the PIPER Model —
Presentation and Workshop

For: Mainstream schools; Special Schools; Academies; School Networks – bespoke staff training over 3 sessions/half-days on the 3-step PIPER Model

Key features of the bespoke training are as follows:

SESSION 1:

Step (1a): Discuss the ‘Risk and Resilience’ 4-field map with facilitator - agree 'bench-marking’ approach.

Step (1b): Using the framework- identify the child in question and begin profiling him/her on the basis of risk or resilience factors. Underpin these judgements with a strong evidence base i.e. observable behaviour in and/out of class or school.

SESSION 2:

Step (2a): Read and discuss all aspects of the ‘Tension’ Model with the facilitator. Look carefully at pupil behaviours and teacher responses at each level. Notice that the pupil can move between levels (or states); identify the ‘threshold between rational and irrational behaviours’ i.e. Agitated State. Think carefully about what occurs within each level or ‘state of tension’ e.g.  ‘Controlled’ or ‘Anxious’ and begin to ‘contextualise’ the information in preparation for Step 2b

Step (2b): Using the ‘Tension’ Model as a ‘baseline measure’ i.e. reference point, create your own ‘operational’ model (i.e. a Reducing Anxiety Management Plan) for the focus child - taking into account his/her behaviours at each level, his or her self-calming strategies and your agreed responses. This should create a ‘tension’ profile with which to begin devising a full risk assessment; this based on recognition of a combination of risk and resilience (protective) factors and the levels of tension or stress that may impact on the child’s emotional wellbeing and, in turn manifest itself in a variety of presenting behaviours within each of the 5 ‘tension’ levels or ‘states’.

SESSION 3:

Step (3): Using all the collated information from Steps 1a - 2b begin devising a 3-wave ‘intervention’ provision map. Take into account risk factors (health and safety) at each wave ‘setting’, your response - preventive measures / strategies, positive reinforcement (reward) when the child engages or achieves and define success criteria i.e. measurable outcomes.
You may define this mapping process in 3 ways: (1) Intervention, (2) Risk Assessments and Preventive Measures and (3) Impact. It is vital you agree on a Start and Review date. Head teacher approval/signature for implementing the provision map is also necessary.

FOR THE SCHOOL (to be enacted):

Once the provision map is collectively agreed, understood and approved, the information should be disseminated to ALL staff to ensure consistency and to create an optimum whole school inclusive environment for the child to succeed/demonstrate evidence of progression.

At school review evidence should be collated and presented to ascertain whether strategies have been effective in producing successful and measurable outcomes. When evaluating, a priority question should be - has the provision map reduced (to any measurable degree) any risk factors and/or increased any number of resilience (protective) factors?

PLENARY AND NEXT STEPS:

Draw together the entire PIPER Model’s 3 steps and evaluation of the day’s CPD by participants.
To complete and implement the 3-step process for focus child; monitor progress and review original plan.
All schools attending will be sent e-templates that can be personalised to their own context /setting.
Schools should complete personalised e-templates for *all children with SEMH needs as part of their SEND records (*these will, as prior evidence has shown, be very useful for Ofsted inspections e.g. baseline | evidence of progression).
Dennis will remain in contact with all participating schools for further advice and/or any follow-up training if requested. 

Total cost (3 sessions): £1,500