Storytelling In Your Area - South East England: 2019 onwards

Since January 2019 we have organised the following multi-sensory storytelling sessions:

Chailey Heritage School, Lewes. 10/07/19

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

• “All students were fully engaged, taking it in by listening to sounds, feeling the textures and smelling the smells. Also had plenty of laughing and smiles. They all reacted and interacted much better than I thought especially through interaction. It was FANTASTIC to see! [In the longer term this] will benefit them by connecting and recognising all their individual sensory aspects needs.”
• “Students showed positive responses (smiles, eyes up). They enjoyed the tactile and audio clues from the stories. [I was surprised that] some of our young people really showed consistent engagement responses and communicated with consistence. I think it was lovely to see our young people respond positively to someone they are not familiar with. For our young people to "move forward", I think there should be a follow up session to consolidate the sensory input. The storyteller was very engaging and our young people really enjoyed listening to him.”
• “They had a lot of fun and enjoyed engaging with the story. Exciting but relaxing. Children who often shout sat patiently and appeared to be relaxed and enjoying the stories. [In the longer term this] possibly builds consistence in communication skills.”
• “[The Storyteller] included all young people in the class and was fun to watch. [I was surprised that] N smiled at props when he got to feel them. [In the longer term this will help] students gain an understanding of the story.”
• “Good sensory input, approaching each child in turn. [I was surprised that] one pupil was really looking, another was smiling at noisy props. Vocalisations, reaching out to touch.”
• “Lots to feel and listen to. Story was told really well. One pupil who can be nervous really tried to feel all the props. [In the longer term this will] help with engagement and children who are tactile defensive as they can touch props.”

St Francis School, Fareham. 02/07/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 49 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 49 children had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and two as “4/5 – Good”. Comments were:

• “We have blind and autistic children and all benefitted from the multisensory approach. L loved it! It was very hands on. [I was surprised that] R, who hates noise, loved all the very interactive aspects. [In the longer term] we would love to have more sessions like this. Interactive, responsive, creative. The Storyteller was very enthusiastic and engaging  :) Loved the smells, too! Loved it. 10/10 Brilliant.”
• “Very interactive storytelling. Interactive props. An inviting storyteller. [I was surprised that] all pupils interacted really well. [The Storyteller] gave all pupils time and individual turns to explore each prop. I think all pupils benefitted from this experience and would benefit from more opportunities like this. I think this session was AMAZING.”
• “The lesson was out of the normal, calm and uninterrupted time, lovely interaction. [I was surprised that] students were more alert to a different voice and different environment. J smiled lots, normally quite tense to new situations. M relaxed. L was very interested in what was going on. Really enjoyed the session, calm and uninterrupted.”
• “Sensory activities that engaged all, simply language, easy to understand repetitive theme. [I was surprised that] an autistic pupil was engaged and focussed, participating in all activities. [In the longer term this will help] them engage in sensory storytelling.”
• “Very good for the children with no visual impairment as they could interact with all props. [I was surprised that] one child in particular was very engaged, looking and reaching for props and exploring them all. [In the longer term this will help with] not being afraid to repeat every line for every child. Concentration. Feeling new objects. Listening skills.”
• “[The session helped with] using props and encouraging sounds. One student signed the animals. Lovely variety of props creating visuals of animals and sounds. Two pupils were more engaged with the props and sounds than I expected. [In the longer term this will help] develop language, sounds, names. For tactile / sensory defensive pupils it exposes them in a fun way.”

