Storytelling In Your Area - London: 2019 (Jan-Jun)

During 2019 (Jan-Jun) we organised the following multi-sensory storytelling sessions:

Kisharon Day School, Barnet. 24/05/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 28 children with severe or profound & multiple learning disabilities. We received feedback from six teachers who judged that all 28 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “They benefited as they stayed seated and did good eye contact. [I was surprised that] one child used more words. [In the longer term this will help] with attention and focus.”
• “I learnt how to make a story more interactive so that all of the children could benefit. [I was surprised that] all kids participated even the one who may not have understood the story.  [In the longer term this will help them] get used to touching objects that have different textures/smells and going out of their comfort zone.”
• “The pupils benefitted because they were able to interact with [the Storyteller]. Some of them could remember the lines of the story. [I was surprised that] one child who finds it hard to interact in a noisy classroom environment participated really well. [In the longer term] they will enjoy interacting with other students. They find recalling stories easier by repetition.”
• “The story was beneficial for all participants today because it was an enjoyable experience where they are learning listening skills and trying to keep up with the story. [I was surprised that] the students remained calm and listened and concentrated very nicely without being disruptive. [In the longer term this will help with] listening skills, involvement in an activity and paying attention.”
• “The stories are based on multisensory activities and that is what is beneficial to all the children. [I was surprised with] how they all reacted as story was new to them. Everything was perfect. Thank you.”
• “They all enjoyed but were tired from their trip. [I was surprised that] S was the most focused.”

Oak Lodge School, Barnet. 04/04/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 26 children with severe autism spectrum disorder. We received feedback from four teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. All four rated the overall experience as “5/5 – Very Good”. Comments were:

• “The students were all really engaged and enjoyed the interactions of the stories. The students all went beyond how we would have expected. They sat down throughout and reacted well and followed the stories. One student voiced how he really liked the story.”
• “Very nice stories. Lots of objects to touch and lots of different sounds to hear. Lots of things to do for them. [I was surprised that] J was sitting quietly and followed the stories. All the girls were very interested and clearly enjoyed the session. [In the longer term this will help them to] stay focused and listen to stories.”
• “Students were engaged and focused on the story. They felt new and different textures and smells. [I was surprised that] the students remained seated throughout both stories. Took turns really well. Remained patient whilst changing story boards. [In the longer term] it would teach them new experiences of how to behave and react. New vocabulary.”
• “It was brilliant. My boys love these stories. [I was surprised that] A and T sat much better than they usually do.”

Strathmore School, Richmond Upon Thames. 01/04/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 37 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that all bar two of the 37 children had benefited from the multi-sensory storytelling. Six rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “We love the books. The children benefitted and I could tell because they were looking and copying and waiting for their turns. They benefitted from being a small group. [I was surprised that] one pupil immediately reacted and used words and sounds. Another copied actions and they don't often do that. [In the longer term] we can deliver them with more confidence. They will experience more language and in a calm and quiet environment. [The Storyteller] was amazing - calm, patient, understanding and using Makaton.”
• “Every student had a turn (touch/attention) which kept them engaged and interested. All students were excited; repetitive language also helped in better understanding of the story. Students actively used all the senses, touch and smell. [I was surprised that] one of the most sensory students was very engaged and kept his attention for a longer period of time. Most of the students sat down for the whole story. Students followed the story and did actions (shaking and chopping).”
• “The sensory props were very engaging using different senses i.e. smell. They reacted the same as they do with our classroom sensory story. [In the longer term] with regular sessions the emerging group will get used to the routine.”
• “Lots of expressions and words used to explain what they understood. Use of verbs. [I was surprised that] they knew the difference between the story and reality i.e. 300g of carrots in the bowl, ASD pupil when questioned of the amount said "zero". [In the longer term this will help with] growing imagination.”
• “Helped with turn taking skills listening skills and other motor skills. Good looking and listening skills. One student sat through the entire session without moving around which he normally always does. Having different stories told by someone not in their class team helps them focus more. It is also something different and causes change. This is something they struggle with so the more practice the better.”
• “The stories were engaging and all the students were engaged and interested. One student verbalised a lot more than expected. [In the longer term] hopefully our students will be more engaged in our classroom sensory story.”
• “Several of the pupils directly interacted with the story teller. Other pupils hummed along. The pupils were very engaged and asked questions. They were able to share a space with their older peers. Pupils were able to make associations between the story and their real life. [I was surprised that] a quieter pupil interacted humming along to the song and saying the sea creatures they could see. But the other pupils were just as engaged as usual. [In the longer term] it's something different that they will be able to talk about. It helped some pupils talk about their own experiences e.g. at the beach. In some ways it encouraged speech and questions. It also encouraged requesting.”

