacher? If the answer is yes then there are CPD courses coming up soon which could be exactly what you are looking for.

A group of 5 twilight sessions ( on 7/2, 19/2, 27/2, 6/3, 11/3) will cover the following 5 aspects of SFL work:

Direct Teaching- Co-operative Teaching- Consultation- Staff Development- Specialist Services

The sessions will be presented by some of the excellent SFL staff we have in East Lothian. Then, as a follow-up to these sessions, there will an afternoon event, open to all staff, where the presenters will be joined by some more of our excellent SFL teachers to demonstrate and share a range of ideas and resources currently in use.

Any SFL teachers who would like to take part in the ‘sharing good practice’ session should contact either your Cluster Team Co-ordinator (Pam Clark, Neiria McClure, Morna MacDonald) or me at .

 Details of how to book for the CPD sessions can be found at

 Liz Herd

Inclusion and Equality Officer