Implementing Talking Mats; what works well

What works well when implementing Talking Mats?

Our last blog highlight how  the Wigan Pathfinder Project selected Talking Mats from a range of tools to consult with pupils who have Education, Health and Care  plans (EHCP) . They reported that Talking mats provided :

• An objective, neutral space – a thinking tool- ‘Children and young people are able to consider their priorities when setting targets’.
• Opportunities for change – ‘Children and young people are able to make changes to their initial thoughts and have time to decide and reconsider options’.
• A truly person centred approach
• It was fun!

Additional factors they commented on which worked well  when consulting with pupils about decision making and goal setting were:

• Good liaison with parents and staff who know the child well before the session
• Adapting the length of the session to the child’s needs
• Ensuring a suitable room without too many distractions
• Using the teaching scale
• Putting the child’s name on the mat
• Placing all topics in one envelope for easy access
• Allowing time to sort symbols and discard irrelevant ones.
• Reducing the number of symbols used depending on the child’s needs
• Changing the top scale symbols to support the child’s understanding where necessary
• Keeping a verbal record where appropriate
• Working in pairs whilst learning the approach
• Using the effectiveness coding framework (all case studies scored above 75%, therefore considered effective using this measure)

The Talking mats training focuses on teaching how to establish a consistent and appropriate top scale, maintaining a clear topic and using the effectiveness framework. It also presents a model for thinking about who can and cannot use the mat and for what types of questions and discussions