Storytelling In Your Area - West Midlands: 2017

In 2017 we organised the following multi-sensory storytelling sessions:

Broadmeadow Special School, Wolverhampton. 05/12/17

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 47 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar four of the 47 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:

• “Pupils benefit from a sensory approach to learning. [In the longer term this will help as] a new experience – building on progress already made. Opportunity to transfer skills.”
• “It was a different environment and a new book (all children sat really well). [I was surprised that] they really took interest of the story and its interactive contents. The children were at a different part of the school (not a typical part of their routine) but they all coped really well. As it was a new book/story it really helped that the story items were switch based, a learning objective of most of our children – to activate buttons/switches. [In the longer term this] helps aid a child's concentration skills and also turn taking for future activities. It was a wonderful session.”
• “Resources are excellent and engaging. Each sensory element was different and appealing. Encourages children to participate in group sessions. 1:1 element encourages eye contact and focus. [I was surprised with the] interaction with an unfamiliar adult. Tolerance of support when engaging with new activities. [In the longer term this will help with] consideration of more sensory elements in class stories.”
• “All engaged with the materials, happy to wait and take turns with peers. Shared enjoyment was evident throughout. It was wonderful to see children eagerly anticipating (tinsel in particular). My class are used to experiencing stories in this way, we will use this activity to develop recall skills later in the day. This was a superb session – thank you so much.”
• “Enjoyed different textures, smells etc. [I was surprised with the] turn taking and using items functionally [In the longer term this will help] children to re-enact.”
• “All children were encouraged to wait and take turns. A multi-sensory approach meant all children could be involved. One child in particular seemed very engaged and even said 'Merry Christmas' at the end of the story – we have never heard him say this before! If we had the story at school children could retell it or sequence events after lots of repetition.”

Fort Royal Primary School, Worcester. 04/12/17

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 41 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 41 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 session helped with] interacting with an unknown adult. Engaging with an adult, happy, smiling, laughing, turn-taking. [I was surprised that] a child waited in anticipation for their turn, focussing on adult and other peers, waiting, turn-taking. Some children struggle in group activities but story time today has shown how the children engaged the whole experience of sensory story with unknown adult and peers. It was fab!! :)”
• “[The session helped with] being social with other peers, not necessary within their usual class. Lovely to see pupils engaged and showing enjoyment. [I was surprised that] children participate and show engagement towards peers and their involvement. Eye contact showing full enjoyment of the story. [In the longer term this will help with] good engagement for them with their peers. Lovely to have an area to read and interact with others. Being with all children within the class, key stage not just within their usual class. Thought it was brilliant, great to have this opportunity for our pupils.”
• “The storyteller included all the children and was very involved. Only one child didn't benefit but they weren’t well. All other children very focused. [In the longer term this will help with] being able to sit. Being included in sessions as very tactile.”
• “Total sensory experience, including smell, sight, sound. Inclusive of numeracy/literacy learning link e.g. counting. [I was surprised that] children were watching/listening and anticipating what they needed to do when it was their turn. Children asking for more. [In the longer term this will help with] communication. Social aspect of sharing story.“
• “Objects/pictures were good at keeping them engaged with the story. They enjoyed feeling the different textures. [I was surprised that] B really enjoyed the noisy props [In the longer term this] helps them to enjoy stories through a sensory medium and be more focused.”
• “The multi-sensory books helped to bring the story to life and helped the participants to visualise each scene. Covered all senses. Some participants seemed reluctant but as the session progressed all participants enjoyed. [In the longer term this will] help to visualise all stories in the future. Increase senses awareness.”

Rigby Hall Day Special School, Bromsgrove. 29/11/17

Our Storyteller ran seven multi-sensory storytelling sessions involving a total of 33 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that 33 children had benefited from the multi-sensory storytelling. Five rated the overall experience as “5/5 – Very Good” and two as “4/5 – Good”. Comments were:

