Storytelling In Your Area - South East England: 2018

In 2018 we organised the following multi-sensory storytelling sessions

Mabel Prichard School, Oxford. 18/12/18

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 37 children with severe or profound & multiple learning disabilities. We received feedback from six teachers who judged that all 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:

• “It was lovely to see the faces of the children. The concentration lasted for both stories. Children that fidget sat still! Amazing! One child has poor hand/eye coordination and little strength in his fingers but he managed unaided to put a key into a lock and turn it! Wonderful - thank you. [In the longer term this will help with] the ability to listen, wait their turn. Vocabulary & interaction. It was too short - I could listen with the children all day.”
• “The children enjoyed taking part and interacting with the story. They got involved. One student who does not often reach out to touch/hold anything independently was animated and grabbed the snakes - focussed throughout. [In the longer term this will help them] to engage with stories more.”
• “They enjoyed interacting with the music and lights. [I was surprised that] they all enjoyed the sensory story - they all liked the feel, smells and lights. [In the longer term] it will help with their communication.”
• “[The session helped with] the sensory element of storytelling. Enhancing meaning for our young people. Students seemed to enjoy 'snake' activity in pirate story. [In the longer term this will help with] looking at other ways to make it a multi-sensory experience, e.g. lighting, smell, sound - physical environment.”
• “The children were engaged, smiling, gave good eye contact and were interested. [In the longer term this will help with] small groups, able to participate in the storytelling, more eye contact, engaging.”
• “The sensory objects helped their understanding and enjoyment. They all participated and felt valued. [The Storyteller] was very complimentary - students felt good. He was excellent and got everyone involved and excited with his enthusiasm. He asked lots of questions which were answered by all. [I was surprised that] they have all reacted very well, especially due to the sensory aspect - the snakes were very well received! J worked well in taking turns and getting involved but not taking over. Super engaged. [The Storyteller] gave everyone time - very patient.  :) [In the longer term this will help with] enthusiasm for storytelling, practising fine motor skills. Sensory supports general understanding, helps to support considerate turn taking. Super listening. Students stayed in room - great reinforcement as session was so engaging.”

St Joseph's Specialist School and College, Cranleigh. 27/11/18

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

• “All the pupils benefitted from the session. They were fully engaged and were listening and participating. G was more engaged than expected and focussed throughout the session - is normally upset by any new change in timetable. It helped to settle the class and improve their concentration - would often not remain in class for a whole session!”
• “The story was fun and full of different sensory things to look at and touch. T interacted better than I thought. K reacted and interacted. L was not really interested but did interact. [In the longer term] our students would benefit as many cannot read. It was brilliant!!”
• “The props engaged the children. They made them laugh. The story was very good fun and [the Storyteller] used lots of intonation to capture the students' interest. [I was surprised that] they all laughed!! [In the longer term] it informs the staff of how to do future storytelling and the importance of tactile props.”
• “Each of the students got to join in and be part of the story. They all enjoyed the sensory side of the story. All the students felt calm during the story. There was one student in particular who really enjoyed it and stayed longer than we expected. He joined in with each part of the story and liked the sensory side of the story.”
• “Lots of different senses which benefitted our range of students, gave them all a chance to join in, clear and loud voice, appropriate humour, carried on regardless of the noise. More laughs and eye contact than expected from some students. [In the longer term we could] gather together more often for storytime. Fun literacy.”

Manor Mead School, Shepperton. 21/11/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 28 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 one of the 28 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children all enjoyed listening to the books, they all enjoyed feeling, listening and looking at the props and they were all engaged. The Storyteller was very good at interacting with the children. [In the longer term] they would be more engaged in other books, help them learn new words and understand more.”
• “Lovely responses to props - different pupils responding to different props. Good range of senses explored -smell - vision - tactile, etc. [The Storyteller] quickly developed a good understanding of each child’s needs. [I was surprised that] S and S were both very calm for the session and happy.”
• “The children loved their hands-on experience and were fully engaged and showed their excitement. [I was surprised that] all of the children were engaged by the story and participated really well by touching and exploring the props. Brilliant! Thank you.   :) [In the longer term] we will explore the two new stories. It was perfect. Thank you.”
• “They all responded to individual interaction. [I was surprised that] one child was laughing and smiling a lot, especially at herself in the mirror. She was more animated than usual. Three other children also laughed and smiled during the session. [In the longer term this will help with] new ideas to try.”
• “The children interacted with the storyteller. Touching the props. [I was surprised that there were] lots of smiles and concentration from one pupil who doesn't normally sit in groups.”