Mapledown School, Bernet. 29/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 31 children with severe or profound & multiple learning disabilities. We received feedback from six teachers who judged that all bar two of the 31 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “The sensory equipment is very good. The kids had the great time feeling all the sensory equipment. X reacted really well with the spider and jumped when the [Storyteller] got her to feel the spider.”
• “All students engaged at most times. Excellent presentation of both stories. Three students reacted better than expected, laughing, grabbing props, anticipation. [In the longer term this will] improve concentration and anticipation and turn taking. Keep up the great work.”
• “We have Bag Books and use them often in our school. They are a great resource for our daily lessons and they provide great sensory experience for our students. All students responded well. Even those that were a bit unsettled at the beginning of the session, calmed down and listened patiently until the end. Great eye contact from the students and excellent participation over all. [In the longer term] it will help them expand their knowledge and understanding about the world. Smells, sounds etc.”
• “They enjoyed sensory feeling and noise. Good concentration and interaction. [I was surprised that] all kids listened really well. Good story time.”
• “Very sensory storytelling involving our pupils using their senses, practising their focus and fine motor skills. [I was surprised that] B was particularly interested and involved following the storyteller intensively. [In the longer term this will help with] working on their focus skills.”
• “All students benefitted. They all listened and looked at objects. [I was surprised that] one student who very rarely lifts her head to take part in any lesson sat up and looked at every object. [In the longer term this will help with] eye contact, students physical stretching. Improve listening skills. Being engaged.”

College Park School, Westminster. 28/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 41 children with severe autism spectrum disorder. We received feedback from six teachers who judged that all bar two of the 41 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “The class enjoys sensory storytelling so this experience was really beneficial for them to see and understand. [I was surprised that] some of our class who usually get distracted easily were watching and following nicely. [In the longer term this will help] give teachers some more ideas of what sort of things we can do with our stories.”
• “Allowed a class of differing levels to engage and be part of the story. Very engaging and a fun two stories. Pupils engaged above and beyond expectations. I was happy to see my mix of pupils engage and stay engaged through two stories. Now more aware of the excitement of a Bag Book, seeing all engaged to best of their ability. Also better understanding of the story over time and more engagement and interest in stories.”
• “[The session helped with] practicing waiting for their turn. Experiencing multisensory resources which were very motivating to them. [I was surprised that] younger children who sometimes might stand up if tired, spent the whole time sitting on their chairs and attending to the story. [In the longer term this will help with] spending more time focusing on an adult led activity.”
• “They were all actively engaged and enjoyed participating in the sensory opportunities with the stories. One student who finds it hard to attend to activities participated with her peers the whole session. [In the longer term] I can integrate the two stories throughout the term. It was good to see it being modelled to the class.”
• “Two of the children engaged with all the pages. The other three began to engage as the story unrolled. All touched the props and enjoyed the interaction. The story was very well suited to the class but more beneficial one-to-one. [I was surprised that] N looked and touched more than was expected.”
• “The sensory elements were really exciting for students - they engaged really well. O usually doesn’t engage in circle time without his toys but today he engaged in the whole story without looking or having a toy on him. [In the longer term this will help with] more engagement.”

The Village School, Brent. 22/03/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 31 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from five teachers who judged that all 31 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “The stories were perfect for our students with the props. [I was surprised] which the reactions, especially with the carrot cake. Our children really started to focus on the second story. They sat for longer than they usually do. [The Storyteller] really grabbed their attention.”
• “[The session helped] because they can have experience to feel smell and listen. Quality story time. [In the longer term this will help them] to enjoy stories.”
• “We all enjoyed the stories and enjoy [the Storyteller] coming back. [I was surprised that] V calmed down during the second story.”
• “They love Bag Books and enjoy someone else coming in to tell them. [I was surprised] with the reactions of all of them as we changed rooms.”
• “They all love these stories. They enjoy having someone new.”