• “The children love anything tactile and sensory to support their learning. [I was surprised that] they all sat and were engaged for a long time for their age and needs. We already have two Bag Books in school and we hope to buy more with the next budget round. The Storyteller included all of the children even if one would not sit.”
• “They all enjoyed the multi-sensory - interactive storytelling. Some children joined in with the multi-sensory activity more than expected. [In the longer term] it will help the children to think about the different senses - smell, touch etc.”
• “They enjoyed taking part in the story. It was good for practising turn-taking skills and waiting their turn. [I was surprised that] all children were engaged and took part. They all sat and listened. [In the longer term] if you continued a story for several sessions children would get familiar with the story and be able to take part/remember it. They could even lead some sections.”
• “All of the pupils participated and touched the board. They didn't sit still to listen but one child who wasn't looking did repeat some of the phrases. Reactions were as expected except the one who repeated phrases - possibly better than expected. It was difficult as they are used to using the "bat cave" in a different way. We do a sensory story once per week - it does encourage interaction and participation- especially for children in the lower P level range. They liked the lights. It was good how the pupils were able to move around and touch things.”
• “[The session helped through] being able to participate and contribute to the story and enjoying the sensory element of each part. [I was surprised that] O reaching out to touch items and was focused when it was his turn. [In the longer term this will help] get more enjoyment out of stories.”
• “They really enjoyed this session. Helped with their looking/listening and waiting their turn. They engaged the different music and different materials. [I was surprised that] they stayed focused, listened really well and interacted when it was their turn. It was really good.”
• “They were all able to listen and experience the storyteller who was very charismatic and engaging with the children. A collection of these books to store school would benefit the pupils.”

Cherry Oak School, Birmingham. 20/11/17

Our Storyteller ran six multi-sensory storytelling sessions involving a total of 43 children with severe autism spectrum disorder. We received feedback from six teachers who judged that all bar three of the 43 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:

• “Lots of verbalisation and using vocals. Different/new adult. [I was surprised that] S associated a word. For the teacher it was good to see it delivered and the other staff enjoyed it. [The Storyteller] responded to staff directions and suggestions and the children's needs as the session progressed.”
• “The visual props were very good and kept the children engaged enjoying. Visual, tactile, smell and auditory sensory objects. [I was surprised that] S, M and R were very stimulated and S made lots of happy noises and smiled lots. M enjoyed touching and feeling the sensory story boards and objects. [In the longer term this will help with] promoting engagement and interested exploring with lots of senses and practising turn-taking, listening skills and joining in.”
• “Positive reactions to an unfamiliar adult. Opportunity to experience stories through sensory exploration of props. Opportunity to transfer skills learnt in class to a new context. A had an incredibly positive reaction to the boards and materials he was offered. He often struggles to accept and reach out to new textures but confidently enjoyed touching buttons, hiding under material and touching the different boards. [In the longer term] it gave me the chance to see how they can use their skills in new ways, which is challenging for them, so any opportunity to do this is welcomed and beneficial for the progress and development of the class.”
• “The children were all "sensory seekers" and enjoyed exploring the resources. [In the longer term this will help] meet their sensory needs.”
• “Inclusive to all. Stimulating resources. Cross curriculum links - e.g. counting - maths, smell - science. Lots of assessment opportunities. [I was surprised that] when the doors to the ride opened the children all reacted to the visual and sound cue. [In the longer term this] provided them with a new experience. Activated their senses. Has made storytelling exciting!”
• “Every child was able to join in and have a go. Enjoying every individual page. [I was surprised that] one child would walk off when it wasn't her turn; but when it was her turn she would participate. [In the longer term this will help with] communication, language, social turn-taking, textures, smelling.”

Pens Meadow School, Dudley. 09/11/17

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

• “Some children used their imagination. The book about animals was interesting for the children. Particular children spoke of the animals by their own experience. [I was surprised that] L danced to the music and H copied his model [In the longer term this] helped develop their imagination and interaction skills.”
• “The first story was very good. Starting from the high to the low ability. One student noticed that the coca cola bottle had water instead of coke.”
• “They enjoyed the multi- sensory aspect and were engaged. [I was surprised that] one or two of the children reacted to the sound aspects very well.”
• “Pupils voiced their own opinions when asked. Pupils were animated and vocal. Sat well and focused [In the longer term this will give] another aspect to storytelling. Different new resources. Anticipation and sequencing. Varied choice.”
• “A different experience with a new adult. The sensory element was pitched perfectly for rainbow class pupils. [I was surprised that] all pupils attended for two stories (30 minute session). Pupils were calm, all were involved and able to interact with physical support – touching different textures. A good experience for pupils – taking part in a whole class sensory story at the end of the day – we will carry this idea forward.”

