Storytelling In Your Area - West Midlands: 2019 onwards

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

Dame Ellen Pinsent School, Birmingham. 10/07/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 34 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 34 children had benefited from the multi-sensory storytelling. Three rated the overall experience as “5/5 – Very Good” and three as “4/5 – Good”. Comments were:

• “The children were able to interact with the objects and were given them to explore. Repetitive language. Sensory engagement. Adult involvement. Children's excited anticipation at what was inside the treasure box. [I was surprised that] a child with a very short attention span looked at and touched every single object. The story held another child for two sessions when he often leaves his chair.”
• “[I was surprised that] one particularly sighted student lifted her head several times to listen to the different sound effects. Possible happy experience. Need more repetition of the stories from the adults in class. It was brilliant!”
• “Children who find it difficult to engage found it easy to interact with the resources. One child who doesn't often look or engage engaged throughout two stories. [In the longer term this will help us] to use the stories we have in school to engage children on a daily basis.”
• “Very interactive and sensory. [I was surprised that] they all interacted very well to the stories. [In the longer term this will help with] listening and interacting with more stories. It was all at the right level.”
• “Children were so engaged and all of them enjoyed the lovely stories. Well resourced and adapted for children with learning disabilities. They had the opportunity to explore, touch and feel the resources. Children developed their attention skills and understanding about the stories.”
• “They enjoyed using all the activity items. Very engaged. Great fun. [I was surprised that] all sat well and engaged and willing to take part. [In the longer term] they will understand stories are not just from books.”

Sherbrook Primary School, Cannock. 26/06/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 36 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 36 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “Children were very engaged and enjoyed the stories. Great links to our current topic (pirates!) Stories were fun and each child had the opportunity to be involved. Children joined in, repeating some of the phrases. One child in particular usually tries to run off or is more interested in things around him. [I was surprised that] he was engaged throughout and sat through both stories – asking questions and joining in. [In the longer term this will] help to grow their imaginations, help them to understand/prepare for the world around them (e.g. the fairground story), learning with others, taking turns etc. All children loved it!
• “The children benefitted from the sensory experience through the interaction of the storyteller and the tactile equipment. They took turns and waited patiently. One child in particular engaged more than expected. They will react positively to storytelling in the future – positive experience.”
• “All children are used to Bag Books sensory stories as part of daily routine, but lovely to see them interact with new stories and read by someone else in a different room. One pupil would not usually sit so well for this length of time but was very engaged and interested in the multisensory resources. [In the longer term] pupils will continue to be exposed to Bag Books including the new ones.”
• “All the children got a chance to join in with all parts of the sensory story exploring all five senses in a fun and interactive way. [I was surprised that] all the children were very focused. [In the longer term this is] something we could include in our daily routine, give the children a chance to engage in stories.”
• “The children were engaged and interacted with the props and the storyteller. It was good for them to experience a different type of story and storyteller. One child very rarely sits still for stories but he was fully engaged throughout and talked about the props with enthusiasm. [In the longer term this will help] the children to draw on their own experiences and this could be included in future story sessions.”
• “The children had the chance to feel sensory books and interact with the storyteller. [I was surprised that] some children got excited when it was their turn. One child even tried to copy the voice of the storyteller. Another child kept saying “treasure”. [In the longer term] the children will have a better understanding of a new sensory story different to the ones we have already read.”

The Meadows Sports College, Sandwell. 14/06/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 22 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 22 children 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, following the story objects, touching. [I was surprised that] M pushed the smelling items in both stories away. He laughed at the wet item and when sprayed. [In the longer term this will help] to begin anticipation, turn taking.”
• “Very visual and sensory. Good pace for storytelling. Each had the opportunity to participate and was included. [I was surprised that] C was very vocal, watched the storyteller going around the room and called out requesting more. J enjoyed and anticipated, watching others and looking at each board for the story. Y watched each board and followed the storyteller with their eyes around the room. [In the longer term] staff will have further ideas for sensory stories in lessons. The staff could see the benefits of sensory stories for all students.”
• “The students were all engaged and actively participated using the props. [I was surprised that] one student did not try to put the objects in her mouth and waited her turn. It was excellent. The students enjoyed it and staff want to have a go at telling the stories. It was very good.”
• “The students who had good ability could listen and understand the story. Students who were less able could touch, listen, engage with the sensory items from each story. Lovely facial expressions, smiles and vocalisations. One student who is tactile defensive actually touched and engaged with the storyteller and was very tolerant of all the sensory props. Four students (the others) also loved the session. [In the longer term] it gives the students some circle time, stillness and time to engage with the storyteller. The students watched the storyteller as she told the stories.”
• “They experienced new stories and ways to access them. Lovely visuals and objects for students to explore. Repetition of each page for each student was lovely. Lots of positive reactions and responses given to the story and the objects used. Students stopped and focused when directly addressed by the storyteller. Students requested 'Do it again'. [In the longer term this will help with] lovely calming sessions. It engages students’ attention beautifully. We really enjoyed it.”