Edward Wilson Primary School, Westminster. 18/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 24 children. We received feedback from five teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “The visually impaired children loved the tactile prompts and the sounds. [I was surprised that] one severely VI boy was very interested in the sounds and how to make them. [In the longer term] I got ideas and inspiration to do similar story telling.”
• “It was interactive and the storyteller was engaging. The children benefitted because they were able to focus, sign and in some cases learn new words. [I was surprised that] the attention of one child in particular was fantastic. A huge improvement on what we are used to. I would like to look into Bag Books for the school. Thank you.”
• “All babies got a turn and [the Storyteller] was interested in each baby and adult and included everyone. It was very engaging. [The Storyteller] was excellent with all ages. It was wonderful.”
• “They engaged with a large range of new experiences and anticipated. They are usually startled by new things but they were only startled once due to the calming atmosphere. [In the longer term they] can become familiar with new stories.”
• “[The Storyteller] was amazing. She was very expressive and gave a lovely experience to the pupils. [I was surprised that] most of pupils were focussed and did good listening. Loads of smiling and expressions. [In the longer term] carers and parents who attended would be able to use different resources when they are telling a story. Thank you very much - much appreciated.”

TreeHouse - The Pears National Centre for Autism Education, Haringey. 15/03/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 37 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that all 37 children had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children engaged in the activity and stayed in their seats. I was surprised with the reactions of all the pupils - one especially. [In the longer term this will help] create and maintain a passion for reading.”
• “The children engaged in the sensory story. They initially struggled to sit but engaged when they noticed what was going on.”
• “One pupil engaged when we did not expect it.”
• “All really enjoyed the story.”
• “The pupils were engaged and they usually struggle to engage. Their reactions were much better than I expected! [In the longer term they] may engage in stories.”
• “All but one pupil engaged from the start. He required space but began to engage part way through. [In the longer term this will] help pupils to access stories.”
• “The children reacted better than I had expected - they all engaged and participated. The stories were age appropriate but set at the right level.”

Gesher School, Brent. 14/03/19

Our Storyteller ran two multi-sensory storytelling sessions involving a total of 15 children with severe autism spectrum disorder (the entire school). We received feedback from two teachers who judged that all bar two of the 15 children had benefited from the multi-sensory storytelling. Both rated the overall experience as “5/5 – Very Good”. Comments were:

• “[The session helped with] listening and turn taking. [I was surprised with the reactions from] three of the boys from early years. Always good to have you here as we enjoy as much as the children.”
• “Engaging, sensory. Slow paced for understanding and processing. Heightened focus and engagement from all. [In the longer term this will help with] active learning, imagination to life, tactile. Great and well delivered.”

Snowflake School, Kensington & Chelsea. 14/03/19

Our Storyteller ran three multi-sensory storytelling sessions involving a total of 15 children with severe autism spectrum disorder (the entire school). We received feedback from three teachers who judged that all 15 children had benefited from the multi-sensory storytelling. Two rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “The children were able to stay engaged. They needed minimum support and enjoyed the sensory input. Loved the tickles.”
• “They enjoyed the sensory and it was a good exercise for staying and listening in a group. [I was surprised that] everyone appeared to interact. Well done. [In the longer term this will help with] group skills. Listening. Participating. Sensory.”
• “The visual and sensory props help the kids understand the story.”

Castlebar School, Ealing. 11/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 52 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar one of the children in their classes had benefited from the multi-sensory storytelling. Five rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “They developed and demonstrated good listening skills. They heard and repeated the key vocab. They did turn taking very nicely. They asked questions when they didn't understand a word. [I was surprised that] two of them were very engaged and interested in the stories. [In the longer term] it will encourage listening and turn taking skills. It will have an impact on social interaction skills. It was a lovely session. Thank you.”
• “They were very enthusiastic about the story and engaged. [I was surprised that] most of the children sat attentively and contributed to the story. [In the longer term] it will help them to take part actively in story telling.”
• “All of my children require sensory input into their activities to support them to engage and participate. [I was surprised that] four of the five children all engaged and participated. We use a multi sensory approach in all story sessions. It supports the children’s understanding. Thank you.”
• “Most of the children sat attentively and contributed to the story. [In the longer term this] will help to engage the children in a more sensory approach.”
• “All stories were engaging and the children enjoyed exploring sensory objects. [The Storyteller] is very friendly and engaging with the pupils; she encourages pupils to communicate by saying hello at the beginning of each session. She also uses some signing whilst telling the story for all pupils to access. [I was surprised that] some of my pupils did some great listening and turn taking - most of my pupils struggle with these skills. [In the longer term] this will support their listening and waiting skills.”
• “[The session helped with the] use of props/signing/repetition. Answering questions/praise for talking. Short requests e.g. hands down. Made connections e.g. one started singing Old McDonald and other animal noises. Started counting objects Helping to recap characters of story e.g. “bye bye pig”, “bye giraffe”. [I was surprised that the pupils were] able to sit independently and listen. Encouraged to pass independently when finished. Did not hold on to props for longer than encouraged. Acting, e.g. pretending to eat ice-cream. [In the longer term this will help with] listening to an unfamiliar adult. Turn taking. Having respect for property. Attempting to touch and smell unfamiliar things.”

