This printable prompt card is designed to help educators and support staff assist students with special educational needs and disabilities (SEND) in effectively managing time out. The resource provides a clear, structured visual aid to support students through requesting time-out, without drawing attention, ensuring they feel supported while practicing emotional regulation. Features: Visual and Text Prompts: Simple, easy-to-understand illustrations and phrases to cater to diverse learning needs, including those with autism, ADHD, or sensory processing difficulties. Portable Format: Compact design for use in classrooms, sensory areas, or at home. How to Use: Present the card and discuss with the student during a calm moment to explain the time-out process. Allow the student to use it as a visual cue when they need time to self-regulate. Encourage the student to follow the steps independently or with minimal guidance. Reflect with the student afterward to reinforce positive outcomes. This resource is ideal for supporting SEND students in mainstream or specialist settings, promoting a positive and inclusive approach to behavior management.

This comprehensive 134-page resource provides a wide range of SMART target examples to support teachers and SENDCos in writing effective, measurable targets for children with Special Educational Needs and Disabilities (SEND). Covering all four areas of need outlined in the SEND Code of Practice, this resource is tailored for primary school-aged pupils and is ideal for use when creating SEN Support Plans, Individual Education Plans (IEPs), or Provision Maps. To make navigation simple, the document includes a clickable contents page – just hold Ctrl and click the area you need to jump straight to the relevant section. Covers Communication & Interaction, Cognition & Learning, Social, Emotional & Mental Health (SEMH), and Sensory & Physical Needs. Suitable for mainstream and specialist settings

Resource from ELSA SUPPORT Print out the skin tone that you require. This resource has five different skin tones to suit all children. There are also 15 different sets of eyes and mouths and a set of emotions vocabulary flash cards. Laminate all the pieces and keep in a zipped bag for convenience. The aim of this resource is for children to begin to recognise facial expressions and talk about their feelings. It is excellent for children on the autistic spectrum. This resource is also very good for early years settings and can be put into an area of provision, allowing children to experiment and make different faces. Can they match the eyes to the mouth? Can they tell you what the expression is that they have made? Parents would also find this resource helpful for their preschool children. Questions you could ask – can you make me a ‘angry face’? What would ‘angry’ eyes look like? What would ‘sad’ eyes look like? Can you make me a ‘sad face’? Also use other vocabulary such as ‘miserable, frustrated, terrified, proud’. There are so many possibilities for working with this resource. The cards could be used as a matching pairs game. Lay out all the cards and ask a child to choose a mouth and eyes that match – name the emotion. Use the face (laminated) for drawing emotion faces. Put it alongside a mirror so children can make faces themselves. Use the angry eyes and mouth to discuss anger and how to recognise when they are becoming angry. What makes them angry? What could they do when they are angry? Pick an emotions flashcard(included with the pack) and make the appropriate face.

This all-in-one English support mat is designed to help children who need a little extra guidance in reading and writing. Perfect for classroom desks, small group work, or home learning, it brings key literacy tools together in one easy-to-use resource. What’s included on the mat: Speed Sound Chart – to support phonics recognition and blending. Common Exception Words – to boost spelling accuracy and reading fluency. Punctuation Guide – clear visual reminders to improve sentence structure. Ideal for KS1 and lower KS2, SEND pupils, EAL learners, and any child who benefits from visual, accessible support. The mat helps build confidence, independence, and accuracy in English tasks, while reducing the need for constant prompting. Perfect for: Daily desk reference Guided reading or phonics sessions Writing activities and independent work Simply print, laminate, and use again and again!

