Reluctant toilet user? This may help Description: “Toilet Time Tales,” a creative and engaging resource designed to make toilet training an exciting journey for both parents and children. This innovative story prompt combines imagination, visual aids, and the essential process of using the toilet to create a positive and interactive experience for your child. Key Features: Interactive Visual Prompts: “Toilet Time Tales” is packed with colourful and captivating images that spark your child’s imagination. Each image represents a unique element of a story, waiting to be woven together with your child’s creative input. From friendly wizards embarking on adventures to magical worlds waiting to be explored, these images transform the toilet space into a canvas for storytelling. Parent-Child Bonding: Toilet training can sometimes be a challenging phase for both parents and children. “Toilet Time Tales” brings you together with your child in a shared storytelling experience, fostering a sense of connection and cooperation. As you create stories together, your child’s anxieties about using the toilet can transform into moments of laughter and enjoyment. Empowerment and Choice: This resource empowers your child by allowing them to take an active role in the storytelling process. By giving them choices on characters, settings, and actions, you help them regain a sense of control over a potentially stressful situation. This newfound sense of agency can translate into increased confidence in using the toilet independently. Customizable Stories: The modular nature of “Toilet Time Tales” ensures that each session can be tailored to your child’s preferences. Whether they’re in the mood for a daring space odyssey or a magical underwater quest, the images can be rearranged to create countless story variations. This flexibility keeps the experience fresh and exciting, encouraging regular toilet use. Positive Reinforcement: As your child engages in storytelling during toilet breaks, they’ll associate these moments with fun and creativity. This positive reinforcement can alleviate any resistance or reluctance towards using the toilet, gradually transforming it from a chore to a fun part of their routine. How to Use: Begin Storytelling: Invite your child to select an image and start telling a story based on it. Encourage them to use their imagination to describe characters, settings, and events. Take Turns: As the story progresses, take turns adding new images and ideas to the narrative. This interactive exchange keeps both you and your child engaged and invested in the story. Celebrate Creativity: Embrace the unexpected twists and turns your child’s imagination brings to the story. Celebrate their creativity and enthusiasm, making each storytelling session a memorable experience. This resource empowers both parents and children to conquer toilet training challenges together through creativity, imagination, and a strong sense of connection.

Performance management proforma set up for two years with two six month reviews.

I created this excel sheet because our local authority ask for two SEND Plans to evidence that there have been two cycles of the graduated approach as part of the EHCAR documentation (although I acknowledge that there is no such requirement in the SEND Code of Practice). Using this table you can detail the intent, implementation and impact of the different interventions/resources used to date.

Suggestion slips which are made available to parents on open evening, cup-a-chat, drop in. They can also be filled in by pupils to collect a student voice.

“The Assault Cycle” by Breakwell is a model of aggression that was introduced in Breakwell, G. (1997) Coping with Aggressive Behaviour. Leicester, British Psychological Society According to the model, aggressive behaviour is a cyclical process that progresses through a series of phases. The five phases of the assault cycle, as described by Breakwell, are: Trigger: The first phase involves the trigger event, which sets the aggressive behavior in motion. The trigger can be internal (such as frustration or anger) or external (such as a perceived threat). Escalation: The second phase is characterized by an increase in the intensity of the aggressor’s behaviour. The aggressor may become more verbal or physical, and may experience a loss of control. Crisis: The third phase is a critical point in the cycle, where the aggressor may lose all self-control and act out in a violent manner. Plateau or Recovery: The fourth phase involves a decrease in the aggressor’s behaviour, as they begin to regain control over their actions. Post-Crisis Depression: The final phase involves a return to normal behaviour, although the aftermath of the assault may continue to have an impact on both the aggressor and the victim. The Assault Cycle model can be useful in understanding and managing aggressive behaviour, as it emphasises the importance of identifying triggers and intervening early in the cycle to prevent escalation. By recognizing the warning signs of aggression and taking proactive steps to address the situation, individuals can help to defuse potentially violent situations before they escalate. We use this PowerPoint to capture and record triggers, signs and strategies for each phase. The first slide shows an entire cycle, this is followed by a slide for each phase with an image of that point on the graph on the left, and titled text boxes to complete on the right. They are individual to the child and they are stored in an easily accessible shared folder on our SharePoint; this means that it can be completed collaboratively and dynamically. We have found it to be a very useful tool for supporting children who are regularly acting aggressively or who go into crisis, perhaps from overstimulation or in response to a headache. The behaviour may be a trait of a particular neurodivergence such as ASD or pathological demand avoidance. We use this tool within an early years setting, but it could be applied at any level within education. We have found it to be very useful for identifying triggers so that that strategies can be put in place immediately which are specific to that individual child, so that they do not get to crisis point; or if they do, to ensure that their support is individual and appropriate for them.

This inset day challenge was designed as a first step towards creating a directory of support for stakeholders within our school community. It aims to support staff, parents, children and those with SEND. Works best if you set time limits for each part of the challenge and give someone responsibility as timekeeper and someone to be note keeper. We did this by putting hula hoops on the floor and putting the post it notes from the first part of the challenge within them - One hoop for each group of stakeholders.