Young Epilepsy, Lingfield. 22/10/18

A Build-A-Book day involving five adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, "They got to interact with different people and take part in high risk (for us!) activities such as drilling, using a glue gun and sawing. They all reacted very well to the different tasks and as always loved the stories being told. One young man clearly indicated that he did and didn't want to take part in the activity, which was new for me to witness. Demonstrates that high risk activities such as drilling and sawing may be done, as long as they are risk assessed and the leader is very clear about how much support is needed. Really great session, thank you."

Peppercorns, Dartford. 10/10/18

A Build-A-Book day involving eight adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, "The participants used equipment that could be seen as dangerous. This experience gives them both confidence and builds their self esteem. J and N fully participated - the morning and afternoon held their attention. Being brave to take part in new things and learn different and new skills. A wonderful workshop."

Grove Park School - Secondary Phase, Crowborough. 24/09/18

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 47 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from eight teachers who judged that all bar one of the 47 children had benefited from the multi-sensory storytelling. All eight rated the overall experience as “5/5 – Very Good”. Comments were:

• “Interesting story about pirates - especially for Y5 & Y6 pupils. Very good as lots of different senses - smell, sound (amazing voices from the Storyteller) and touch. [I was surprised that] they were very engaged especially with the snakes in their hair and the bird sounds with feathers (lovely that he put all the sounds to the mic pack he was wearing for our pupils using hearing aids.) [In the longer term this will help with] the sensory aspects of a story, as more able pupils will be able to add detail to writing and more description.”
• “It involved every pupil in the story and engaged them from start to finish. All pupils interacted as expected. [In the longer term] one session is not enough to benefit them - more is needed to see if beneficial.”
• “Lots of interaction, all involved and kept focused. They were better than expected. They listened, sat and joined in really well. [In the longer term] they'll talk about it and discuss the story.”
• “I thought the props were fab. Covered all needs and abilities. Lovely interaction from E and F independently spinning the compass, pulling the flag. D - smelling the mango. T - telling the Storyteller the colours of the bird. C - enjoyed opening the treasure chest. [In the longer term this will help with] anticipation during a story.”
• “The children were all engaged at their own level. They enjoyed the props/interaction and the Storyteller was so fantastic at really getting into the story. He used such an engaging voice. [I was surprised that] one child who often has very brief engagement levels before wanting a break/walking around, remained absolutely enthralled throughout! It was such a fantastic session to help build engagement and independent interaction levels. One of the children was quite distressed but I think she did better than expected and over time I think she would be able to spend longer in here.”
• “Lots to do and join in with. Lots of things to touch. Very enthusiastic storytelling! All pupils enjoyed the story.  :) [I was surprised that] all pupils joined in beautifully. [In the longer term this will help with] social skills and sitting in a group.”
• “[The session helped with] listening skills. Keeping attention for long periods of time. Social interaction. [I was surprised that] they kept all on task and fully engaged. Enjoyed all stories. [In the longer term this will help them] continue to follow instructions and participate as a group.”
• “All students really enjoyed the props. My class were able to enjoy a group session within their own workstations which helped support and calm, allowing them to participate and explore. [I was surprised that] one student was very excited and engaged in the story. [In the longer term this will help with] accepting new people and experiences - joining together for a visitor.”

