CUSTTAD CENTRAL

PREPARATIONS AND PROCEDURES: relating to a child's prospective visit to a CUSTTAD FACILITY  

The guidance which follows relates to the use of CUSTTAD in a school setting. It will need to be adapted depending on the Trainees' work context e.g. as part of a Learning or Behaviour Support team. 

A HEAD TEACHER and the CUSTTAD WORKER may become aware of a particular child as a possible candidate for CUSTTAD through a variety of ways e.g. their own observations, comments by a member of staff or the request of a parent/carer.   

The Head Teacher and the CUSTTAD WORKER will then decide whether or not to invite the child to try out the CUSTTAD facility.  

According to the particular school's chosen procedures the child’s parents/carers will be informed/contacted.  

When making the offer to the child the HEAD TEACHER and the CUSTTAD WORKER will decide on the setting and who will be present. The main aim will be to ensure that the child (and the parents/carers – if they are present) feel as comfortable as possible during the process.  

The child should feel able to accept or decline the offer with equanimity.  

In preparation for an acceptance of the offer the HEAD TEACHER and the CUSTTAD WORKER would have decided whether or not a session can be held immediately or if it will take place at a future time. If the session is to take place at some future time the child should be told when that might be. This may not be a specific time on a specific day but it will give at least some indication of when the session will take place.  

The HEAD TEACHER and the CUSTTAD WORKER should also be alert as to whether or not the arrangements might impact negatively on the child’s (eventual) use of the facility. E.g. if the child has been reluctant or hesitant about accepting the offer then, in suggesting that a session be delayed until some future time, an important moment/opportunity may be lost. Other children will be comfortable with the delay.  

If a child unequivocally declines the offer their position is accepted. As one cannot be certain of the basis for the refusal some ameliorating words are recommended such as ‘if at some future time you think you might like to find out more about the room/ try it out then you can let your class teacher, the HEAD TEACHER  and/or the CUSTTAD WORKER know'. In respecting the child’s position the child will understand that any future decision, as to whether or not they make use of the room, is in their control.  

If a child appears doubtful about accepting the offer to try out the room then an invitation to have a look at it could be made. The CUSTTAD WORKER could arrange to go to the CUSTTAD FACILITY and have a look at the room from the door. The importance of the view from the door will be covered elsewhere but what the child sees on that first visit may assist their engagement with the facility.  

Again, if the child has a look at the room and declines the offer their position is accepted – this would apply whether the CUSTTAD FACILITY was in one’s own school, in another building or in another school.  

The back-up position would be as before i.e ‘if at some future time you think you might like to have a look at the room/try out the room you can let your class teacher, the HEAD TEACHER and/or the CUSTTAD WORKER  know. And to repeat - by respecting the child’s position they will be reassured that any future decision, whether or not to make use of the room, is in their control.  

When informing and making contact with the parents/carers similar procedures are followed. I.e the HEAD TEACHER and the CUSTTAD WORKER  will decide on the setting and who will be present. An outright refusal will be accepted. A less outright refusal might prompt an invitation to hear more about CUSTTAD and/or to visit the facility. The logistics - if the facility is in another school - pose some obvious problems and the worker should be careful not to suggest going down a road which they will then be unable to travel. 

There is further information about several of the issues addressed here in a paper entitled RECIPE for HEAD TEACHERS. It also briefly covers several other subjects which you may find useful.  You can access it on the page ADDED GUIDANCE. To go there CLICK HERE

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