This is a body sensations resource pack containing lots of ways to explore body sensations linked to emotion. Included in this resource pack: 4 different skin coloured body shapes (A3 size) and 1 in black and white, each showing a blank box for writing a feeling word and a scale to scale how big the feeling is. 48 image cards 96 sensation describing word cards 48 parts of the body cards 36 colour cards for describing what colour your emotions are Condensed A4 mat for discussion about feelings, sensations , sensation words and colours. A blank sheet for adding any other sensations, body parts, colours that might be needed. Visual representation of sizes for younger children. Purpose of the resource To identify body feelings and sensations. How do we feel in our bodies when we are anxious, angry, worried, happy, scared etc? Do we feel tingly, numb, wobbly, trembly, hot, empty and so on? This resource is a way for children to tell you how they are feeling in their bodies. The image cards can be used for children to place on the body shape where they are feeling this sensation. The words could be used instead of the images in the same way. They could also be used together. This resource is set up for A3 printing. Laminate all of the pieces so you can use it over and over for different children. This is suitable for children of all ages. If laminated the child could also use a dry wipe pen to draw facial expressions associated with the feeling they have. They can mark off on the scale how big their feeling is. There are some cards at the end of this pack with some visual representations of big, medium and small for very young children. If the child is unsure of body parts spend a little time going through the cards and placing them where they go on the body. You could make this a bit of a game. ‘Where is the scalp?’ The child can put the word where they think the scalp should be. What feelings do you get in your scalp if you are angry? They might pick the fire or pick hot. They might pick prickly or a picture of a brush. There are so many ways to use this resource with children to talk about their feelings. You could even use it as an interactive display. It is A3 size so you could have the body on the wall with the cards around the body so pupils could pick one of the picture or word cards and place it with a bit of bluetak onto the body where they feel that emotion. This is such a versatile resource and I think you will use it a lot.

This complete SEND bundle supports language development and story access using the well-loved text The Tiger Who Came to Tea. Designed for EYFS and KS1, this pack combines structured sentence building with symbol-supported story pages and additional language activities to support pupils with SEND, autism, speech and language needs, and emerging readers. Includes: Full symbol-supported story pages Colourful Semantics sentence building activities Structured sentence frames and grids Key vocabulary support Printable, classroom-ready PDF resources Pupils can practise building subject–verb–object sentences (e.g. The tiger ate the sandwiches), expand sentences using describing words and prepositions, and retell the story using clear visual support. Ideal for: 1:1 intervention Small group language work Whole-class story adaptation Pupils working below age-related expectations This bundle supports sentence structure, vocabulary development and comprehension using a familiar, repetitive story pattern.

This Friendship Scenarios Pack contains a variety of Friendship Scenarios, along with solutions, activities, and reflective tools to help pupils explore and understand friendship dynamics. These resources are designed to empower you to guide pupils through challenging social situations, assisting them in identifying and expressing their emotions, understanding others’ perspectives, and practising problem-solving in a safe, supportive environment. This resource is suitable for KS2 and Secondary pupils (There are just one or two that wouldn’t be suitable). The scenarios in this pack are carefully crafted to be flexible, allowing you to tailor your approach to meet the unique needs of each child. For instance, you may choose to use these scenarios in one-to-one sessions or in small group activities. Additionally, you can incorporate them into your regular emotional literacy sessions, reinforcing the importance of friendship, empathy, and communication. Ultimately, these scenarios are meant to be adaptable to different contexts and group dynamics. These include: 30 Friendship Scenarios: Each scenario offers a choice of 3 possible solutions. One solution is a good choice, one is acceptable, and one is not ideal. Reflection Prompts: Thought-provoking questions that help pupils gain a deeper understanding of the situation and themselves. Friendship Fix-It Tools: A collection of strategies designed to help pupils build and maintain stronger friendships. Empathy Boosters: Simple yet effective suggestions for developing and enhancing empathy. Role Play Instructions: Step-by-step guidance on using the cards for role-play exercises, which are especially useful for group work. Coping Strategies: Practical ideas to help pupils cope with the emotional challenges that arise in friendship conflicts. Friendship Qualities: A list of essential qualities that make someone a good friend. Which qualities are being displayed in the scenarios? Which qualities could be improved? Assertiveness Tools: Approaches to help pupils develop and demonstrate more assertive behaviours in their friendships. Traffic Light Problem-Solving: A visual traffic light tool to assist pupils in making informed decisions when faced with friendship issues. Friendship Fix-It Wheel: A simple yet effective visual tool that offers 4 key suggestions when dealing with friendship problems. My Friendship Scenario: An opportunity for pupils to reflect on and work through their own real-life friendship dilemmas. Feelings: Visual characters that can help pupils express and discuss their feelings in greater depth. Emotional Scale: A tool for scaling the intensity of emotions, helping pupils better understand the strength of their feelings.

