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Storytelling In Your Area - North East England: 2012 onwards

Since January 2012 we have organised the following multi-sensory storytelling sessions:

Gibside School, Newcastle Upon Tyne. 03/07/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 27 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 27 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

  • “They all explored different and interesting sensory items. Great for our children, moving quickly on to the next subject. Small group meant not waiting and keeping interest.”
  • “[The Storyteller] pitched the story exactly right for our children and engaged with them appropriately and was lovely with them. [I was surprised that] the children gave her lovely eye contact, touched and listened well. They all seemed to enjoy it very much.”
  • “We had a mixed KS1/KS2 group. The two KS2 pupils left after a short time as they were unsettled. The remaining four pupils showed a good level of engagement throughout, particularly two pupils. They loved the sensory resources, calm delivery of stories and being in a small group. They were really able to respond with the pace of the session. [I was surprised that] R was very engaged, anticipating his turn and engaging with resourced. B reached out for all resources showing clear signs of excitement. S was very vocal throughout. [In the longer term] we would love to continue with the stories. They seem to be great for building anticipation and encouraging engagement etc.”
  • “All of the children liked to touch the sensory boards. All thought the sweets were real (could cause anxiety). The children reacted well to the boards, surprised at sounds, interested in movement. Attention limited due to too long a story. [In the longer term] The children will benefit from something physical to see, understanding and relating to the words whilst using their senses. Sessions need to be shorter. Props were lovely. Difficult knowing beginning and end for ability.”
  • “Levels of engagement were high and children who could have difficulties interacting were keen to participate. [I was surprised that] one boy with food sensitivity engaged well with play food. Another boy accepted extended interaction which he finds very challenging. [In the longer term this will help with] access to and modelling of resources which will positively impact practices.”

Benton Dene Primary School, Newcastle Upon Tyne. 02/07/19

Our Storyteller ran eight multi-sensory storytelling sessions involving a total of 40 children with severe autism spectrum disorder. We received feedback from eight teachers who judged that all bar one of the 40 the children had benefited from the multi-sensory storytelling. Seven rated the overall experience as “5/5 – Very Good”  and one as “4/5 – Good”. Comments were:

  • “The sensory experience was excellent for the children. It allowed the children to understand the story and brought it to life. The story was engaging. [I was surprised that] children who normally find it hard to listen and maintain attention were able to sit longer than usual. [In the longer term] children will enjoy story sessions and they will become more engaged. Their listening sessions will improve.”
  • “Children who find it normally hard to engage in stories enjoyed coming to the table and enjoyed the sensory experiences. Some of the children were able to sit for longer periods of time than usual, exploring the objects. [In the longer term it] allows the children to explore language/vocab and uses the senses.”
  • “It showed staff how to use the Bag Books and to structure the story telling sessions. The session enabled the students to become motivated by the session. All pupils were engaged and participated in role play which lots of our pupils struggle with. Pupils used their imagination. Related the story to their own experiences. Pupil were able to recall the story. It showed the staff how to use the Bag Books effectively. It was good to see how pupils could act out the story and to see how to include questioning.”
  • “Lots of sounds and things to hold to enable them to engage with the story. [I was surprised with the] good counting skills, good labelling of different objects, asking skills.”
  • “Green zone children responded to [the Storyteller's] signing and engaged in turn taking activities. There were enough elements and props for the story to keep our children sitting and listening. [I was surprised that] one child in green zone was more verbal than expected saying "scratchy" when shown some shells. He was also the first child to offer a suggestion when asked what sweets were his favourites saying "gummy worms". [In the longer term] I think it will help them to focus on key vocabulary and increase their understanding of different elements.”
  • “[The session helped by] having a sensory experience of the story, touching and smelling. One pupil interacted and touched the materials who would normally not be interested. [In the longer term we will] make all stories have a sensory experience.”
  • “Everyone was all engaged. They all enjoyed the props, especially the seagull and ice cream. Really great sensory stories. [I was surprised that] they all were able to interact well; they normally don’t engage for long. They all sat for the whole time. Great expressions from the children. Really great to get the children to be part of the story.”
  • “[The session helped with] turn taking - waiting for their turn and showing others. Simple story with lots of interaction. Repeating key words and phrases. [I was surprised that it] engaged pupils who find sitting for long periods difficult. They had things to feel and explore. It gave me ideas for how to make class books more interactive and engaging for all abilities.”

