Up Beats SEND intervention for EYFS and KS1 (4–11 years)
Up Beats SEND Intervention
Up Beats is a specific SEND intervention program for children in the primary school setting. It incorporates specialised strategies and approaches tailored to the unique learning needs of neurodiverse individuals, such as those with ADHD, autism spectrum conditions or other learning differences. This intervention is also aimed at children with low levels of confidence, speech and language difficulties or EAL learners.
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The music itself sparks high levels of engagement for the children I work with and this allows me to develop the broad range of skills the children need to move their learning forward.
I focus on developing skills around the four areas of need:
Communication and Interaction.
Cognition and Learning.
Social, Emotional and Mental Health.
Sensory and Physical needs
Empowering the learners
When teaching neurodiverse children, it's essential to consider their individual strengths, challenges, and learning styles. This unique intervention not only develops a huge range of skills that link to the four areas of need but actually teaches the children to become teachers themselves!
For example, we develop the important skill of being able to ‘wait’ within the context of a song by carefully listening and then playing at the correct time. The learning is re-enforced even further when the child is given the opportunity to teach others this important skill by modelling the behaviour with peers.
In the school setting
I work with children of all ages within the primary setting and usually group them according to their age or area of need. This would be discussed with the school SENDCO in a meeting prior to starting classes. Before classes commence, I will lead either INSET or a Staff Meeting to share the objectives, purpose and some of the techniques of my classes.
The sessions will be led by myself and are always planned in advance, however, I always allow for there to be a child-initiated approach.
I work with groups of around 6-7 children for a weekly 40 minute session. The sessions must be booked for a minimum of a full term in order to see the full impact of my classes upon the learners.
Training means bigger impact
After completion of term one, the classes that follow are progressive and build further on the children’s new learning, strengths and skills where we further develop work with peers. I also work further with support staff and teaching staff to ensure we see these new acquired skills, transfer through into the classroom.
The sessions also encourage the children to share their learning with families and this is built into the program as parents are invited to observe/take part in selected classes. I also lead parental training workshops which are hugely beneficial for all learners but in particular for the early years.
Verbal development and focus
Jake is autistic and was non-verbal before starting music classes. His vocabulary is growing by 3 to 4 words every few weeks through his love of music. As well as attending Up Beats sessions, mum has also been involved in the program. At the beginning of classes, he was unable to focus and listen for even a few minutes, he now is captivated for the entire session.
“Amanda, don’t stop what you’re doing! Keep sharing it with as many children as you can! What you have given my boy is incredible.”
Jake's mum.
EAL learners
I have been privileged to work with groups of EAL children and the results have been fabulous to see.
Research has shown that music creates strong social bonds and positive thinking towards others. By integrating music and movement with visual information, interpersonal co-ordination is enhanced and bonds of friendship strengthened. (Source: Stupacher et al 2017).
When a group of people enjoy and make music together, it brings a sense of involvement and social engagement, which is what our EAL children need most when they are trying to navigate new surroundings, routines and language.
Assess – Plan – Do – Review
My program comes with its own assessment tool which is completed at the beginning and end of each term. This should be completed by class teachers and school SENCO working together. This information supports my planning of future classes.
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If you are looking for a fully inclusive SEND intervention for a group of learners, then please get in touch to find out more about this bespoke program.