This printable workbook provides 8 sessions of scaffolded handwriting activities – there are two sessions for each of the 4 main letter formation groups. The letter formation groups covered are those that start with: • Curly shapes • Straight line shapes • Down, up and over shapes • Zigzag shapes Each session also applies the letter formation work to cursive writing of spelling words for year 5 and 6 as well as short sentences. The workbooks also include a self-assessment at the start and end. The workbook was designed for use in a handwriting intervention group which might be delivered by teaching assistant or appropriate volunteer adult.

This printable booklet is designed to provide a range of activities that can be done on a visit to a local park area. They cover geography field work objectives as well as science and art learning objectives. There is a range of learning activities to help you have a full day. The pages included are: • Signs of the season • Living things checklist • Timeline of my visit • Sketch map of the park • Count and graph who is using the park • Quadrat survey of specific locations in the park • Found art activity • Colour matching activity • Reflection activity The file is presented as a PDF to ensure formatting is maintained. You can print one booklet per child – or per group for your visit and leave out or add pages as required. Some of the activities would also allow you to address field work activities in your school grounds and you could do them in both locations for a comparison study.

More frequently, mainstream schools are finding that they are having to make provision for students with significant special educational needs including those who are learning at the level of the engagement model and not yet able to access subject specific learning at a pre-Key Stage level. This pack provides some resources, ideas, planning and assessment/ recording ideas that might be helpful in this situation. Contents: • Two engagement model record sheets with prompts to help staff focus their observations and reflect on appropriate next steps for students. • 3 activity planning boards for now/ next; now/next/then and making choices to support activity planning with students. • A daily programme plan that recognises the learning that a student will be doing within their experience in school – staff can tick the aspects that have been experienced that day so that there is a record if that is helpful or required to evidence progress. • 2 sensory circuits that can be used at the start of the day or when a student needs to refocus. • A start of the day plan to help structure that routine and a blank version to be personalised as required. • Activity ideas for aspects of learning that this student may need as a parallel provision and reasonable adaptation to their curriculum provision and programme: *Sensory activities – to build engagement at a level they can interact with effectively. *Attention grabbing activities – to develop intentional engagement with the environment, others, and activity. *Mirroring activities – used as part of an intensive interaction approach to build an understanding of cause and effect of actions. Please be sensitive to student reactions when using these. *Language development activities – to develop early-stage communication and interaction. • A weekly planning sheet to record parallel provision. • A completed example of the weekly planning sheet to give some idea of how it might be used. • A learning passport that can be created as part of person-centred planning. It also will help with communication and consistency of approach within the setting. It can be helpful to involve parents in completing this. • A risk assessment that can be completed with parents and staff if the student’s presentation includes some behaviours that are challenging to respond to safely.

Need a quick and easy intervention to support student to learn key maths facts - This booklet is designed to support a student to develop recall of key number knowledge needed at primary school using a precision teaching approach. It starts with basic understanding of number values and digits. It includes number bonds, times tables, halving and doubling, working with numbers to 100 and multiplying and dividing by 10. It includes a page to record progress. Maths makes heavy demands on student working memory – so it really helps to have a bank of facts committed to long term memory. Some students need to use a structured approach to get number facts into their long term memory – they do not seem to keep them there just by regular use in maths lessons. This booklet can be used to support this process. On each page is a grid with items to prompt the student to say a maths fact – e.g. to read the digit, say the other number in a number bond, give a tables fact or say what 10 times the number would be. Each day they should count how many oral responses they can give in a minute – and record that on the sheet. The aim is to be able to recall a few more each day. It was designed with Year 5 and 6 pupils in mind – but the booklet would equally work well for a teaching assistant supporting younger students to do selected pages to help them memorise the key facts that proving a barrier for them at any stage. The precision teaching approach works best if the student can do an activity using the content of the page they are currently working on for a few minutes ( 5 to 10) before they do the one-minute timed activity. There are lots of interactive maths sites online e.g. Topmarks – and this is a great way to give student this opportunity in a way that they can do independently.

Need a quick and easy intervention to support student to learn tables - This booklet is designed to support a student to develop recall of tables through a focused daily minute of recall. The booklet has a pre and post assessment as well as record space to track daily progress. Some students need to use a structured approach to get number facts into their long-term memory – they do not seem to keep them there just by regular use in maths lessons. This booklet can be used to support this process. On each page is a grid with items to prompt the student to say a tables fact. Each day they should count how many oral responses they can give in a minute – and record that on the sheet. The aim is to be able to recall a few more each day. The precision teaching approach works best if the student can do an activity using the content of the page they are currently working on for a few minutes ( 5 to 10) before they do the one-minute timed activity. There are lots of interactive maths sites online e.g. Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help – and this is a great way to give student this opportunity in a way that they can do independently. At the end of the booklet is a tables square for reference and some ideas for extension activities.

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.

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 booklet 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. The booklet also includes a range of other resources that can be used in implementing a supported self-regulation approach. It includes: Zones of self-regulation poster – standard version. Zones of self-regulation poster – detailed version. Zones of self-regulation poster – short, detailed version. Zones of self-regulation bookmarks. Zones of self-regulation – simple and visual strategy chart. Zones of self-regulation – lanyard cards/ pocket cards. Zones of self-regulation planning sheet. Zones of self-regulation : tracking my week. Zones of self-regulation strategy sheet. Red Zone time out cards to use as a silent signal when students are in this zone. Zones of self-regulation pyramid template. Calming activity cards. Movement break cards. Links to further information and resources.

These comic strips are designed to provide a scaffold for developing the speech and language skills needed for some of the conversations that students often need to take part in at school. There are lots of resources out there for general conversation skills about general topics but not often it can be those everyday conversations with friends and staff at school that it would help to work on. Situations covered include: • Morning greeting. • Difficult playtimes. • Planning a task with a peer. • Sharing news with an adult. • Asking to join a game or activity. • Asking for help with learning. • When I am not happy with a friend. • When I have done something wrong. There are also 2 blanks so that students can develop their own scenarios relevant to their experience. In each strip, it was planned that the student in the striped shirt would be the focus student – there are some strips with a peer and others with an adult to work on developing skills for talking with both. Students benefit from role playing the scenarios using the comic strip as a scaffold or basis for a script. At the end of the pack there is also a poster to remind students of the features of good conversation skills.

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. 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 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 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 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 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.

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 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 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.

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, but this set includes one image that does not fit in the set to prompt deeper conversation. 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.