Step-back is a whole school approach. Supporting learning and teaching of children and young people with additional learning needs.
The Step-back Approach places the needs of learners with (ALN) at the heart of the school improvement planning process.
ALN is often seen as additional planning needs for the teachers and of the education setting. By adopting the Step-back Approach you will be adopting a set of resources and training. This will demonstrate the links to policy and practice. Allowing ALN to act as the starting point for planning, rather than as often seen, the final point.
Maximising children and young people’s opportunities to fulfil their potential. Becoming as independent as possible is an aim shared by all educational practitioners.
Our ultimate goal is for your child to gain the skills they need to become as independent as possible. This requires the teaching and development of individual skills. So enabling the child to reach their outcomes.
Can your school/setting access the resources and training? How to put in place the Step-back Approach.
Work with Registered Step-back Trainers from your local authority/region. Access training for your whole educational setting. Step-back Trainers provide ‘raising awareness sessions’ about the Step-back Approach. They also deliver the Step-back Practitioner Course.
The course supports practitioners to help them understand their role and purpose in supporting learners with ALN. Promoting a culture of Stepping-in and Stepping-back. To support children and young people to be independent learners.
The ‘Easy-Easier Posting Box™’. Developed to offer a simple and practical way to listen to and respond to the voice of the learner. (The learner needs to understand the concept of ‘easy-easier’ to use this resource).
Allow learners to find their voice with ‘Easy-Easier’ statements and Posting Box activity. To ease a conversation with the learner.
One of the important principles of the approach is the practitioner’s ability to ‘listen’. To engage without influencing or directing the learner during the activity. To stay quiet and allow the learner to lead the activity. This is crucial to the success of this intervention.
‘Will hopefully prevent practitioners from doing everything for a child - only do/help with what they need help with, not what to do what they can already do’
‘Challenges practitioners' perception on what the child actually finds easy/easier. This can be enlightening and lead to powerful, positive change.’
‘Easy-Easier Learner’s Voice Resource provides clear, purposeful targets for Individual Development Plans that could otherwise not have been thought about’
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