An experiment I created as part of an Advent challenge but can be fun at any point in the festive season. I made these up as packs to send home to do at home as a family activity. Resources required: Balloon Tissue paper Angel outline Simply trace the outline of the angel onto the tissue paper and cut out. Blow up a balloon and rub vigorously on your hair to generate static electricity. Hold above your angel and watch it fly up to the balloon.

If a child is exhibiting a particular behaviour and you want to identify why it is occurring and what the child may be communicating, an ABC table can help. It is an observational tool, we have ours uploaded to sharepoint so that anyone can access it, and complete it on an iPad shortly after a behaviour occurred. Alternatively you can print it out and have it close at hand within the classroom. The antecedent is what happened just before the behaviour occurred. You may want to include factors such as the noise level in the classroom, how busy it was, temperature, proximity to others The behaviour is what occurred e.g. ‘child x’ knocked the books deliberately off the shelf. . The consequence is what happened immediately after the behaviour. This is both for the child that exhibited the behaviour and to those who were affect by it. It can also include the effect on the environment.

Designed for use in our nursery school. A single page page profile that includes the four broad areas of need and support : Communication and interaction; cognition and learning; social, emotional and mental health, and sensory and/or physical needs. For information a detailed explanation of these is given in Chapter 6, Schools, in the 0-25 SEND Code of Practice, from paragraph 6.28.

We share this on our sharepoint so that all members of the staff team can collaborate and contribute to planning.

To support children who are at an early developmental stage with their communication skills - in particular understanding (one/two information carrying words), I will differentiate my speech. This is a tip sheet that I give to parents/guardians so that they can use the same strategy at home. For information, we use EKLAN EYBIC to assess understanding, this assessment is used to determine how many information carrying words a child can follow in a message.

Tracking the animals from Handa’s surpise using droppings. This was done using actual models of the poo, but the photographs can be used instead. We used them in the local woods too for added realism and created a film using FX Guru (Zoo Escape special effect). The poo discussion could use size of dropping and size of animal. Why is there a difference in colour? Similarities between your own poo and another animal (monkey) - why? Identifying bird poop from prior knowledge of bird poop in the UK. Stimulates children’s interest and is very entertaining. We also wore gloves for added realism when handling the model droppings. Droppings were made from clay and painted where appropriate with a mix of PVA and ready mixed paint. The bird poop is cornflour and water with a drop of black read mixed paint.

In celebration of Science Week and in conjunction with our current theme of ‘Down on the Farm’ I have created a series of ten experiments which can be done in nursery school as an adult led activity.

This is the form I created for use in my setting’s ‘Child of concern’ meetings. It enables us to record why we are concerned, the potential implications and the quality teaching strategies we will use as a class team to support that child’s development. Linked to the 3 prime areas of the EYFS.

Explore numbers, developing an understanding that they represent quantities and use them to count, create sequences and describe order. Skill development supported by this resource include: Match numeral and quantity. Recognition of numerals 1-5. Make comparisons between quantities. Use some language of quantities, such as ‘more’ and ‘a lot’. Develop subitising skills. Number order. Use some number names accurately in play.

An easy resource to learn and play with to develop early numeracy skills. Numbers whose height is proportional to their value. For example, two ‘fives’ are the height of one ‘ten’. Can be used to develop understanding of size and amount as well as being a tool to develop understanding of number bonds. The figures also have dots on which are equivalent to their value, so support development of understanding of value and amount. Also helps to develop the skill of subitising. How to use: Print out (on plain or coloured paper/card) Cut around the rectangular shape Use like this - Can be used to create matching patterns, can be coloured in or drawn on. Alternatively laminate for longevity. When laminated can also be used as a wipe clean writing tool. Create challenges eg Can you choose numbers which when added together are the same height as the number 10?

Help develop understanding of size and amount by using these proportionally sized ladybirds. The more spots (1-10) they have, the bigger they are. Idea: Hide around the room to be discovered. Once found, the children can be encourage to line them up in size order and/or using the number of spots. Print our a couple of sets and have a race, who can organise them the quickest. Is it quicker to do it by size or by counting the spots?

This year we are unable to make the traditional take home, end of year gifts to share with families, as the majority of my nursery class is at home. I still wanted them to have something special to celebrate the end of the academic year. So, I have created a template for an activity for them to do at home with support from parents/guardians. We have heard so much about curves during the ongoing pandemic that I thought it would be nice to take control of one for ourselves! There are two versions, one is to be completed using a pencil and ruler, and there is a second version which is to be completed using a needle and thread. We sent this version home to all of the children with a plastic needle and thread. Linked to the EYFS it is also a learning activity, helping to develop those all important numeracy skills and fine motor skills.

Certificate of Achievement, created for my nursery school leavers. Can be edited.

The theorist Piaget was the first person to define the term subitising as the ability to instantly recognise the number of objects in a small group without needing to count them. This simple game helps children to learn this key skill. Take the pattern for the number three on a dice, children can recognise that this represents the value of three even if they can’t read the number ‘3’. Children can also see numbers within numbers using dot patters. For example, they can see the numbers two and one within three. When we played this game, children took turns to choose a counter and match it to the number pattern. It proved to be very popular!