Manor School, Brent. 08/03/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 46 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that all bar three of the 46 children had benefited from the multi-sensory storytelling. Six rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “The children enjoyed touching and being involved. They looked and listened well. They are used to Bag Books. Bag Books help a story come alive for some children and allow all children to access stories.”
• “Great for kids to experience, great modelling for adults. Great for the adults to see really confident modelling of stories. All children were engaged and showing excitement at taking their turns. [I was surprised that they were] much more independent that when we've tried in class. [In the longer term] I'm more excited about reading Bag Books with them.”
• “They participated and were able to follow instruction. Pupils were engaged and have enjoyed the stories. They reacted and interacted because they were concentrating as the story was being told. [In the longer term] it helps them with concentration and engaging.”
• “Many props were used which helped my students access the story at their level. Some of the students interacted with the props better than expected. They explored different textures of animals within a story which supported their exposure to our topic 'animals'.”
• “Multisensory: brief session: engaging reader: important for limited attention. [I was surprised that] one child pulled on the rope despite limited fine/gross motor control. [In the longer term this will help] increase attentional capacity.”
• “Lovely imitation: turn taking; sensory, tactile. [I was surprised with] the response from one child who moved the bird, another who said 'smells like vanilla' and a third who independently counted the correct number and independently bumped shoe alongside the storyteller. [In the longer term] we will try the stories at least once a week in class.”
• “Reader gave attention to each child at each part of the story - no child was left out. Everyone got to pull, push, smell etc. - story came alive through the interactive activities. [I was surprised that] one student who is usually inattentive and noisy was very engaged. All other students were engaged at different stages (per usual) but all were more quiet than expected. [In the longer term this will help them] learn to focus for prolonged period of time, get acquainted with the library in a new exciting way, associate with positive experience.”

The Alexandra Centre for FE, Camden. 04/03/19

Our Storyteller ran two multi-sensory storytelling sessions involving a total of 11 students with severe or profound & multiple learning disabilities. We received feedback from two teachers who judged that all bar one of the 11 students had benefited from the multi-sensory storytelling. Both rated the overall experience as “5/5 – Very Good”. Comments were:

• “Participants paid much attention to the story as they fixed their gaze on the sensory objects. They were given the opportunity to touch, smell, hear and share their excitement with peers. Participants were stimulated very well, as they remained calm and relaxed. [I was surprised that] R kept his gaze at the objects, stretched forth his hands to touch them with much excitement. S expressed communication, her admiration and joy by making a sound throughout the session. T fixed his gaze on his friend while clapping with a smile to share his excitement. Quite amazingly student S took hold of the clipper and with a big smile tried to shave her hair for about 2 minutes. [In the longer term] these sensory stories benefit participants by sustaining their attention, interacting with peers through eye contact, being able to improve upon their fine motor skills and how best to use their senses to achieve outcomes and targets. Presentation was excellent, stories exciting and very relevant to the students. It was perfect.”
• “Students got engaged fully in sensory activities and responded well to both verbal instructions and objects of reference. [I was surprised that] one of the participants became very vocal when responding to the story. [In the longer term] it will definitely improve their engagement, self-awareness, as well as awareness of others in the room. It will allow them to further develop turn taking skills. Presentation was excellent and story teller got all the students engaged. Thank you!”