Support smooth transitions, reduce anxiety, and boost independence with this Now and Next Visual W i d git Support Pack – ideal for mainstream classrooms, SEND settings, and home learning. This pack includes clear, easy-to-understand visual symbols designed to help children know what is happening now and what is coming next. Perfect for pupils with autism, communication needs, or those who benefit from structured routines. What is Included: Ready-to-print Now and Next boards A selection of Widget symbol cards covering common classroom activities, routines, and subjects Blank symbol squares so you can adapt the pack for individual pupils Simple guidance on printing, laminating, and using the boards effectively Benefits: Supports children who are non-verbal or have limited language Reduces uncertainty and promotes calm transitions Encourages independence and visual processing Can be used in whole-class, small-group, or 1:1 support How to Use: Print and laminate the boards and symbols for durability. Use Velcro dots or strips to attach symbols to the boards. Place the current activity under Now and the upcoming activity under Next. Swap symbols throughout the day to keep pupils informed. Format: P D F download ready to print and use immediately. W i d git Symbols W i d git Software Ltd 2 0 0 2 - 2 0 2 5 w w w.w i d git.com used under license

This is a friendship potion activity for young children. It is visually appealing with clear images to help the pupils understand the words. Make up the cauldron and bin with the pockets. Cut out and laminate the bubble circles. Simply help the pupil sort out those good qualities for a friend and put them into the cauldron to make their friendship potion. All the others go into the bin. Discuss each bubble as you look at it to ensure understanding and relate to the pupil’s experience where possible. When you have finished the sorting activity ask the pupil to decorate the body shape to look like a friend and put all the bubbles around the body shape to reinforce ‘What makes a good friend’. Included in the friendship potion activity pack: Cauldron with pocket Bin with pocket 18 positive bubbles for friendship 18 negative bubbles for friendship Body sheet

ANTS Automatic Negative Thoughts game. ANTs are the spontaneous, habitual, and often irrational thoughts that creep into our minds in response to various situations and triggers. These thoughts can significantly impact our emotional well-being and overall mental health. This game will help pupils to recognise those ANTs and will help them to reframe their thinking so they are more positive. Included in the ANTS automatic negative thoughts game: Game board (print A3) Change it cards – 8 of each type of ANT – 64 in total ANTs cards – 2 sets of 8 – one with their names and one without Positive affirmation cards – 16 cards Editable ‘Change it and Positive affirmation cards’) for you to add your own if needed. This is especially relevant for secondary pupils. This is editable in POWERPOINT so please ensure you have that installed if you want to edit the cards. ANTS covered in this pack: Emotional Edna – thinks with her feelings. eg. I FEEL hopeless, I FEEL like a failure. Fortune Teller Felicity – predicts the worst outcome e.g. I can’t win the race!, I will come last! Guilty Gertrude – Uses the word should and then feels guilty – eg. I should have done my homework, I should have done some exercise. All or nothing Audrey – uses words like always, never, every. Eg. I always lose, I never have anyone to play with. Blaming Barry – blames everyone else – eg. It’s your fault I slept in, It’s your fault I feel angry! Mind Reader Mavis – thinks he can read other people’s minds – eg. He must be laughing at me, I know she hates me! Labelling Lawrence – calls himself and others names – eg I am such a loser, She is such an idiot! Negative Nancy – ignores the positives and only sees the negative – I only came second in the race, I only got one sticker today.