Welcombe Hills School, Stratford-Upon-Avon. 11/07/17

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. We received feedback from seven teachers who judged that all bar two of the children in their classes had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and three as “4/5 – Good”. Comments were:

• “All the pupils (PMLD Secondary) engaged at some point. Good use of a range of sensory resources for example - auditory, visual. One pupil who is tactile defensive engaged better than expected [In the longer term] the seaside story linked to our seashore topic. Age appropriate for the pupils. Daily sensory stories important for pupils with PMLD to engage and develop skills.”
• “S quickly joined in and enjoyed the experience - it usually takes her a while to participate in anything new. Out of group of five - two pupils really engaged, one transient engagement. [I was surprised that] B focused on some of the tactile elements of the story, S very excited. We have developed some sensory story boxes to use in class and it was good to have this experience to support the development of our ideas. The pupils enjoyed the story and I think the repetition of a familiar story allows anticipation and then excitement. We have a selection of very old book bags - very tired now. I have used them in the past but it was good to have a fresh story presented to the children.”
• “Interactive. Props - sensory objects to touch. [In the longer term this will help] to benefit their communication social skills.”
• “[The session helped with] turn taking. Engaged in a story. [I was surprised that] L talked about the Queen living in Buckingham Palace. [In the longer term this will help with] ideas for staff to use with the children.”
• “[The session helped with] humour, social interaction and good for communication. [I was surprised that] a couple clapped, sang and most joined in with the activities. If it was repeated they would anticipate parts of the story.”
• “Lots of good anticipation, very multisensory and a few surprises. [I was surprised that] some pupils showed anticipation e.g. "flinching" at the water spray. [In the longer term this will help with] building up awareness of sequence and using the senses.”
• “A different experience - shared storytelling. One pupil engaged better than I thought he would.”

Merstone School, Birmingham. 22/05/17

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 six teachers who judged that all 47 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:

• "Pupils got to hear and feel various parts of the story. Sensory objects engaged and interested the pupils. [I was surprised when] one pupil said "get wet - splash" when he saw the sea page in the story. The various sensory objects engaged all ability levels. [In the longer term this will help] improve language about the seaside and improve interest in a story."
• "Children engaged and explored sensory objects. The children engaged well - at usual level. [In the longer term this] will continue to encourage the children to be open to new experiences."
• "All children could experience of touching resources. Listening to sounds from resources. Children showed enjoyment by laughing. Lots of turn taking and waiting. Given time by [the Storyteller] to react and respond. Developing turn taking skills. [I was surprised with the reaction to] repeating sounds. Some children who find it difficult to sit/wait engaged in more touching and waiting by making gestures and prompts. Singing and dancing :) [In the longer term this will help with] repeating stories to see if they continue having different responses. Turn taking skills developed."
• "Our pupils loved hearing the story from a less familiar member of staff. Pupils really enjoyed the experience. Lots of laughter. They engaged with the storyteller often anticipating the next object, full of interaction and laughter. One of our pupils who finds it's hard to engage loved the pig from the zoo story. All from Class 5 interacted very well and enjoyed session very much. [In the longer term] they will look forward to story time. They will be able to take part in sensory experience. It’s a topic they can all engage in and look forward to. Encourage plenty of interactions. Lovely friendly Storyteller. Lovely all round activity."
• "All of the participants took part and interacted with the story exploring the props. All of the participants reacted well. Sitting in a group and anticipating the next page. Very calm and relaxed all of them. One participant is registered blind but found the story amusing, smiling and chatting away in his own way throughout. It helps to teach the participants to be patient and learn to take turns. Show concentration skills."
• "Pupils really engaged with the story. Pupils across key stage 2 middle literacy group love this! They all waited patiently for the next sensory prop and listened well. More able pupils enjoyed the story but wanted to read the story on the back of the cards! M absolutely loved the stories! Brilliant for all children. D loved all sensory objects, didn't pay much attention to sound related objects due to hearing impairment but loved touching/feely objects. C thought about smelling the vinegar, which he would never normally even consider. D remained seated for both stories! So did M! It has given me some ideas to make sensory stories and what the children enjoyed. The stories were simple yet effective and not too overpowering and confusing."

Severndale Academy, Shrewsbury. 15/05/17

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

• "Very sensory based and hands on which really benefits my class. Thank you! One pupil was much more engaged than I expected. [In the longer term this will help with] keeping the engaged for the whole story – it's a big task in our class! It was really good. Thank you :)"
• "They really enjoyed the sensory aspects of the story which kept them engaged. M really enjoyed the water spray – she quite often doesn't engage in storytelling [In the longer term this will] help them engage more in their surroundings."
• "The storytelling was set to a level relevant for our complex students. Lots of props and sensory items. Good short simple speech phrases. All students given 1:1 time. One student, who often struggles to remain focused managed to participate for the whole session. She remained engaged and eager to participate. [In the longer term this] gives us ideas to use in class. It certainly has given us an insight in how to keep students engaged. It was fabulous!"
• "All students enjoyed exploring and experiencing both of the stories that were told. Students were given the opportunity to explore. “He's a Winner” was very appropriate for our age group. They interacted well with the storyteller and resources. [In the longer term this will] also benefit staff for new ideas when telling stories and planning lessons."
• "All engaged well with storyteller and sensory props. Engaged well with a different person telling a story. All remained engaged when not their turn. [In the longer term this will help with] lots of new ideas for sensory stories. Use of Bag Books in school now we have more. It was really good experience. Thank you all so much."
• "Opportunity to explore sensory objects with a range of touch, smell and movement. [I was surprised that] all were looking at the objects. [In the longer term this will help with] more opportunities to provide a range of sensory stories."
• "All pupils enjoyed the props and sound effects. Pupils engaged and focused. [I was surprised that] all pupils liked interacting with the props. [In the longer term this will] encourage communication, listening skills and participation."