Rowan Lodge RCC, Horsham. 31/08/18

A Build-A-Book day involving eight adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, "Our residents enjoyed the small group interaction and one to one attention. They enjoyed using the tools (hammer, glue gun, drill) safely to produce something they can keep. One of our residents was particularly excited about using the drill to make holes for the bunting. He communicated with smiles and positive sounds. Our residents have really enjoyed making their own book and will be able to use this book in the future and share with many other residents that were not able to attend the workshop. I think the workshop is well thought out and run. It runs smoothly. When carers’ help is given the residents get an improved experience with the one to one interaction."

The Willows, Bexhill. 30/08/18

A Build-A-Book day involving six adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, "The people we support had the opportunity to have new experiences which were also sensory for them. These included the using of a saw and a drill for example. It was good to be able to capture some of their facial expressions in photos taken on the day as well as seeing these at the time. People also got the chance to touch some really sticky tape – which made a couple of people laugh when their hands got stuck to it!! C can be reluctant to hold onto anything however she held the saw hand on hand and also the drill. Her facial expression showed that she was “thinking” about what she was experiencing. S held onto the saw hand on hand and her facial expression showed that she was really engaged in the new sensory experience – this was an expression that I haven’t seen before. It was concentration – but also a questioning look about what was happening! M laughed when he got his hand stuck to the sticky tape! It was good to see D have his hand in between the Storyteller’s so that he could use the saw and drill which would give him new sensory experiences as he is usually very tactile defensive. I believe that is has opened the staff who were supporting people’s eyes to realise that every experience should be one that includes the person “trying” and being involved however much they are able to be. It made me realise that we could be supporting more hand on hand and hand between hand support for people. This will be included in people’s support plans and especially encouraged when people attend their college sessions in arts and crafts, cooking and woodwork. This can only develop people’s sensory experiences and increase engagement in their lives. The day was lovely! A really good experience for both people we support and staff – with lots of good humour! Thank you."

Ken Boyce Centre, Sidcup. 29/08/18

A Build-A-Book day involving six adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, "They all took it in turns to use the glue gun and the drill. They enjoyed taking part and using the tools. D really enjoyed using the drill and painting her picture. M enjoyed the drill and sticking his flowers down on the board. A enjoyed the saw and drill much more than we thought he would. The participants benefited through concentration and listening to instructions."

Howard Goble House, Sidcup. 23/08/18

A Build-A-Book day involving seven adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “I think the participants benefited from today by coming together as a group. Learning new skills. Building a book. Creating their pages for the story. Hand eye coordination. I think they all reacted and interacted better than expected. Using tools, the saw, painting, using a hammer. Sticking things as well and working together to make a Bag Book. This may encourage participants to be more creative and join in with arts and crafts. I feel that the Bag Books team gave the participants a great day in a relaxing and safe way."

The Haven, Gillingham. 13/08/18

A Build-A-Book day involving eight adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “Everyone seemed very happy to participate. Everyone joined in. It was fun and creative with not a dull moment. The guys were very happy and they were more vocal than usual. They sat through the whole day. They will remember and be able to look back on it due to us being able to keep the book."

Woodgate Care Home, Maidstone. 07/08/18

A Build-A-Book day involving five adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “All five of our participants really interacted and appeared to enjoy the session. They were offered the opportunity to use various tools which they wouldn't usually do and create something which they were all part of and all had a go at. The individuals who are all non-verbal engaged well. They held objects and painted, drilled holes, used a saw. One individual was giving lots of eye contact and watching each activity. I think it is something we can build on here. Do more sensory/art sessions. We could even create our own book."

Benham Lodge, Gravesend. 01/08/18

A Build-A-Book day involving seven adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “The service users seemed to really enjoy the day making, sticking and putting things together to develop a story. It was a pleasure to see all the service interacting and helping each other. It helped to build their confidence for some to tell the story."