Oscott Manor School, Birmingham. 01/05/19

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 28 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 28 children had benefited from the multi-sensory storytelling. Three rated the overall experience as “5/5 – Very Good” and two as “4/5 – Good”. Comments were:

• “All pupils took part and confidently used actions and verbal participation. Lots of talking and laughing. Were all able to discuss the story at the end. They all gave feedback. [In the longer term this will help with] social and communication skills, listening skills, imaginative thinking skills. Very good. Kids loved it!”
• “All took part. All verbal. All felt the equipment. [I was surprised that] they all participated. [In the longer term this] will help with social and emotional skills, listening and imaginative skills, turn taking.”
• “All the children were focused and engaged. [I was surprised that] all the children reacted well and they enjoyed the interaction with the storyteller. One pupil always has her head down but throughout the story her head was up. [In the longer term] it would promote their communication skills.”
• “[The session helped with] taking turns, anticipation, sensory input - tactile/auditory etc and following instructions. It was also fun. The tactile defensive pupils had an opportunity to feel "strange" things. [I was surprised that] one boy was sitting and participating rather than opting out/avoiding eye contact - laughing at appropriate times. [In the longer term this will help with] turn taking - very important - working with and alongside others are targets for a number of the class. It was also help with listening skills - always promoted and encouraged.”
• “It was very good and all of the children were happy and focused.”

Wyre Forest School, Kidderminster. 05/04/19

Our Storyteller ran seven 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 seven teachers who judged that all bar two of the 38 children had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “They all wanted to get involved, wanted to use the objects themselves. It was a more able group and they got involved a lot more than expected. [In the longer term this will help with] ensuring interactive stories are used more, making sure they enjoy what they are reading.”
• “Took them a while to understand exactly what was happening but at the end they all had smiles on their faces and said they enjoyed. The sensory bits benefitted all to relate to the story. I have never seen one student smile so much at a story being told. [In the longer term] students might understand that stories and books don't have to be about words.”
• “Some were a little anxious but benefitted from realising it was a fun activity helping them to trust teacher/adults who told them it would be great! Loved the multi-sensory and “unexpected” approach. [I was surprised that] some who were anxious or find interaction difficult were able to join in and have fun. [In the longer term this will help with] understand that storytelling doesn't mean just reading from a book but can be interactive. Also help them to feel comfortable around safe strangers. My group could have listened and joined in for hours!”
• “Lots of lovely sensory input which gave them a super sensory experience which caught their attention and filled their senses. They appeared engaged by [the Storyteller’s] eye contact and vocalisations more than expected. [In the longer term this will help] increase level of engagement.”
• “Great to able to interact with the props from the story, a good multi-sensory experience of books. [I was surprised that] most of the pupils enjoyed touching the props, some reached out to explore the props. One particular student was very quiet and still listening to the story, when normally quite noisy and moves a lot. We have used Bag Books before and they are always quite popular, be lovely to do the stories more regularly. A great session.”
• “Reactions were much better than expected, especially one pupil who really interacted and showed great concentration. [In the longer term] I feel it will benefit our child if another storyteller comes in or when class teachers do small sensory stories.”
• “It allowed pupils to interact with an unfamiliar adult appropriately.”

Mary Elliot School, Walsall. 14/03/19

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 27 children had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “The students all felt the pages and explored them hand over hand with [the Storyteller] who repeated the pages perfectly to each student, clearly. [I was surprised that] one of the students looked directly at [the Storyteller] and interacted brilliantly, full of smiles. [In the longer term] It encourages the students to interact with a new person.”
• “Resources were very sensory different and 'safe' to use. Students responded well to different parts of the story. Students benefited from waiting and watching others so they could anticipate their turn. Really well delivered. One student reached out for things which is unusual for him. A deaf student watched the others before joining in herself and really enjoyed it. As the teacher I learnt a lot about the students by watching them take part -I will use the books provided to the school to continue this work.”
• “Students listened really well and interacted. Remained engaged and focused on the story. [I was surprised that] they listened and interacted with the story. M was especially receptive to the story and responded well to a new person being in her personal space. The whole group reacted well. [In the longer term this will] allow students to sit together and enjoy quiet time alongside a story. Give students the opportunity to participate in a story at their own pace.”
• “They were interested and interactive. [I was surprised that] one of the students was very involved, smiling and laughing, even while waiting his turn [In the longer term] it would provide physical movement and interaction as well as emotional stimulus. They can be involved as a group activity as well as receiving individual attention. It could be an activity that signals the beginning or end of the day.”
• “Inclusive way in which to tell a story. Hearing and visually impaired student were able to take part and take an interest. [I was surprised that] each of the students reacted in different ways, from verbalising/laughing, complaining and reacting to vibration from clippers and the mirror. Using the storybooks regularly would provide good repetition and familiarisation for students, age appropriate and good early literacy skills for students.”

