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Views & Opinion


Sensory rooms: therapeutic or a form of seclusion?


Comment by Dr ASHA PATEL, CEO of education not-for-profit Innovating Minds


I have been concerned in recent weeks by comments on social media and stories from schools that talk about calming areas. When these ideas are explored further it sounds like the calming area is used as a form of seclusion. In theory it sounds like a good idea to have a space where children can


go to be alone, to get away from a situation that has triggered distress, and the child is feeling too overwhelmed. But stories are filtering through of schools keeping young people there against their will in these ‘safe spaces’. Guidance by the Department for Education allows the use of seclusion


or isolation rooms to manage disruptive behaviour providing that it is proportionate and is clearly outlined in the behavioural policy of the school. The guidance also states that: ‘the penalty must be reasonable in all the circumstances and that account must be taken of the pupil’s age, any special educational needs or disability they may have.


Sensory rooms Some schools are turning to sensory rooms. Suitably equipped, they can provide a space where people who are overwhelmed can return from the heights of emotion to a state where their brain and body feel calm and safe. However, it would be a mistake to see them as an all-purpose chill out area. Sensory rooms offer stimulation, interactivity and adventure, helping


individuals develop and engage their senses. They need to be tailored to the individual needs of the child. Good practice in using sensory rooms for emotional regulation means


that schools need to develop procedures. Staff need to know the child’s sensory profile and how to support the child when they are accessing the sensory space. It is good practice to work alongside practitioners such as Occupational Therapists to ensure the child has a sensory diet that meets their needs. Safeguarding concerns suggest that the room should be in a place


where all staff can monitor what is going on, not tucked away in a corner. Children must be able to leave the ‘safe space’ freely. If they are locked in, told that they are not allowed to leave or threatened with further sanctions if they try to leave, then it becomes a form of restraint.


Ensuring it is a safe space Used effectively a sensory room can be a valuable part of a whole school approach to mental health but it is not a quick and easy solution. • You will need to put in place risk assessments to ensure that everyone stays safe if staff enter the space whilst the student is in flight mode • If you intend to buy a sensory room do your risk assessment first and discuss with the vendor concerns such as size, vision panels and access. • Explain to staff, pupils and parents the thinking behind using a safe space and that this is a therapeutic intervention • Make it clear it is not a punitive measure for children who become emotionally/sensorily distressed • Set up protocols to cover the number of people who will be observing the student • Provide staff training on the lights, smells and other components and on sensory regulation • Some children will need a sensory care plan so ensure staff know how to set up the ‘safe space’ to meet their needs • Work with the child, parents and staff to find alternative strategies to use in the classroom and at home • Keep logs of who uses the area, how often and for how long Identify why children are accessing the safe space • Identify how you will measure the impact of this intervention


20 www.education-today.co.uk


Time to act on sexual abuse findings


Comment by HANNAH GLOSSOP, Judicium’s safeguarding service lead


Ofsted’s recent review of sexual abuse in schools and colleges made for jarring reading. Their findings - based on interviews with more than 900 children


and young people in 32 schools and colleges, as well as school leaders, governors, parents and local safeguarding partners - reinforced the Everyone’s Invited revelations that began in the spring and delivered a few extra shocks of its own.


These included the startling statistic that 92% of girls and 74% of boys say that sexist name-calling happens a lot or sometimes to them or their peers. Worryingly, the review said incidents like these were so common that students saw little point in reporting them.


The review identified seven key actions for schools to create a culture of zero tolerance of sexual harassment and online sexual abuse. Here’s my advice on how schools can meet each of those recommendations:


• A carefully sequenced RSHE curriculum. In line with the DfE’s statutory guidance, schools need to give RSHE the time and thinking that it deserves. The curriculum should be thoroughly evaluated so that students understand and remember key concepts such as consent.


• High-quality training for teachers delivering RSHE. It is important to remember that the majority of RSHE teachers are non-specialists. In the same way that non-specialist maths teacher get support to teach algebra, schools should ensure RSHE teachers have the tools to teach the more challenging parts of the curriculum, with space to discuss and reflect with the subject lead and other specialists.


• Routine record-keeping and analysis of sexual harassment and sexual violence, including online. Ofsted asks that these records are available by 8am on the day of an inspection, yet the review notes that 48% of schools visited did not have this data. Recording and reviewing this information as an SLT will mean all school leaders are able to identify trends – and address them.


• A behavioural approach, including sanctions when appropriate, to reinforce a culture where sexual harassment and online sexual abuse are not tolerated. When reviewing record-keeping, it is also important to check what actions are taken to impress upon alleged perpetrators that their behaviour will not be tolerated. Is your behaviour policy as clear on this as it is about missed homework?


• Working closely with LSPs. Local safeguarding partners can draw on a range of support that can be offered to victims and alleged perpetrators. Local network meetings are also a good place to learn about best practice.


• Support for designated safeguarding leads (DSLs), such as protected time in timetables to engage with LSPs. The DSL role in schools is ever- expanding. Check your safeguarding team have the time and resources they need to confidently respond to sexual abuse.


• Training for all staff - and governors, where relevant. Many sexual abuse incidents are too sensitive to be shared with all colleagues, but it is important that all staff, volunteers and governors are alert to the risks in their school. Staff must be able to spot indicators of peer-on- peer abuse and consistently demonstrate that sexual harassment or violence will not be tolerated.


July/August 2021


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