The Wyvern School, Ashford. 19/07/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 32 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 four 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 differentiation for the individual needs of the children. Gave each child plenty of time. Wonderful storyteller - tone of voice super. [I was surprised that] one child started to reach out for the sheets, showing good anticipation. Another child laughed throughout story. A third child woke up: with her particular syndrome this is very difficult. Seeing the Storyteller read the story has reminded me of some techniques and given me new ideas - you are never too old to learn.”
• “The story was presented in an animated and appropriate way. The children were focussed and engaged. It was appropriate for age group and ability.”
• “Lots of variety to cover all sensory needs. Items were of a good size for everyone to see. [I was surprised that] they all interacted well. [In the longer term this will help with] opportunities to experience different textures alongside descriptions. It catered for them all really well.”
• “[The session helped with] attention level building, participation. [I was surprised that] R expressed emotions.”
• “Interactive with story props. Various character voices. The Storyteller was consistently using the children's names. [In the longer term] we have been inspired to do activities like this more.”
• “Story was very interactive for children, lots of expression keeping the children interested. [I was surprised that] the children continued to join in throughout the story. [In the longer term this will] encourage them to listen to a full story and enable them to sit for a longer period of time (more than usual).”

Heathfield and St. Francis School, Fareham. 12/06/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 50 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”. Comments were:

• “Sensory experience through storytelling - they really enjoyed it!. Thank you! We'd love you to come more often to repeat the story.”
• “The children had many different experiences and it catered for all the senses. Two of my class are usually more passive but were engaging well and responding. Really good!!”
• “They listened carefully to the storyteller and anticipated their turn with each sensory resource. [I was surprised that] one pupil responded particularly well today and laughed at several points. Our pupils always enjoy sensory stories which develop concentration skills. Using the senses with confidence.”
• “Lots of sensory things to smell, touch and feel. Children really enjoyed it. J was very taken with the elephant. [In the longer term this will help with] their needs with a wider range of stories.”
• “ The children were animated and had good engagement. It gave our non-verbal children a chance to be included and gave a physical side to reading a story. [In the longer term this will help with] prolonged engagement.”
• “The storyteller was so animated and instinctively picked up on the needs of each child.”

Connect 2, Lingfield. 29/05/18

A Build-A-Book day involving eight adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “The young people benefited much from this session. They were able to positively interact with both the Bag Books staff and also their own staff. They were able to use their senses to touch, smell, watch, listen to and make sounds with each activity offered to them, for example smell the oils put on the flowers, touch the flowers or touch the sand paper. The day was paced very well and it was flexible to fit round each person’s needs. The young people were able to dip in and out so if they needed a few minutes on the sofa then they could. Each participant was able to take part in an activity they would not normally do, for example use a saw or a drill. The participants reacted how I thought they would, very positively! There was one young man whose facial expressions when he was drilling were amazing, so happy and surprised. Thank you very much to Bag Books, this was an amazing day and so happy we now have our own book which the staff can use time and time again! This day was very much appreciated, so that staff can now see what is possible for example using different materials (drill, saw!) assuming everything is risk assessed and planned appropriately! I will definitely take lessons away from today and incorporate into my working practice and planning of activities!"

John Watson School, Oxford. 18/05/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 43 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 two of the 43 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:

• “The storyteller was fantastic with our students - really energetic and friendly. This helped all of our students to remain engaged throughout the activity. Great for practicing our speaking and listening skills. One of our students is usually very challenging to engage but sat quietly and really enjoyed touching the different materials. [In the longer term this will help with] increasing concentration during story activities and promoting good speech and language and listening skills.”
• “The storyteller was amazing at engaging and involving every student. They really enjoyed trying the different props. Some students who are usually very shy and reserved really got involved. [In the longer term] it will help them hugely in getting more involved with group activities.”
• “Sensory prompts were fantastic. A few who do not usually join in were very focused. As we have been given 3 new story boxes we can give some familiarity weekly. It was at a level that pupils could engage with. Great props.”
• “They were very focussed for the entire session with big smiles! [In the longer term this will help with] improved concentration and language skills.”
• “Really enjoyed exploring different types of sensory objects. Lots of getting involved with smells, noises, textures. Lots of looking, laughing, wanting to explore the objects. [In the longer term] it supported with engagement and made a standard story more fun and accessible.”
• “The hands-on sensory items were great for all the children and they enjoyed joining in with the stories. [I was surprised that] T followed with interest how everyone else reacted to the sensory items and E was totally engrossed in the stories. [In the longer term this] encouraged turn-taking. All were very involved and focussed.”

