A classroom display to show children visually the appropriate noise level in class. Why do you need this? A noise o meter display provides a visual representation of the noise level in the classroom, helping teachers manage and regulate student behavior. By establishing clear expectations for appropriate noise levels, teachers can create a conducive learning environment. The noise o meter serves as a positive reinforcement tool, as students are encouraged to maintain an appropriate noise level to keep the meter within the desired range. Teachers can praise students for staying within the designated zone, reinforcing positive behavior. How and when might you use this? Teachers can refer to this display at different points in the day: · At the beginning of the day to set expectations · During transitions between activities as a reminder · During group or independent work to monitor noise levels and ensure any discussion remains focussed · During whole class teaching to signal that it is time to listen attentively What is included? Noise-o-meter display with 3 choices of arrow

Two different home-school communication books that allow a teacher to write messages for the parent about the child’s behaviour that day as well as spaces for the parent to write messages back and even for the children to write their own reflections about their behaviour. Why do you need this? These communication books promote transparent communication between teachers and parents regarding the child’s behaviour. Parents receive firsthand information about their child’s conduct at school, fostering trust and collaboration between home and school environments. The books enable teachers to provide timely feedback to parents about the child’s behaviour on a daily basis. This allows parents to stay informed about any issues or successes promptly, enabling them to address concerns or reinforce positive behaviour effectively. What is included? 2 different versions of a home-communication book. The first one shows boxes for what went well and what was difficult and then boxes for children to reflect on their emotions. The second has boxes for what happened in the morning and afternoon and then a box for the child’s comments and a box for the parents comments.

Report to assess a child’s readiness for reintegration when it comes to be time to go back to class. It also has a space for the nurture group teacher to give strategies for the class teacher to support the child.

These planning sheets contain a basis for planning in a nurture group.  They show afternoon planning assuming that mornings will be for core subjects.  There are links back to boxall targets and activity suggestions from beyond the boxall profile.  There are also independent activities that link back to this.

These planning sheets contain a basis for planning in a nurture group.  They show afternoon planning assuming that mornings will be for core subjects.  There are links back to boxall targets and activity suggestions from beyond the boxall profile.  There are also independent activities that link back to this.

These planning sheets contain a basis for planning in a nurture group.  They show afternoon planning assuming that mornings will be for core subjects.  There are links back to boxall targets and activity suggestions from beyond the boxall profile.  There are also independent activities that link back to this.

These planning sheets contain a basis for planning in a nurture group.  They show afternoon planning assuming that mornings will be for core subjects.  There are links back to boxall targets and activity suggestions from beyond the boxall profile.  There are also independent activities that link back to this.

Form to fill out when children are half way through their time in a nurture group to record their progress towards reintegration so far.

Daily journal to encourage children to think about the positives of each day, however small. This can support children who are suffering from depression or low self-esteem Why do you need this? For children experiencing depression or struggling with low self-esteem, a Daily Journal provides a structured outlet to express thoughts and emotions. By highlighting positive experiences, children may gradually shift their perspective and build resilience against negative feelings. Recording daily achievements, no matter how small, can boost children’s self-confidence and self-esteem. Celebrating accomplishments, overcoming challenges, or expressing gratitude for supportive interactions reinforces a sense of competence and worthiness. How and when might you use this? This journal could be used in a variety of ways: · As part of the morning routine to start the day on a positive note. · During transition times to help check in with children and aid smooth transitions · At the end of the day by way of reflection · Daily guided journaling sessions · During 1:1 check-ins for children suffering with depression or low self-esteem What is included? Included are 8 different journal pages

These fans each contain a different emotion face and word. They can be used for activities and teaching about emotions or alternatively can be used to support non-verbal children to express their emotions. Why do you need this? If children learn to understand and recognise emotions both in themselves and others, learning to identify and label them then this can ensure they will be better equipped to manage and regulate themselves when they experience strong emotions. If children are able to notice how they are feeling and then use strategies to calm themselves down then they are more likely to have successful friendships and to be able to manage set backs. How and when might you use this? The 15 illustrated fan pieces each feature a different emotion face and word. Expressions like happy, sad, angry, surprised, and more build children’s emotional vocabulary. Teachers can prompt conversations about when we feel certain ways and how our faces show it. What’s included? Included in this resource are 15 emoji emotion cards including the emotions: · Happy · Sad · Scared · Tired · Worried · Excited · Angry · Silly · Disappointed · Jealous · Confused · Poorly · Disgusted · Surprised · Embarrassed

These behaviour prompts can be used in class to easily instruct children without words. This can helpful during whole-class teaching when you do not want to interrupt the flow of teaching and can be particularly helpful for visual learners. Why do you need this? Managing classroom behaviour without constant verbal reminders is a challenge. These behaviour prompt cards offer a quiet, visual solution. These 12 colourful cards provide friendly cues that redirect students non-disruptively. How and when might you use this? Teachers can hold up cards like “Good Looking” and “Hand Up to Speak” during instruction. A simple glance conveys expectations and reminds focused learners to stay on-task. Prompts for good sitting, listening, and putting your hand up keep students engaged in lessons. What’s included? Included are 12 different cards: · Good listening · Good looking · Good sitting · Hand up · Well done · Time out · Stop · Wait · No touching · Quiet · Kind hands · Kind feet Also included are smaller versions appropriate for a lanyard.