This resource is a simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

It is often recommended that schools implement an approach based on zones of regulation with students to support them in developing better self-regulation skills. This poster set has 3 versions of a 4-zone chart to help students identify how they are feeling. The first is the usual style of poster with feelings zones and suggested strategies that might help if you are feeling that way. However, often the students who most need this approach are those who struggle to identify and name their feelings. They are also those who are presenting with the most challenging dis-regulated behaviours in school. To help those students – there are two further posters which have an additional layer of information. They list what the student might be doing because of their feelings to help make it easier for them to be guided to select appropriate strategies. Take a look at the booklet in my shop if you would like more resources and support to implement supported self-regulation.

New for Stress Awareness Month - April 2024. This visual and concise guide will provide a script to help scaffold positive ways to process anxiety for students. This might be used with support initially but hopefully will be something some students can progress to using independently over time. Can be printed and stuck in the front of a study diary or home school link book as may be useful for parents to use with students at home for consistency of approach.

This resource is a blank simple visual plan for a sensory circuit with alerting, organising and calming phases that can be personalised for a particular student. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. Sensory circuits can also provide a useful refocus and reset break for students at any point in the school day. They are often recommended by occupational therapists for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource has all of the sensory circuits and arrival planners in one document for ease. It includes the set and blank plans for adults to use with students who need support with transition into school or sensory processing throughout the school day.

This resource is another simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This now, next and then board can be used to plan with a student what activities they will do. It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. This board has 3 learning steps for those students ready to progress to a slightly longer learning sequence. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning.

This is a simple record card that can be used to implement a behaviour plan with a specific student. It includes: target setting a timetable tracking record record of any agreed reward a weekly review next steps plan It can easily be printed on A4 and folded to make a simple card that can be kept in class or taken to different classes by the student.

This resource is a simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This set of cards can be used to provide a series of movement activities for a student. Each card has a task that will provide an opportunity to release energy and help the student to refocus on being in the moment. It can be helpful to review the different activities and help the student decide which might be good to apply when they feel anxious or overwhelmed within the classroom. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. However, they could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This planning board is designed for sharing choices with a student to help them engage with learning activities. . It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. It offers space to share 3 choices and record the one made. It also shows the student that they will get a reward for completing their choice of activity. The reward might be a highly motivating activity or experience such as time in a sensory room. Or some students may be motivated by rewards such as stickers that they collect. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning and feel anxious if they cannot be self-led.

This resource is a blank simple visual plan for a sensory circuit with alerting, organising and calming phases that can be personalised for a particular student. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. Sensory circuits can also provide a useful refocus and reset break for students at any point in the school day. They are often recommended by occupational therapists for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This now and next board can be used to plan with a student what activities they will do. It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning.

This set of cards can be used to provide a series of calming activities for a student. Each card has a task that will help control breathing, relax tension, and help the student to refocus on being in the moment. It can be helpful to review the different activities and help the student decide which might be good to apply when they feel anxious or overwhelmed within the classroom. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. However, they could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to provide a series of sensory activities for a student. Each card has a task that will provide an opportunity focus on processing input from one sense and help the student to refocus on being in the moment. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. However, they could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to review recall of early phonics (satpin) with a student. Each card has a task that will provide an opportunity focus on one sound , the grapheme is displayed and a series of images to prompt discussion about things starting with that initial sound. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. This route allows the focus to be on reviewing some core learning whilst also giving the student time out of an overwhelming environment to process things or reset. However, the cards could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

These resources help make the transition from starting the day with a sensory circuit to a simple arrival routine. They follow the same format to help provide continuity whilst introducing activities that are part of usual arrival routines in schools. They will be helpful for students who need a planner or checklist to follow a multi-step routine. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload.

This learning sequence board can be used to plan or share with a student what learning activities they will do. It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. This board has 5 learning steps for those students ready to progress to a slightly longer learning sequence. This could be used for a range of different activities or for the steps to complete one learning activity. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning. It is also really helpful for students who need a check list to help them keep on track or recall the steps they need to take.

This resource includes some advice about using the different learning planners in practical ways. It particularly addresses their use with neurologically atypical students; those who struggle to engage with adult directed learning or those who feel anxious if they cannot be self-led. It can often be difficult to record and evidence the work that these students are engaged with in school , so there are a set of suggested record sheets that adults supporting these students can use for this purpose. These can then be used to look back over with the student; to share learning with parents and carers and to evidence provision to other professionals.

This set of cards can be used to review mathematical learning with a student. Each card has a task that will provide an opportunity focus discussion on one mathematical concept. The cards have been made with a range of starting points to be appropriate for students with a range of mathematical knowledge. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. This route allows the focus to be on reviewing some core learning whilst also giving the student time out of an overwhelming environment to process things or reset. However, the cards could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.