Maple Ridge School, Basingstoke. 11/05/18

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 28 children with severe autism spectrum disorder. 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:

• “Great communication with the children. Great tactile and sound equipment for the stories. Great body language and exciting voice to keep the children interested. They were excited to touch each prop. [I was surprised that] they all enjoyed story time. Touching the props, feeling the experience. [In the longer term this will help with] finding stories exciting. Getting them interested in stories. Help imagination. Helps to differentiate ideas in English. It was fantastic.”
• “The children were really engaged and enjoyed smelling, touching and looking at props. [I was surprised that] E did really well, touching and joining in. Usually she is very shy and refuses. [In the longer term the] children will be able to use their imagination using props in class. We can take ideas from this to use in class and lessons.”
• “The children LOVED the stories and they gave them a real world understanding of the words and the context of the story. Exactly what our children need. They loved the urchin in the seaweed. The spider and ice cream too.”
• “Very engaging. Sensory for all children. Resources used different skills. Children would benefit from lots more of this.”
• “They loved touching the pages. Smells were all good. Even tried to eat the ice cream. [I was surprised that] they all enjoyed and sat very well. [In the longer term this will help with] an interest in the storyline and will help imagination.”

Queen Elizabeth II Silver Jubilee School, Horsham. 01/05/18

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

• “The storyteller was very engaging. His use of language was great and supported with signing. They loved the story. We have a young lady who doesn't like loud noises and is tactile defensive but she loved it! She coped with the noises really well. It helped them engage with a story and recall the main points. This led on nicely to our next activity where we reviewed a book. It helped our less able children sit and concentrate.”
• “Interacting with students. Laughing. Facial expressions. Signing. Props for students to touch. Fantastic, thank you. Loved all the props. [I was surprised that] students joined in, touching, laughing, some speaking. Some will go home and talk about it to parents. Enjoy more stories.”
• “Lots of things to join in with. All very focussed. [I was surprised that] all focussed and listened well. One child sat for an extended period. Another child who was away from the rest took part too, at her own level.”
• “Got to experience a range of sensory items. Lovely and interactive. Was good in a small group. [I was surprised that it ] maintained their attention – they were engaged throughout. Every child looked at or felt the sensory items. There was verbal interaction from children which is not always the case. [In the longer term] some might be less sensitive to some items we explored. Encourages storytelling.”
• “Three students with PMLD so nice for an activity suited to them! Great literacy links. Great engagement and a chance to track objects etc. for students with visual impairment. [I was surprised that] one student who struggles to stay awake was really engaged and AWAKE! Another student who struggles with pain and settling was so settled and calm! [In the longer term this will help with] self-esteem from being involved fully. I will definitely be doing more storytelling now I'm inspired - which will benefit them greatly! Thank you so much!”

The Beacon School, Folkestone. 25/04/18

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 55 children with severe or profound & multiple learning disabilities. We received feedback from seven teachers who judged that all bar five of the children in their classes had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “Pupils were engaged throughout the session. Helps language development and listening skills. [I was surprised that] some pupils were unusually motivated.”
• “Full engagement. The Storyteller's approach was wonderful - just the right amount of humour. One pupil was initially reluctant but then fully engaged.”
• “The children were all involved and enjoyed joining in with the actions and all the multi-sensory 'pages' of the book. Lots of use of language - descriptive and in character. Brilliant! Thank you. The story engaged even the quietest, more timid children. I was particularly impressed with how the storyteller was able to 'read' which children needed quieter interactions. [In the longer term] we will try to recreate this in Panama Class.”
• “Very engaged, laughing, smiling. One student who never sits still, sat for the whole session.”
• “Children were a little silly. Enjoyed the different sensory objects.”
• “They enjoyed the interaction within the storytelling. [In the longer term this will help with] learning to sit and listen.”
• “All of the pupils were engaged in the story. They were able to feel the objects of reference and interact with the story. [I was surprised that] one of the pupils found the sheep bleating very funny - he also liked touching the fish scales as he reached out as it was pulled away. Lots of smiles looking in bendy mirror. [In the longer term] there is a weekly sensory story session scheduled into our weekly timetable for most pupils, but there are two pupils who would benefit from an additional session.”