Foreland Fields School, Ramsgate. 01/05/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 40 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:

• “Very good for those seeking sensory output. The children all enjoyed participating. All children were engaged. Some children interacted very well and in class we had been cautious that some may not. It has given them sensory satisfaction and kept them engaged. Will help concentration / focus. There were never any pauses. It flowed and the children loved it.”
• “Engaging and excellent storytelling. Excited and really engaged all children. A child who rarely makes eye contact really engaged with story and props, thank you. [In the longer term we plan] to provide more sensory story activities in daily school life - throughout the school.”
• [The session helped with] enjoyment of a story. interaction with the story. One child who is particularly hard to engage and get to participate, really enjoyed the session and participated on more than one occasion. [In the longer term this will help with] shared attention, taking turns, waiting interaction, enjoyment of a story.”
• “Good interaction. Trying new things. Fine/gross motor skills. Turn taking. One girl did not want to join the session but became very animated, was able to participate next actions, made good attempts to communicate. Another pupil engaged in actions he wouldn't normally. Great sensory skills to practise in other situations and turn taking. Also great for sequencing stories and bringing them to life.”
• “Was lovely to see everyone joining in interacting and laughing. They sat lovely waiting their turns and waiting in anticipation. Great for their self-esteem and wellbeing. [I was surprised that] one child joined in with each activity. He usually sits at a different table but [the Storyteller] interacted with him and called him by his name, fab for him! [In the longer term this will] benefits them as it shows the adults how to do the stories for the children. Will be a lasting memory. [The Storyteller] was brilliant, very enthusiastic and great tone for the children.”
• “A lot of our pupils are very sensory, and really enjoy a sensory story. Using and feeling the props always keeps them engaged. [I was surprised that] one pupil benefited from the props rather than story itself. [In the longer term] it reminds us to be more animated whilst telling the stories.”

Vermont School, Southampton. 08/05/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 16 children (almost the entire school) with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that all 16 children had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “It allowed the children to experience stories in different ways. One boy reacted really well with the actions and boards. It will allow the children to explore the stories on a tactile level.”
• “They interacted well with the experience and actions. [I was surprised that] they interacted very well. [In the longer term this will help] to support social stories where they may be anxious about situations.”
• “T came in very reluctant, but soon came around to join in. F, usually very insular, was loving this session. I've never seen F as interested in a lesson. He loved the sensory stuff. He was smiling and giggling and participating 100%. Fantastic! [In the longer term this will help] engage them in stories. We can refer back to this session.”
• “They benefited through experiencing a story with prompts and action. They absolutely loved the interaction. [In the longer term this will help them] to experience stories in a different method not just reading.”
• “All four were fully interested and actively participating. Not usually anywhere near as enthusiastic! Absolutely lovely to see O abandoning his tough exterior, and laughing like the nine year old he is. [In the longer term this will be] great to refer back to. Perhaps we could create our own sensory story. Didn't want it to stop!”
• “They were able to access stories in an exciting manner without the threat of reading. [I was surprised that] they reacted very well to the sensory experiences. [In the longer term this will help] to explore more stories without the threat of books.”
• “They were able to access stories in a sensory manner. [I was surprised that] they all interacted very well and all the reluctant ones were all engaged. [In the longer term] they will be able to explore stories which aren't just book-based.”

The South Downs Community Special School - East Site, Eastbourne. 03/05/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 43 children with severe or profound & multiple learning disabilities. We received feedback from seven teachers who judged that all bar two of the 43 children had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “We always enjoy Bag books and lovely to have a storyteller. All my class enjoyed. [I was surprised that] L sat far better than expected. [In the longer term this will help them] to learn to sit for a period of time.”
• “I just love Bag Books as much as the children in my class. [The storyteller] was brilliant and grasped their needs quickly. It is a lovely group activity. It makes them all take turns. [The storyteller] is amazing!”
• “All my boys took part in the session which doesn't always happen. The stayed focussed. I was amazed that J lifted his ear defenders - his parents will be so pleased. [In the longer term] I will try to use them more.”
• “My class struggled with the transition to another room and therefore two did have to leave. All the others enjoyed and it was good for me to see the storyteller. [I was surprised that] four of my class really enjoyed. [In the longer term] I will try to re-create.”
• “Each of my class sat really well and enjoyed the stories. [The storyteller] told them at a good pace with enthusiasm. They took to [the storyteller] quicker than I thought. All very good. Thank you.”
• “We only had half the class in today which was quite nice as [the storyteller] spent lots of time with each of them. One boy signed more at the end. [I was surprised that] M was engrossed - not seen him like that before with an unknown person.”
• “I was so grateful that the storyteller came to our room as two [pupils] could not be moved. They all enjoyed and one of my girls was laughing out loud. We were glad to get that on camera! [In the longer term] I will try to access these stories a little more than I do because they love them.”

