This resource is based on the zone of regulation whereby a child identifies that they are not in a state of calm and then execute a task that helps them get to that calm (green zone) state. This book is interactive, child friendly and allows communication with an adult without actually having to speak. There is a four step process to it: 1.) What zone am I in now? 2.) What zone to I want to be in? 3.) What can I do to get there? 4.) What zone am I in now? It uses velcro in each section which is an excellent sensory activity for children.It also allows them to feel through that act of completion through more than one sense For a quick glance in the book, check out the link below: https://www.instagram.com/p/CEETBTcBZVD/

A bookmark that can sit in any book throughout the year to help ease the transition worries from one year group to the next. The bright and colourful nature of the bookmark allows for even further easing of all those transition feelings. The bookmark helps children work through thoughts and feelings by including the following areas: teachers name and description/picture best memories of the current year comparison between what next year will look like (from the teacher) and preconceived ideas of the year already held by the child worries around next year and strategies known to help alleviate those anxieties aspirations, ambitions and a reminder of known friends and adults that will be there in the upcoming year. This is an excellent resource for all children but especially for children who are SEN. It combines SALT notions with opportunities to embed self-regulation to help equip children t manage the transition into their new year group. This is even more important now as children have had a broken year of school due to the pandemic.

These are excellent resources to have lying around the classroom. When children need to remember something for when they get home, they have it written on their watch. When they get home, that visual reminder helps them to complete that task at home. Through the act of physically removing the watch when they are home, they are remembering the task they so easily keep forgetting. Children with processing disorders, ASD, ADHD, dyslexia etc will benefit greatly from this as you are providing them with an opportunity to remember a task they know they will likely forget the moment they leave those school gates. There is no better feeling then when a child asks for one of these themselves as it just shows their ability to take responsibility for themselves - which is ultimately what we are trying to instill in them in the first place. So print this out in the heap loads, have them all cut out, ready and waiting in a drawer so that you (or them) can write their task down to remember for when they get home. You can use glue, sticky tape or any other creative material to attach the watch onto the wrist. My class love them.

This resource is excellent for teachers, SENDCOs, ELSAs and 1:1 TAs. This provides children that opportunity to plan out their day through the use of visuals and not by having to rely on verbal communication. It involves visual timetable for the day now and next board emotion check in three times in the day reward card they are working towards brain break activities stamina card When bound together to form a book, it can become the perfect communication recourse for a child who needs those visuals to help communicate. For a video on how this book looks, check out the link below: https://www.instagram.com/p/CCJcl8zBuPj/