Queen's Croft High School, Lichfield. 26/04/17

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 21 children with severe learning disabilities. We received feedback from five teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• "Good sensory experience and opportunity for participation. [I was surprised that] there was lots of smiling."
• "All pupils maintained attention and focus for the full session. This is something they find difficult. [I was surprised that] they all fully interacted with the objects. One pupil with ASD particularly struggles with new situations but she really enjoyed the session. [In the longer term this will help with] encouraging concentration and listening skills."
• "Sensory and interactive. All children had a go using the props and enjoyed taking part. Half the group interacted better than expected. Letting someone unfamiliar interact with them. [In the longer term this will] Introduce them to new social situations: hairdressers, the seaside etc."
• "They all seemed to like the interaction and the sensory experience - touch, smell, sounds. E had a meltdown when we entered the room but became curious and started to co-operate, he calmed down and joined in. It was a good introduction for the pupils."
• "They were engaged and interested - the stories kept them focused. They were involved in the stories - able to touch and interact with the boards. D was very interested in the story boards and very smiley. J was very excited. If this could become a reoccurring activity it could help them sensory-wise and keep them focused for a little time at least."

Tiverton School, Coventry. 04/04/17

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

• "Children all had PMLD so the fact that the storytelling was multi-sensory was essential. Children had the opportunity to feel, smell, look and listen. [I was surprised that] one child who doesn't really like touching things did at one point reach out and touch the "giraffe" without pulling away. This particular group have a multisensory curriculum so it fitted in with their needs."
• "Participants were engaged and were keen to find out which prop would be used next. They touched and looked at the props. Some even repeated the story! Great use of all the senses. [I was surprised that] some watched the props being moved around the group and were constantly engaged. One child helped [the Storyteller] with the props and telling the story. [In the longer term this will help] improve their interest and ability to sit for longer periods, engaging in the activity. Builds on anticipation also."
• "[The session helped] from the different tactile resources. [I was surprised that the pupils were] reaching out and touching resources. [In the longer term this] will give them a more tactile understanding."
• "[The session] encouraged language skills and the use of props. Anticipation - children knew if they waited they could get a turn. [I was surprised that] one child who struggles to sit for long was really interested in the props - verbalised and smiled, concentrating and animated."

Baginton Fields School, Coventry. 28/03/17

Our Storyteller ran five multi-sensory storytelling sessions involving a total of 32 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 children in their classes had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• "They were given individual attention. There was a variety of different sounds and textures. [I was surprised that] one partially sighted student lifted her head several times to listen to the different sound effects. [In the longer term] it helps to develop their concentration skills, listening skills, taking turns. The sensory aspect engages the students and enables them to develop an interest in books."
• "All of the students were engaged in the three stories and explored props, listening to and looking at props and smelling different smells. They were ALL very interested and expressed enjoyment through vocalising, laughing and clapping in reaction to props and interaction. All interacted better than I expected. One student was angry due to sounds made by other students but managed to concentrate throughout and calmed when the props were presented to him. He has no sight so the props really engaged him. The other students quietened and listened, concentrated and explored the props with great interest and enjoyment. One student made a neighing sound when the horse clopping sounds were made. It will have benefited the students because staff have seen how interactive and interested they are and will now use sensory storytelling in lessons. It was perfect and [the Storyteller] was brilliant!"
• "The whole group enjoyed looking at the props and showed an interest in the story. A student who finds it difficult to join in at story time joined in with touching all the props with a big smile on his face. [I was surprised that] A found the chatting teeth funny. Everyone found the clippers funny. [In the longer term] pupils would understand the story when using all the props."
• "Good to have multi-sensory even for the slightly more able to gain extra input. [I was surprised that] A really enjoyed it - he is hard to reach. [In the longer term this will] allow others to participate who ordinarily wouldn't."
• "The storyteller narrated well and was very tactile and kept the young people involved. The storyteller's approach captivated all of the young people Tactile stories always work well for the young people in this school. I could not find any fault in the storyteller or content."