Cranstock Hub, Woking. 04/04/18

A Build-A-Book day involving ten adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “All had a chance to do things they had not tried before, drilling, sawing, glue gun. All the creating of the story was enjoyed and lots of laughter and smiles. Very inclusive to all abilities. All participants interacted beyond what we expected and so enjoyed it. Holding the drill to make holes, using scissors to cut flags, using glue gun, using hammer. Lots of new experiences. We have new ideas for sensory stories and of course learnt some of the skills to make more props. Enjoyment of the session so all will look forward to new sessions. All brilliant."

Kennel Lane School, Bracknell. 26/03/18

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 46 children with profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar two 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:

• “My students were able to explore the story with independence and a level that they were comfortable with. One of my young people wasn't sure with a particular object. She was able to say “no” and the storyteller adapted to give her some control. [I was surprised with the] amazing interactions and engagements. When the seagull came out one of my students was so impressed and attentive. [In the longer term] it has benefited myself as a teacher. I was really engaged and wanted to join in. Amazing! Fab!”
• “Group participation; sensory exploration; language; anticipation of sensory materials; enjoyment. [I was surprised that] A was reaching out to touch after just two examples; M had good looking when the Storyteller turned to get a new board out; F understood and tried to smell for the first time. [In the longer term this will help with] turn taking; language; attention skills; social interaction.”
• “They enjoyed the physical aspect of the story and being able to join in. [I was surprised that] the students were visibly excited about touching, feeling and hearing the objects [In the longer term this will help] develop a better understanding of the story. It was great. Thank you.”
• “It was good that they were able to get involved in one story using more than one of the senses. They could use the sensory props to bring them in to the story. Two of our students who aren't usually tactile became more involved with interacting with props than we expected. [In the longer term] as a class we could incorporate more sensory into our story telling. We all really enjoyed the sensory stories.”
• “All of the children interacted with the props and waited patiently for their turn. Several of the children are tactile defensive but spontaneously touched the props. [In the longer term this will help] the children be more willing to engage in sensory activities.”
• “The students were able to feel objects from the story. When this was done the students were engaged. One KS1 pupil didn’t like the towel on his head so pushed it away. [In the longer term] I feel it would encourage our children in KS1 to explore different textures.”

Stocklake Park Community School, Aylesbury. 16/03/18

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 bar five of the 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:

• “All the students were engaged during the story telling. [The Storyteller] was great at interacting with all the students. One of our students was particularly happy and smiled throughout; the student doesn't usually engage well with unfamiliar people.”
• “They all got to have a go at the sensory side and talk about their haircuts. [I was surprised that] all students reacted really well they were all excited to get involved. [In the longer term] it will give them a sense of different objects and the feel of them. They will also go away and talk about haircuts.”
• “Mixed ability group predominately PMLD. Elm Class PMLD enjoyed being in the library and because it was a small group there was very little waiting for a turn. I knew that two pupils with PMLD would love the experience. They like sensory stories and we do them often in class. One in particular interacted with the props more than usual. [In the longer term] exposure to stories, drama and opportunities to engage with props and opportunities to engage with props are important activities to encourage communication with PMLD students. Familiarity with stories encourages pupils to engage with their world.”
• “[The session helped with] interacting with unfamiliar people; turn taking; learning new language supported by objects of reference; handling objects of reference, textures, shapes. The Storyteller asked questions about the students before the sessions so she could best support them. [I was surprised that] all students responded well in their own way. Students who don't usually engage engaged today in the story. We have a sensory story every week but new ideas are always welcome.”
• “All students engaged and enthusiastic. They were responding to all the equipment and intently listening to the story. [I was surprised that] the higher ability students were as equally involved. All students thoroughly enjoyed. [In the longer term] we are making our own tales and this gives a visual way of telling a story.”
• “[The Storyteller’s] voice is nice and calm. All the students did calm after a few minutes. The interaction was good with students and the objects. [I was surprised that] L became calm, so did M. V's interaction became more enthusiastic and they were all engaged. [In the longer term] it will teach them that it is rewarding to listen because you learn.”

