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 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 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. 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 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.

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 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 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 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 3 and 4 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.

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 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 set of planning has been written to go with the handwriting workbooks. It includes warm up activities, strength building exercises and games that will support the development of handwriting as well as make sessions engaging and fun. It is designed to be supportive for a teaching assistant or appropriate adult who has been asked to deliver a handwriting intervention. There is planning for 10 sessions which could be delivered once a week over the course of a term – or twice a week to complete the programme within a half term.

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 common exception words (CEW) for key stage one and 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 set of cards can be used to review recent learning in a range of foundation subjects with a student. Each card has a task that will provide an opportunity focus discussion on one subject area. There are 3 prompts that adults can use to initiate discussion. The cards have been made as open as possible so that they can be used with a range of students. 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 wider 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.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the initial sounds students learn – satpin. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned and begin to engage with blending sounds together into cvc words. They are presented with visual cue and then two written options that they can select from using computer/laptop, touch screen or adapted input device. The written words have sound buttons underneath to use as a teaching aid. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation has 5 sections – one for each vowel as a medial sound and there are 6 items in each section giving 30 cvc words to work on overall. Students could work on just one section or complete the whole activity. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the visual cue and then either the student reads the written choices – or if an adult is voicing them to do so as separate sounds that the student then blends to say or know the word. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats. It would also make a game that can be used in group or class sessions.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the fourth and final set of initial sounds students might learn – jlqvwyxz. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 26 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the second set of initial sounds students might learn – eurbhf. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the third set of initial sounds students might learn – Mdgock. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.