Castle Wood Special School, Coventry. 09/03/17

Our Storyteller ran ten 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 seven teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. Four rated the overall experience as “5/5 – Very Good” and three as “4/5 – Good”. Comments were:

• "All children sat and watched the different visuals, which were very good as one child is deaf. It appealed to all their senses. [I was surprised that] one child allowed the wig and looked in the mirror. All the children loved the experience and enjoyed it, shown by smiling and clapping."
• "Children really enjoyed the session. One child wouldn't sit but watched from a distance - the storyteller still took the story to the child and did not mind that he was not sat in the circle. Appealed to all the children’s senses. One child with a short attention span sat and listened to two stories - this is great! It was a great experience for the children - we would love to have another session!"
• "Initially the children were a little anxious and noisy as they didn't know what was going to happen. They were in a different room, out of routine. However the storyteller captured their attention quickly & they calmed down looking carefully at sensory boards, touching them and listening to the sounds. They all looked at the boards & reached out to touch them. As the story progressed & the children knew what to expect they began to anticipate the next board. [In the longer term this will help with] ideas for staff which will enable us to create and execute the high quality experience that we saw today."
• "[The children] communicated when they liked something by reaching out to ask for it back. Shared attention was very good as it was a small group. Touching items and smelling was outstanding from one of the children who doesn't like to touch."
• "The children were active participants in the story. The sensory aspects brought the story alive. All children were engaged and focused on each part of the story. R can usually be reluctant to interact with puppet like objects but she did during the session as well as getting the giggles! [In the longer term this will help with] staff delivery of sensory stories back in class."
• "A new and different experience. Children became more active participants as the story went on."
• "[The children were] allowed to explore sensory resources. A variety of resources were used. All responded well to the sea urchin. All children were calm (except one)."

Brooke School, Rugby. 07/03/17

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

• "The story was repetitive so they knew what to expect. The activities were appropriate and varied and at the right level for the children. They showed their enjoyment by smiling and moving/touching at the right time. [I was surprised that] E joined in very well as she's usually cautious and placid. She smiled and joined in with all the interactions. K squeaked with excitement and joined in They had lots of opportunities to take turns, listen and pay attention. They were active and joined in and enjoyed the stories. As staff it will help us to be more creative in our storytelling! [The Storyteller] was very good at following the children's lead and the session was relaxed and enjoyable."
• "[The session helped with] touching new textures. Fairground ride was very good. [I was surprised that] they calmed down quickly and touched the materials [In the longer term this will help with] building confidence more around school in new environments."
• "They benefited from the variety of sensory experiences - giving them opportunity to explore new textures, sounds and noises. [I was surprised with] L adding bits to make up his own stories e.g. "I'm surfing" in the seaside story and "crash!" for the dodgems. A reaching out to hold and touch the vibrating spider and the dark cloth as it was pulled off her head. [In the longer term this will] give them a chance to develop their concentration and listening and attention skills - squeezing, turning things."
• "All children experienced a variety of different textured surfaces, sounds and smells. Descriptive information, colours, names and sweet smelling candy floss. Following simple instructions whilst developing fine motor skills - hook the duck, driving a car. Great interactions with smiles from children. Lots of tactile surfaces for children to feel. All the children engaged in a positive way, listening to sounds. Loved the squeezing pig toy, sound of horses’ hooves. Interaction was fantastic with sounds, laughs and touching. [In the longer term this will help] experience familiar sounds in a friendly environment with a variety of animals. Enabling interactions with adults. Counting out coins, opening and closing doors. Friendly spiders. Fantastic, original, inventive, great use of sounds, smells and tactile surfaces."

Wightwick Hall School, Wolverhampton. 12/01/17

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

• "[The session helped with] anticipation or taking part, lots of concentration, participation of students. Stories pitched at just the right level for my group. The more sensory pupils were very focused - lots of smiling, laughter [In the longer term this will help with] developing interaction with others, making literacy fun!"
• "Excellent interactions and sensory storytelling. Well paced with time for students to interact. Encouraged students to join in. One student that is normally quiet was overly excited and joined in. They experienced various textures, sounds and smells and helped them experience new stories."
• "The students respond really well to being actively engaged in the story. They normally have short attention spans. So for them to sit, listen and interact with the story was very beneficial. Overall a great experience for the students. I feel as a whole all the students responded fairly positively to the stories. The stories will help students with their social interaction skills and respond better to other forms of communication."
• "[The session helped with] the visual stimulants to enforce the story. It made it more enjoyable for them. Two students took part better than expected. We didn't expect one student to enter the room but he really enjoyed it. [In the longer term] I think that perhaps they could recreate a story of their own in literary lessons."

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