Foreland Fields School, Ramsgate. 19/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 40 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 benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children were all engaged. [The Storyteller] was animated and kept the attention of the children. They enjoyed the stories and enjoyed looking at and touching the props. Lots of smiles and happy children, thank you. All of the children surprised us with how they reacted to someone unfamiliar, and how much trust they had for [The Storyteller]. One pupil asked for more when it was finished. The session was helpful in building up the children's listening skills and anticipation for the next prop.”
• “They all loved the stories and were excited to know what would happen after every prop. We had students in this session that won't usually sit down for any amount of time but during the session all these students stayed engaged the whole time. [In the longer term] I think the storytelling from the staff will improve. The session was fantastic!!”
• “[The Storyteller] was excellent and patient. He held the children's attention so very well. [I was surprised that] all of the pupils engaged well, it was lovely to see! [In the longer term] they will look forward to more and engage better each time.”
• “Hands-on, sensory props - presented in an engaging way. Means the stories can easily link to pupils' learning styles, needs and goals. [I was surprised that] one pupil was looking at the storyteller as he moved around the group - showing lovely anticipation. [In the longer term this will] help to ensure adults present sensory stories in most engaging ways. We will continue to have future sessions to keep adults inspired and refresh skills.”
• “They really enjoyed the interaction and individual attention, but also watching the reaction of others. They were all extremely engaged. [I was surprised that] one young person who doesn't like to touch things independently put her hand up every time [The Storyteller] came round to her. [In the longer term] they would benefit from listening to these stories every week. Would be great to create even more sensory stories and atmospheres.”
• “The children, one in particular, shared lots of anticipation. One little girl shared lots of interaction and copied words. [In the longer term this] will increase anticipation and exploration skills. It was brilliant.”

The Ridgeway Community School, Farnham. 13/02/19

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 44 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. 

Hazel Court School, Eastbourne. 12/02/19

Our Storyteller ran six 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 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:

• “Great interaction, using lots of sensory props, sound, smell, touch. Stories read at the perfect length of time; each student was given the perfect length of time to react at their pace. [In the longer term this will help] students making choices of the story they would like.”
• “It made me realise that we (the staff) can overcomplicate things. Seeing the pupils’ reactions was brilliant. I was great to see two pupils, who rarely engage, be extremely focussed. J (18 years old) was outside the group and wanted to say: "Please leave me" but he engaged. A (11 years old) was very animated and had amazing eye contact. [In the longer term this will help with] learning to simplify and use the resources upstairs (and make them for the school to share.)”
• “Interactive, fun props. The children were involved in the story and engaged. [I was surprised] with the amount of eye contact from all of them. [In the longer term this will help with] using the boxes ourselves.”
• “Increased engagement, inclusive stories - all participated and focussed. All were smiling! [I was surprised that] there were verbal response from two pupils. All were really focussed on the props. [In the longer term this will help with] impacts on mood and emotions.”
• “It covered all sensory needs. Active and involved all pupils, kept their attention. Very funny and interactive! [I was surprised that] one pupil with V.I. responded very positively to all materials, smells and sounds. Pupils that find sitting still hard found this very easy to focus on and concentrate on the story as they were involved. [In the longer term this] may help them enjoy future story sessions knowing what is in store. Found the stories age-appropriate and covered all needs.”
• “Very sensory & interactive session. [I was surprised that] some joined in with animal noises, Enjoyed feel of 'animal' skins. [In the longer term] staff learnt to be more interactive with their storytelling and resources.”

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