ised books. Though subscribers to the SEN offer have access to all our resources we have created a new special collection to protect the most suitable resources for them.
As well as buying new resources we have worked on adding value to some of the more specialist pieces we have already. We found during the trial that many schools enjoyed having the Touch Tiles out to help regulate and interest the class but had no further inspiration for how they might be used.
To enhance learning, comprehensive sheets have been written to offer more information about the artist, questions for discussion, sensory and creative activity ideas using the tile or object and further websites for more information on related works of art. Further to an idea used by one of the teachers at Ellesmere College we have produced QR codes to go on some of the artefacts we have that we know special schools and units are more interested in. Now you can borrow a taxi- dermy starling and scan a QR to show the murmuration to the class or hear related sounds for example.
Touch Tiles.
the curriculum, the way classes are com- piled and structured and their intake is so vastly different it makes tailoring a service available for all to use a huge challenge. It also makes it very tricky to market using familiar language.
However, there were some things that seemed to be universally useful for us to implement. We discovered that the use of Makaton in schools was sporadic but always a helpful cue, so anything we could learn to support sessions using both signs and physical symbols were a welcome addition. So, we subscribed to Makaton online to help us create sheets to go in the sessions for our workshop leaders and schools to use.
We also created social stories which we sent out prior to any sessions we delivered in school to help pupils understand what would happen and who to expect. We also have one available about our main library space for schools who want to bring their pupils to visit us and need to prepare them before arrival.
48 INFORMATION PROFESSIONAL
The second thing that seemed to be a universal concern was the responsibility of borrowing resources which might be damaged. We explained we understood that accidents happen, but we needed to respond to this for pupil safety as well as reassurance for staff.
Using what we learnt from the schools we have purchased a wealth of more robust and more sensory objects and books. We now have more ‘topic toy bags’ to bring books and stories alive with sturdier resources and less small parts and have purchased sensory objects which special schools and alternative provisions in mainstream might find useful, but expensive to buy and bulky to store. We have also sourced a range of bag books, crinkle newspapers, indestructible and sensory books, and have expanded our range of both fiction and non-fiction which is of a higher interest age and a lower reading age. We have made connec- tions with a local publisher and now stock multiple copies of adapted and symbol-
During the final feedback meetings, the trial schools and the LCI team who had observed us were universally positive about the service and resources. They said that it helped to allow children to access experiences they might never get otherwise, it helped to facilitate commu- nication, improve language, facilitate turn taking and many more important skills that they had as EHCP targets. One thing all the trial schools pushed as being the main thing they needed from us was flexibility. So, the final stage of our trial process was to focus on the structure of our price bands and how they choose services. This is much more flexible than before, offering a wider range of buy in levels, more bespoke services to choose from and a more flexible way of being able to mix and match resources and sessions.
A fresh start
After all the work, training and buying we had been busy with we wanted to ensure we had an official launch of the service. This gave us a deadline for an overhaul of the website and information/marketing materials using new images and explaining the new services and structure as clearly as possible. We also took the opportunity to produce a video in conjunction with Ellesmere College and Bill Newsinger, which really highlights what we have and the benefits to schools and SEND settings. This can be seen on our homepage at www.
creativelearningservices.org.uk.
The official launch also enabled us to work on displaying our services in our physical space as best we can, and we now have more artwork and artefacts on display as well as the library collection.
Winter 2025
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