Discovery Special Academy, Middlesbrough. 25/06/19

Our Storyteller ran four multi-sensory storytelling sessions involving a total of 23 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from four teachers who judged that all 23 children had benefited from the multi-sensory storytelling. All four rated the overall experience as “5/5 – Very Good”. Comments were:

  • “The resources thoroughly engaged the pupils and were well suited to their needs. The stories were well planned and the sensory nature captured the pupils. [I was surprised that] participants who can be very anxious were relaxed and engaged in the stories. [In the longer term] pupils are now familiar with Bag Books stories. Practitioners will now begin to use them to capture / engage the pupils in storytime. Thank you for your great interactive session - it was lovely. Everything was great.  :)”
  • “The sensory nature of the resources engaged the pupils well. They enjoyed the multi-sensory aspects. The fact that it was at their level was great. This captured their engagement as did the cause / effect of the animals (pig, horse). [I was surprised that] the ASD pupils engaged really well. [In the longer term] the stories will help increase turn-taking, attention skills & concentration. Thank you for a great session - everything was fantastic.”
  • “[The children] engaged excellently with the sensory story resources. All resources were accessible for all pupils. Good use of language, 2-3 key word sentences. S was highly engaged with story and didn't lose focus. J showed interest in all resources. G was willing to explore all resources. [In the longer term this will help] further develop listening and story sequencing skills.”
  • “All children focussed - very interested in the story session. All children happy to touch different materials and really excited by the sensory materials - feeling materials, smelling, listening to sounds - hands on! [I was surprised that] one child with ASD happily took part touching all materials and even looked in the mirror at himself! All children focussed and happily taking part. "We've had fun!" said one aged 8. [In the longer term this will] continue to develop enthusiasm and passion for stories. Multi-sensory approach. Absolutely fantastic! Thank you very much.”

 

Thomas Bewick School, Newcastle Upon Tyne. 11/03/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 32 children with severe autism spectrum disorder. We received feedback from four teachers who judged that all 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:

  • “All pupils extremely engaged. Fantastic participation and anticipation. [I was surprised that] the tactile defensive pupils actually engaged and the shy pupils felt the confidence to interact spontaneously. Great ideas for further sensory stories in class. Everything was great!”
  • “The pupils engaged more in the story due to the multi sensory props, they enjoyed exploring and participating. [I was surprised that] two of the pupils who usually don't engage in story telling, interacted more than expected and remained focussed on the story. It’s certainly made the pupils’ morning more exciting and I'm sure they'd look forward to another story.”
  • “Very interactive/ things to touch, hear etc. It was really quiet which helped the focus and attention - lovely pace. Clear and gave the children time to process the story. [I was surprised that] one student sat very quietly which is unusual. I felt the props were beneficial as they were on the boards / focussed the attention onto the object. [In the longer term] we can take the ideas and use them for social stories.”
  • “Excellent interactive resources for the children. Lovely pace and time for the children to explore. Excellent interaction from all students [In the longer term this will help with] information for teacher’s planning.”

Percey Hedley School, Newcastle Upon Tyne. 03/12/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 25 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 25 children had benefitted from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

  • “All participants were fully engaged throughout, willing to have a go and lots of smiles and laughter was generated. [I was surprised that] two participants concentrated and attended for considerably longer than the usual. [In the longer term this will give] support with engagement and participation in stories in order to develop early literacy skills and understanding events in stories. To support higher level students with storytelling, story sequencing and creative writing.”
  • “[The session helped with] repetition, sensory interactions, personalising stories. [I was surprised with the] positive body language and facial expressions. Interaction with storyteller, reaching out, making eye contact.”
  • “[I was surprised with the reactions from] J: feeling the hair saying 'ooooo', feeling the teeth – grabbed with both hands asking for 'more', wearing the gown – 'oooo', towel on head, lots of smiles said 'ooo', razor – laughing 'oooo' and asking for 'more' lots of anticipation, brush – smiling asking for 'more' lots of 'oooo'. E: feeling with right hand, with teeth opening mouth, towel on head lots of smiles and head movements, wow! Great getting the wig on head using arm to knock it off (E struggles with dress up), brush – trying to grab the brush, following it on shoulders. A: little distressed to start, calming when feeling an object or [the Storyteller] talking, tolerant feeling objects, moving head facing the sound – razor, tolerated brush on back, wig – placed on head left it on for seconds.”
  • “The students engaged in the story, showing anticipation and reaction to each page/accessory. The students vocalised, smiled, laughed and responded to the smells and textures during the story. Very enjoyable for them. [I was surprised that] one student enjoyed and reacted in anticipation to waiting for his turn by watching (good eye contact) and laughing as the story went around the group. [In the longer term this will help] incorporate sensory story in the class' week – use for routine and sensory experience. Repetition to build skill and anticipation.”
  • “Story very engaging with sensory props. Our students are very motivated by a multisensory approach and helps their attention levels. [I was surprised that] J has been a little resistant following instructions today (perhaps feeling a bit under the weather we think) and has struggled with concentration. He was very engaged throughout the session.”
  • “All engaged. All laughing/ smiling/ expressing delight. Great eye contact from pupils. [I was surprised by] extra good eye contact and following [the Storyteller], lots of vocalisations (more than normal), all really engaged and for longer periods than we typically see.”