Tettenhall Wood School, Wolverhampton. 01/03/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 36 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar seven of the children in their classes 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:

• “[The session helped by] using a different room, working with a different adult. New aspects to explore, opportunity to transfer and apply social skills and communication skills – stories were just slightly too long. [I was surprised that] one pupil who is very anxious loved the session. [In the longer term this will help] develop focus and attention skills for further learning and engagement. Learn to enjoy themselves, enjoy stories at an appropriate level.”
• “It was engaging, multi-sensory, appropriate level for developmental stage. Lady delivering story could gauge the children. [I was surprised that] a few sat for 20 minutes because of engagement. One boy in particular was part of the class for 20 mins. It was good being able to step back as a teacher and see how each child engaged, what engaged each child and how long each child was engaged. I can then apply this to own practise and storytelling sessions.”
• “Multisensory stories really support pupils' engagement, new storytellers also help them to respond to unfamiliar people. New ideas as class teacher for age appropriate sensory stories. [I was surprised that] one pupil found the wig hilarious and two pupils who find adult led activities challenging were very focused. [In the longer term this will help with having] Bag Books in school for teachers to use. Ideas for teachers when creating their own stories, especially age appropriate stories for secondary complex needs.”
• “Students shared a story with their peers. [I was surprised that] one pupil tolerated a new face and interacted well. [In the longer term this will help] tolerate group work and sharing story.”
• “Three pupils really engaged with the story. [I was surprised that] one pupil used a new APF device to join in the story.”
• “They wanted to explore all the props and were having a lot of laughter. Initiating turn taking and engaged with the stories. Helps develop their skills with peers and others (communication). [In the longer term this will help with] listening skills, communication skills, anticipating what happens next and developing their interaction skills. Today’s session was most suited to its audience.”

Regency High School, Worcester. 06/02/19

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 47 children with severe or profound & multiple learning disabilities. We received feedback from five teachers who judged that all bar two of the children in their classes had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “Sensory, singing, music, tactile. Lots of smiles, pupil looking at the gold page, vocal. Very Good.”
• “The children felt included- very inclusive session – repeating storylines to each pupil individually – turntaking/sharing/inclusion. Sensory – range of senses invoked by story about the fairground – sound/smell/touch. We have one PMLD pupil who finds it difficult to maintain focus during a shared group session – he stayed focussed for about three quarters of the story. He loves repetition and exclamation – therefore the repetitive nature of the story being read in an animated way really worked and held his attention well! He really loved it! We recently had some new Bag Books and we have been enjoying the boy under the coconut tree story. We like to use/buy books as it offers a sensory story telling option that can be repeated again and again – allowing us to observe what pupils are learning through repetition.”
• “All non-verbal with a big need/focus on sensory activities, hence perfect. Developing their listening, eye to eye contact, eye to hand co-ordination, reaction time/expectation. All participated well. [In the longer term this] continues to develop all our objectives with lower PMLD students and to develop their ability to sit, listen and engage in activities. Thank you! Love these Bag Books!”
• “Why: interesting stories; great storytelling; quality of the resources. How: wanted to interact; smiled; eye contact. [I was surprised that] H was calm and mostly quiet - he wanted to take part more than expected. H rarely sits in a semi-circle with her peers but this time she was obviously attracted to what was going on. [In the longer term this will] help them with their listening and attention skills - taking turns - participation - communication. It was great!”
• “All very happy and loved the variety of resources. One pupil laughed so much and interacted more than I thought she would – excellent eye contact. [In the longer term this will help with] interaction – turntaking – communication. Lovely. Thank you so much.”

Merryfields School, Newcastle-under-Lyme. 04/02/19

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 34 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:

• “Lots of focus = engaged. Very multisensory. [I was surprised that] all participants engaged really well and were inquisitive. The zoo story linked to class 7 topic. It was really good and pitched on the right level for the pupils in the group.”
• “[The session] allowed children's learning and is based on sensory exploration and so the sensory props were a brilliant resource for them to experience the stories. One student was very anxious at first and we thought she may only experience the storytelling for a short period due to the anxiety of a new room and a strange adult but within a few minutes she settled well and engaged independently. [In the longer term] this is something we could incorporate more often and adapt into our sensory learning curriculum.”
• “Children enjoyed the props and the sensory approach to the story. [The Storyteller] was very animated, capturing the attention of the children. [I was surprised that] one child was very vocal with the props. Children liked the animal sounds/props. [In the longer term this will help] develop speaking and listening skills, eye co-ordination, focus skills/concentration and communication.”
• “[The pupils] enjoyed listening to a story. [They were] calm and engaged.”
• “The session in itself was a new experience for the children, many of whom find it difficult to leave their classroom environment. The sensory/interactive resources engaged the children and they got to explore through their sense of touch, hearing and smell. [I was surprised that] S really enjoyed the Pirate Story. "Amazing!" he said when he saw the treasure map. A and O really enjoyed the large feathers and sound makers. [In the longer term this will help with] becoming more confident in different social situations plus it was lots of fun. It was brilliant, thank you. You have given me a few ideas for making interactive resources to support my everyday storytelling.”
• “Sensory input fantastic for our pupils. Pupils laughed and smiled all the way through. Gives pupils an idea of what to expect when visiting the fair, zoo etc. Some of our pupils struggle to sit still and we worried that they would be distracted by objects on the table or not engaged in the story. However, all pupils sat well and were highly engaged in the story. [In the longer term this give them] a better idea of what zoos and fairs are like. Great sensory input!”

Cherry Trees School, Wolverhampton. 30/01/19

Our Storyteller ran four multi-sensory storytelling sessions involving a total of 21 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from four teachers who judged that all bar one of the 21 children had benefited from the multi-sensory storytelling. All four rated the overall experience as “5/5 – Very Good”. Comments were:

• “They all benefited from all having a turn with the props and how enthusiastic [the Storyteller] was. All the different activities kept all of the children engaged. [I was surprised that] they all sat and listened and joined in. [In the longer term] it will help the staff to deliver the stories in an exciting, interesting way that will keep all the children engaged.”
• “[The session helped with] interaction within the small group. [I was surprised that] two children with little attention were engaged throughout the session and watched intently. [In the longer term this will help] to develop their sensory and attention span.”
• “The fact that the children sat and even acknowledged aspects of the story meant it was very effective. E didn't want to leave! He really engaged with the story and participated with every aspect of the story. We will definitely be using these. It will definitely be an added addition to our weekly routine.”
• “Every child was engaged with the props and felt part of the story. It helped the children interact with the story and feel part of it. A good way to fire up their imagination.”

The Bridge School, Telford. 29/01/19

Our Storyteller ran ten 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 nine teachers who judged that all bar two of the children in their classes had benefited from the multi-sensory storytelling. All nine rated the overall experience as “5/5 – Very Good”. Comments were:

• “All the children in the group engaged with the sensory materials. [I was surprised that] all the children in the group reacted positively to the session and numerous children reacting better than expected, for example engaging in the whole session happily and getting excited. It set the children up for the day and the children left the session happy.”
• “A new sensory experience. They have now had their first experience and we will keep going with this.”
• “The children payed attention, they explored the pops and copied some words. One child was a little upset initially and found it difficult to focus but as the story went on he calmed, sat and payed attention and started to interact with the props. [In the longer term this will help with] improving sitting and listening and attention skills.”
• “One child, who can find circle times a struggle, participated each time it was his turn and even responded when it wasn't by smiling at sound effects being pressed by other children. [In the longer term this will help with] Improving attention and listening skills.”
• “All the children in the group engaged with the sensory materials. They sat very well and paid visual attention more than expected. We have not done any other story sessions so far so they have had the chance to experience it.”
• “The children were introduced to multisensory materials which helped to support their initial understanding of the story. The story was paced correctly using simple, clear language to support the child's understanding. [I was surprised that] all the children accessed the sensory media using their senses to explore. This included the PMLD children. [In the longer term] the pupils will be willing to participate in the Bag Books stories we have in school. It was brilliant! Thank you.”
• “It gave all pupils something to focus on and was very interactive. [I was surprised that] all the pupils were very interested, even the strap chewers stopped and watched everything going on. [In the longer term] it shows them that stories can be fun and interactive. Gave the staff lots of ideas.”
• “Great interaction. One child doesn't usually sit still and likes to walk around but today they sat very still and tolerated the story. [In the longer term this will help] to bring some children out of their shell and participate. I think [the Storyteller] did a great job.”
• “All the children sat lovely and were really engaged in the story. [I was surprised that] they all sat nicely and were looking at all the props feeling them. [In the longer term this will help with] getting the children involved in stories with props and getting them used to different environments and meeting new people.”
• “All the children were very engaged and excited for their turn. Listened very carefully. Had a better understanding as they could feel and see what the story was about. [I was surprised that] as well as exploring the boards one pupil also repeated the story that the storyteller was saying as it was also well repeated and plenty of time taken with each child. Another child anticipated their turn very well. [In the longer term this will help with] a better understanding of stories, more engaged and will involve all levels. It was lovely.”

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