Queen Elizabeth II Jubilee School, Westminster. 15/02/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 38 children with severe or profound & multiple learning disabilities. We received feedback from seven teachers who judged that all bar one of the 38 children had benefited from the multi-sensory storytelling. Six rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “They really enjoyed the activity and participated. It was very good for them to do something new with a new person. [I was surprised that] one of the kids interacted as much with the story. He engaged and followed all the session. [In the longer term] if we do the sessions more they could understand the story and be engaging and predict what is going to happen.”
• “They enjoyed the sensory aspects. A usually avoids new things but was not defensive today. [In the longer term] they experience a non familiar story teller and react positively.”
• “The children in Desert class mostly benefit from sensory exploration. The story had scents, sounds, things to feel and things to see. [I was surprised that] they all reacted accordingly. They really enjoyed the session. [In the longer term] they have had an extra story to enjoy.”
• “Some students, who don’t enjoy sitting, sat for the full session. It was fantastic and very inclusive. There was the sensory element and noise. Very interactive. Would love more sessions in the future. [I was surprised that] my students really enjoyed. It was just fantastic. [In the longer term this will be] great for attention, sensory needs. I have a hearing impaired student and she loved it. Also a visual impaired and he loved it too. It was fantastic.”
• “All of our ASD students and those with sensory needs were engaged. [I was surprised that] some were unexpectedly calm and focused. [In the longer term this will help] Introduce them to new sounds, senses and vocabulary.”
• “It was a new and different experience for them. They engaged really well.”
• “Lovely experience for us all. It was different and the kids really enjoyed it. We are coming back.”

Sybil Elgar School - The National Autistic Society, Ealing. 11/02/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 36 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. A seventh session was abandoned after a pupil became agressive. Comments were:

• “Everything was nice. Our pupils enjoyed the multisensory objects, and they were very enthusiastic to explore them and understand more about the story. [I was surprised that] most of them found it very interesting and they engaged with the objects a lot. Everything went well.”
• “Age appropriate. Extending vocabulary. Reflected in what we are learning.”
• “Feeling sensory toys, taking turns, encourage language. A found the story prompts interesting and the sensory such as the brush.”
• “Multisensory objects to understand the story. [I was surprised that] all of them smiled and handled all the sensory objects.”
• “Students had the possibility to touch and explore the props, so they had a better understanding of the story. A boy who doesn't normally stay long in one place was in the room longer than usual and was very happy to sense and explore the props. They might be interested in more bag books in the future. Some students could have been more settled but in general it was a great session. Thank you!”
• “[I was surprised that] one of the pupils took photo of herself with the ipad.”

Kingsley High School, Harrow. 08/02/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 31 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar three of the children in their classes had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “[The session helped with] listening skills and concentration. Variety of sensory resources for every level. Stories relevant to curriculum topics. Good opportunity for extra activity. One of the students has very poor concentration and usually stands up after two or three minutes but he stayed on task for over 20 mins. [In the longer term this] helps students with concentration and remaining focused on the story. Students learn to take turns.”
• “The students loved listening to the story and exploring the objects. They sat for the whole session and showed keen interest in all that was being shown.”
• “Pupils enjoyed the sensory story. They were focused. [I was surprised that] H enjoyed pressing the switches and kept wanting to press more. [In the longer term] they will look forward to further sensory stories. They will know what to expect next time.”
• “They benefited from being in a new room with new dynamics, a new face and activity. The visuals and sensory prompts were excellent and the children were engaged and excited. [I was surprised that] P was at the end and knew the experience was coming to him - he was SO excited! [In the longer term this will] benefit waiting and listening skills. Expectation of feeling and looking with sensory stories.”
• “They all focused greatly and seemed really engaged, interacting with and without support. Because of the PMLD nature of the students they need this kind of sensory experience which is meaningful to them. [I was surprised that] T was anticipating, smiling and independently exploring. R was holding nicely with support. L was smiling and wouldn’t withdraw her hands. It was excellent.”
• “The pupils fully participated in both sensory stories, Museum Mystery and Allotment. All five pupils sat in a circle and explored the textured objects, smells etc. Very quiet, calm and enthusiastic session for the whole class. [I was surprised that] M particularly enjoyed both stories with a lot of vocalisation, smiles and active participation. H sat throughout the two stories and explored all objects which is amazing as he does not sit on his chair usually for more than a minute. Brilliant session.”