Hadrian Special School, Newcastle Upon Tyne. 19/11/18

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 44 children with severe or profound & multiple learning disabilities. We received feedback from three teachers who judged that all bar two of the children in their classes had benefitted from the multi-sensory storytelling. All three rated the overall experience as “5/5 – Very Good”. Comments were:

  • “[The session helped with] touch and feel – not all the children would normally allow this. Good props. Simple to follow story. [I was surprised that] one child touched all the props and stilled during the session.”
  • “The children were very engaged and waited patiently for their turn. They all listened well and touched all the materials. [I was surprised that] one child who finds it difficult to remain engaged, lasted the whole session. Another child who normally finds new people upsetting, was calm and involved. [In the longer term this will help] to develop communication skills, waiting skills and ability to touch and explore sensory materials.”
  • “Visual, physical and verbal parts were included in all of the story. It was a calm and welcoming environment. [I was surprised that] a few of the children touched the items when normally they would not explore new objects. Some gave great eye contact too which they struggle with. It has given me lots of ideas to help and work with the class in our stories too.”

Abbey Hill School and Technology College, Stockton-on-Tees. 12/11/18

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 six teachers who judged that all bar one of the children in their classes had benefitted from the multi-sensory storytelling. Five rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

  • “Sensory equipment engaged all the children including, for some, emotionally – as they were wary of and excited by some items. [I was surprised that] one pupil, who is often reluctant to join in, explored all the items. [In the longer term this will help] in engaging and participating in exploring items and taking turns.”
  • “They all took part in the experience and understood the story. [I was surprised that] they all enjoyed this type of activity. [In the longer term this will help] improve their confidence and turn taking.”
  • “I think our students benefitted from someone else (other than the usual people) telling the story. [I was surprised that] one of the participants actually responded to the story when she usually doesn't. [In the longer term] staff now have tips on how to tell the story better.”
  • “[The session helped with] individual time – and attention. Basic understanding of student need (after a quick chat beforehand). Slower pace to accommodate their needs e.g. told only one story rather than two in the allotted time. [I was surprised that] all students showed great interest which lasted throughout the session. [In the longer term this] will help and does help with anticipatory actions. Helps focus individual and keep them involved. Invites movement and interest by offering up practical 3D and large visuals for the children to hold/ see/ touch. Personal attention to student. The session was wholly enjoyable, made even better by drama type delivery and having a basic understanding of individual’s needs (as informed by teacher).”
  • “Group participation. Loved using the props. C put her feet out to run. Follow instructions. [I was surprised that] A was laughing and making eye contact – normally sits quietly with head down. M reluctant to do some of the actions, quite verbal in class – became shy. [In the longer term this will help with] getting involved with new people.”
  • “They enjoyed meeting [the Storyteller] and interacting with a new person. [The Storyteller] was a brilliant story teller. [I was surprised that] one student is very shy/ anxious and he loved joining in a few of the parts.”

Portland Academy, Sunderland. 26/02/18

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 51 children with severe or profound & multiple learning disabilities. We received feedback from five teachers who judged that all the children in their classes had benefitted from the multi-sensory storytelling. Three rated the overall experience as “5/5 – Very Good” and two as “4/5 – Good”. Comments were:

  • “Real objects covering all sensory channels. Best way to tell a story with this group. Love the repetition. More than one student reacted differently to the class sessions, very good eye contact. One student in particular reacted very well to noises and lifted their head up in response to [the Storyteller] approaching. Repetition builds anticipation and better communication from students.”
  • “All interacted and engaged. [I was surprised that] one child recalled the phrases. [In the longer term this will help] enjoy stories more/listening skills/sensory issues.”
  • “Most of the students were engaged. Good use of resources that allowed students to interact/respond at their own pace. Good response from H - smiles and laughing even when medical needs were prominent (seizure). Class already have resources from Bag Books. It was good for staff to see other/new stories that could be purchased for school.”
  • “All students were interested and engaged throughout. One of the students thoroughly enjoyed and interacted much more than we thought she would. [In the longer term this will help with] building anticipation/giving staff ideas of how best to use some sessions.”
  • “Enjoyed the experience and liked joining in with the repetitive parts. [I was surprised that] they all enjoyed it and interacted well. They all coped really well waiting for their turn. [In the longer term this will help] encourage them to explore props.”

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