Chilworth House School, Oxford. 14/03/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 35 children with severe learning disabilities. We received feedback from five teachers who judged that all bar one of the 35 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:

• “Engaging, exciting, even for the most disengaged children. [I was surprised that] one child who is very disengaged really enjoyed it. Both children who are noise averse engaged well despite loud noises. [In the longer term this will] influence my teaching to make stories more interactive.”
• “The children loved touching all of the props. It was wonderful for the children to have stories that linked with real-world social events/experiences such as going to get a haircut. [I was surprised that] a couple of quieter and more shy students were laughing the whole time! [In the longer term] the students will be able to better imagine events in stories they read and hear.”
• “[The session helped with] social interaction, sense of belonging to a group, positive mental health, discovering a different way of storytelling. [I was surprised that] some of the pupils who often are quite shy really got involved. Full of laughter. All pupils joined in on, at least, one activity. [In the longer term this will help with] team building, social interactions with different peers, exploring further ways of storytelling, deeper thought process.”
• “[The session helped with] sensory interaction to support their understanding of the story. [I was surprised that] one child was particularly eager to take part, interacting. Sensory and visual and audio interactions. Tactile and smells. [In the longer term this will help with] the use of multisensory more in the classroom to support understanding and engagement. Repetition perhaps around words and adjectives.”
• “[The session helped with] listening quietly and respectfully, participation in group, taking turns, touch and feel. The level of involvement was amazing. [I was surprised that] almost all kids were expressing themselves and reacting positively and enthusiastically to all props being used. Alert response to the storyteller. [In the longer term this will help] the story to come across. They might try to visualise the scenes. It was quite up to the mark.”

Community Day Services, Ashford. 07/03/18

A Build-A-Book day involving seven adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “The service users were using tools independently. Working together as a team. Identifying different tools and equipment. Using paints fabrics and glue guns. Listening to the end product. Some service users who sometimes choose not to participate in the usual Bag Book session participated with a smile. Some service users who don't like loud noises tolerated the noise of the drill and hammer. Some service users who don't like to get their hands dirty got involved in the messy work. Improved their confidence, encouraged them to try new things. Some service users really came out of their shell today. An excellent day from the Bag Books team. They were very accommodating to all our service users and provided a full filled day with opportunities that some had not seen before."

Forest Park Primary School, Southampton. 08/02/18

Our Storyteller ran eight multi-sensory storytelling sessions involving a total of 31 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from five teachers who judged that all bar one of the 31 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. The Storyteller is very enthusiastic, engaging and fun, telling the stories with great voices and sound effects. Props were wonderful and sensory, catering for ALL our PMLD blind and deaf children! One pupil who doesn't always engage well in stories was extremely engaged and hooked on the Storyteller's interaction. A great sensory experience. [In the longer term this will help with] improving acceptance of noises and tactile touch. Provides the pupils with new topics/stories in a fun way."
• "Two were very interested, watching the Storyteller all the time. One was interested when interacting with the props but not listening to the story. [I was surprised that] one was interested in the props and watched the storyteller. One answered questions when asked by the storyteller. [In the longer term this will help] engage the children in storytime. Help eye contact. Comprehension. Engage children with tactile props."
• "Animated storytelling, multi-sensory aspect especially beneficial for PMLD pupils. I also saw SLD pupils, who often struggle to engage, joining in with the multi-sensory aspect and showing great enjoyment. J enjoyed the story and engaged really well. Some good verbal communication. A good demonstration by the Storyteller as to how we as adults can really enhance a storytelling session (especially useful for LSAs to help when they lead a session). Also great ideas how to cover all sorts of different learning - e.g. colour, size, motor-skills, listening to instructions. Thank you, it was a wonderful session."
• "The Storyteller delivered the story brilliantly and the book was a great sensory experience, the pupils were able to enjoy a storytelling experience and participate in the story! The pupils that we didn't think would show participation joined in and co-operated fully, giving good eye contact, laughing, and signing. They showed a great reaction to the Storyteller and books. [In the longer term] it will encourage the pupils to be more interested in books, especially Bag Books."