Jack Tizard School, Hammersmith & Fulham. 07/02/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 34 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from five teachers who judged that all bar two of the 34 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “It was a great experience for all the children in Elf class as they were able to explore different objects, sounds, textures. They definitely reacted during the story. They used their hands to touch the objects. A few of them pulled a smile. [In the longer term] it will help them develop the use of their senses. It was great. The storyteller was approachable, fun and helpful. Thank you!”
• “Each student was given plenty of time to explore each page of the story. Help was given to each student to either hold or experience each section. Nearly all pages were explored in a fun way and the stories were very engaging for all our students. One student who does not enjoy touch or physical contact really enjoyed exploring some of the props in a safe environment. [In the longer term] the students will look forward to more of the stories when we use them. Staff given a positive role model to follow when they use the stories in class.”
• “They followed a story from beginning to end showing interest in what the story was about. They used their imagination to recreate the story and at the same time were tactile, practising listening and speaking skills. They interacted with the storyteller, asking questions and laughing. [I was surprised that] S first withdrew his chair but then participated fully. Z and S were enthusiastic. C was happy to attend. S attended fully. Z asked for her turn. M would stop what he was doing to touch, listen and smell. [In the longer term] learning of notions such as gardening and cooking will benefit them. Attention to storytelling will be good for their imagination and construction of meaning to help development.”
• “They were all engaged at least for part of the stories. The stories were engaging and appropriate. [I was surprised that] they all seemed to really enjoy. [In the longer term this will help with] engaging them in new stories.”
• “Stories were excellent.”

Mandeville School, Ealing. 01/02/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 39 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from five teachers who judged that all 39 children had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “A variety of senses used. All children had an opportunity to participate i.e. touch, smell, listen. Storyteller was enthusiastic, lively and motivated the students well. [I was surprised that they were] sitting still for the whole session.”
• “The sensory stories were beneficial to the children with VI and those that are tactile defensive. One of the pupils is usually very reluctant to feel or touch new things but he did really well exploring different boards. [In the longer term this will help] to get them to explore different textures.”
• “The children benefit from the textures and different items. Love listening to different sounds. [I was surprised with] most reactions, touching different things, rough and smooth etc. [In the longer term this] encourages me to keep using them.”
• “All children explored the sensory props. All children listened, looked, smelt. Thank you.”
• “The children love sensory stories and these are so good for them. [I was surprised that] two sat as a group when normally they wouldn’t. It was great.”

Swiss Cottage School, Camden. 25/01/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 38 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 38 children had benefited from the multi-sensory storytelling. Five rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• “Super interactive but not too long. Perfect length of time to listen to a story without staring at a screen. One participant finds sitting for a story difficult but he sat, listened and interacted for the full session. Very interactive. [In the longer term this will] be good for students who are more sensory to interact with a story whilst others who can read can write down key things. We loved it!”
• “They are very visual non stimulating visuals. Hands on sensory parts. Very interactive. [In the longer term this will help us] make our own sensory stories.”
• “The props shown were very interesting and sensory for the children to explore and everyone explored them as they came along. They were tactile and feely and with sounds as well. They all made the story very interesting to follow and a great experience for exploring different sensory aspects. [I was surprised that] most of the children showed interest to touch and feel and discover the props. [In the longer term] because there were so many various and interesting props it will stimulate their imagination as well as exploring sensory objects. Great opportunity for all. Excellent session for all.”
• “Super, really enjoyed. Thank you. All sat which was amazing. All good.”
• “They were engaged with the props which caught their attention enough to listen to the story. Some sat much longer than expected. [In the longer term] it will help them to increase their attention spans as well as learning to take turns.”
• “Enjoyed sensory elements especially sound and instruments.”

Oakleigh School & Acorn Assessment Centre, Barnet. 16/01/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 24 children with severe or profound & multiple learning disabilities. We received feedback from five teachers who judged that all 24 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children were very engaged and interacted well with the story. [I was surprised that] all of them were sitting and engaging.”
• “[The session was] interactive, gave individual attention and had lovely sensory objects linked to the story. Very enthusiastic and accommodating storyteller. Everyone was very engaged and seemed to anticipate the storyteller coming round which was lovely to see. We get a free book to continue with it and will see where that leads.”
• “The children loved the sensory stories and sat really well. T sat much better than I expected her to and was watching the others. [In the longer term] it will help with their listening skills.”
• “They loved it. It’s the first time I have seen them so excited. [I was surprised that] they all sat very well as they were tired. I really loved the interactive nature of the stories.”
• “All the children really enjoyed the stories. It was the right length of time for their concentration. I didn’t think one child would move into the large hall (where the storytelling was) at all but he did very well. We are grateful for your visit.”

END