Meeting with Deputy Head of Red Gates School

On Friday 10th June at 10am, we had a meeting with the Deputy Headteacher of Red Gates School, Melissa Hendry, and the art co-ordinator of the school. Before the meeting took place, me and my group (including our group teacher Claire) met at Café Nero to make a plan of the kind of things we would ask the deputy headteacher and the art co-ordinator, and I wrote down the questions we had all came up with to ask them. We needed to do this because we didn't want to turn up to the meeting without being prepared and we needed to get as much information from them that we could, so that the meeting would be worth while and that we could have the information to work with as it would help us have more of an insight on the kind of sessions we could do with the students.
Personally I think that the meeting went really well, they were very open to our suggestions and seemed very interested in the kind of things we wanted to do. We found out that the school was currently working on their art department as they are working towards an art award for the school, which meant that our project will not only help us but it will help them too. The meeting wasn't actually that long, it was only around half an hour, yet we found out so many helpful notes which would influence the kind of activities we would do with the children. I had been the one to note down the questions and answers when being there at the meeting and here is what kind of thing I had got written down. 

Questions and answers from the meeting:

What we can and can't do?
- we aren't limited so we can do a lot and are free what most ideas we will just have to run it through and check that it will be ok with the school 

How long are the session(s)?
- longest half an hour but we are welcome to have more than one workshop at the school as half an hours work might not be enough for our work. The reason for the sessions only being that long is due to the concentration of the children. They have learning difficulties meaning that their ability to concentrate is harder and they could become distracted if the session is longer than half an hour.

How many classes will we be working with? 
- in pairs so around 4 classes in the middle school department I think she said years 3 and 4

Rotating workshops or specific workshops for the classroom?
- decided on each pair sticking with one class through the whole thing and working with one class, so that means when we find out the different abilities of the pupils we can revolve our workshops on what kind of thing they are able to do.

What time of day would we do the workshops?
-Melissa did say any part of the day but the best thing to do is the morning so that we are there when they start and don't disrupt their day as routine is very important.

What's the best date?
- they were very flexible with dates except school trips but our next visit is Tuesday 14th June where we will just observe the lesson, see how they work and get to know the students.

Anything we need to consider?
- as the pupils have special needs they can kick, punch and bite.

What do the student enjoy?
- they are very visual and also would involve lots of movement.

What kinds of learning difficulties?
- autism, all round severe learning difficulties in general, meaning their cognitive developing age is around 3months - 2 years old but their actual ages are around 7-9 years old.

How could we communicate best with the students?
-many students are non-verbal so lots of pictures and signs and also simple sign language called makaton.

Has she got any concerns or ideas?
- same with the things we need to consider really, just to be aware and also said about movement!

Extra information from meeting:
- we can do more that one session if we wanted to as we might need to do more as each session is only half an hour.
- 8 children in each class same age but different abilities which she will send an email to us for which we should consider our activities as there will be a range.
- is we need any signs or symbols printed out we can email them to her and she will sort it out for us.
- if we use any equipment, it needs to be non-toxic as they like to put everything in their mouths

 I think that one of the most important things that they said to us was that: - it is more about the process and experience the children have with doing art rather than the outcome