Pebble Brook School, Aylesbury. 07/02/18

Our Storyteller ran two multi-sensory storytelling sessions involving a total of 6 children with severe autism spectrum disorder. We received feedback from two teachers who judged that all 6 children had benefited from the multi-sensory storytelling. Both rated the overall experience as “5/5 – Very Good”. Comments were:

• “Lots of interaction. Great experience. Made them use speaking and touch which is good for our pupils. They enjoyed the stories shown by lots of smiling and vocal responses. [I was surprised that] there was lots of interaction from one pupil. Good listening from another pupil - longer concentration than expected. [In the longer term this will help with] teaching / helping them with a range of skills: interaction, communicating, taking turns. It was amazing!”
• “Pupils learning to share / take turns. Giving each other their own turn. Not taking over / speaking over each other. Listening / interaction skills. [I was surprised that] they all enjoyed it and did very well at taking turns. [In the longer term this will help] learn interaction skills / social skills. Listening skills. Using these skills when listening / reading future stories. All the pupils enjoyed the story session.”

St Nicholas Centre, Lewes. 06/02/18

A Build-A-Book day involving nine adults with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. The manager commented, “They enjoyed and benefited from this and they all enjoyed doing something different. One of the clients in a wheelchair continued smiling all day and was happy. All enjoyed the day and loved the story. Other clients were looking at their hard work and the benefits of using equipment they haven't used before."

Springfield School, Witney. 06/02/18

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 33 children with severe or profound & multiple learning disabilities. We received feedback from six teachers who judged that all bar three of the 33 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• "Great animated story-style. Encouraged participation. Appropriate for all. Great set of resources to tell, listen to, etc. Thank you. One child more vocal than usual and signed to join in. A child with visual impairment was able to feel different textures."
• "Lots of things to touch and smell, lots of sound effects. The Storyteller went round to every pupil to let them see/have a go. [I was surprised that they] really enjoyed being part of the story. I think it was perfect and they all enjoyed it. Thank you!"
• "Stories at pupil's level. Storyteller interacted with every pupil at their level. Made it fun / appealing. [I was surprised that] a pupil reacted to sounds of goat/elephant/pig. Pupil really focussed during whole session. Pupil laughed at pillow being thrown. [In the longer term this will help with] making storytimes fun / interesting."
• "[The session helped with] visuals, different textures, smells and sound. Wonderful enthusiasm from the Storyteller, engaging with each child at their level of understanding. Two of our students who have ASD really showed interest and participated more than I thought - mainly due to the Storyteller's interaction. These Bag Books bring a story alive for our students and help to give meaning to words."
• "Small space. Props were all different, catering for a range of sensory needs. Very inclusive. [I was surprised that] one pupil felt the fish. Another pupil demonstrated more anticipation. They already have many sensory stories, however as adults, we may fine tune the encounters."
• "Very enjoyable. Lots of things to feel / touch and explore. Change of voices - very good to keep children involved. [I was surprised that] one child was very calm and relaxed and watched with intent. Very unusual to sit for so long. Another child tolerating short, sharp sounds that they wouldn't usually. I think it's really lovely to have someone to come and read for us as usually we read from books or story sacks. So to have a reader actually 1 to 1 with our children, getting them involved is fab, as it's another way to learn and have fun. The Storyteller was fab!!"

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