This booklet gives information about dyslexia and how teachers and teaching assistants can support student's within the classroom. The booklet includes: - A quiz to show understanding - Explains what dyslexia is and why its important to identify - How it effects reading and writing, amongst other information

This is an ELSA Secondary Anger pack of worksheets to help you support pupils who have anger issues. These are all in black and white for easy and cost effective printing. This is suitable for upper KS2, secondary pupils and adults. We also have another useful worksheet pack for secondary pupils Included in the elsa secondary anger pack Anger firework activity (11 sheets) This will help explain what happens when an anger episode is triggered The fight or flight response information Body response to anger information Useful coping strategies information Thoughts information Self talk information Anger iceberg information and worksheet Anger triggers weekly diary Anger triggers daily diary Weekly thought diary for reframing thoughts Daily thought diary for reframing thoughts CBT cycle info CBT cycle worksheet Challenging negative thinking worksheet Reflection time Anger synonyms You could put these into a pack for your pupils and make workbooks according to their needs. 26 sheets in the pack

Pastoral Support Programme

Assessment for learners in mainstream with high/complex support needs. Suitable for EYFS and KS1 (may be developmentally appropriate for older learners). Skills ladders outlining small steps of progress, aligned with Development Matters and SCERTS to use for assessment and target setting. Includes Excel Sheets with automatic graph production to track progress over time Objectives are organised into the four areas of SEND and are written to take into account the differences for neurodivergent learners and the different ways in which they may demonstrate learning. Cognition and Learning Communication and Interaction Sensory and Physical Social and Emotional Mental Health Sample available to download for free https://www.tes.com/teaching-resource/resource-13234298

The Special Schools Pack is a comprehensive guide for pupils with Down's syndrome in special schools.

Useful resource for Parents, Staff and the SENDCO. Helps highlight and support a SEND strategy towards testing and adding students on to the SEND register. Easily editable to your setting and specific terms. e.g Head of Year / Key Stage Included in the bundle: A Strategic Provision Map An APDR approach for Cognition and Learning An APDR approach for Communication and Interaction An APDR approach for Social, Emotional and Mental Health An APDR approach for Sensory and Physical This will make your life easier!

Set of 9 widgit symbol supported flashcards for displaying on keyring. (I have laminated mine and attached to a retractable keyring on my lanyard so they are always handy). The flashcards include: -stop -calm room -good job -good listening -classroom -sit -well done -hand up -kind hands

Week 1: Reading Introduce the theme of diversity and understanding differences through a discussion about “The Gruffalo” and the various characters in the story. Use visuals to illustrate the different creatures and emphasize their unique characteristics. Reading Activities with Inprint (Symbol-supported Text) Provide the story of “The Gruffalo” in an accessible format, such as Inprint, for students with diverse learning needs. Engage students in reading activities focused on the Inprint version, incorporating visuals to aid comprehension. Differentiated Questions and Active Participation Present differentiated questions to accommodate various reading levels and abilities, encouraging active participation through pointing and answering questions. Allow students to share their interpretations of the story and discuss how the characters in the book are different from each other. Reflection and Themed Song Week 2: Engaging in Speaking and Listening Importance of Communication and Listening Skills Discuss the importance of communication and listening skills, drawing examples from “The Gruffalo” and the interactions between characters. Conduct listening exercises with visual support to aid comprehension, such as listening to audio clips of the story accompanied by visual cues. Interactive Dialogues and Group Discussions Provide opportunities for students to express themselves verbally through interactive dialogues and group discussions about the story and its themes. Conclude with a themed song that promotes inclusivity and effective communication. Week 3: Writing Power of Self-Expression Through Writing Introduce the power of self-expression through writing, using “The Gruffalo” as inspiration for creative writing activities. Use colorful semantics and visual prompts to support comprehension and help students generate ideas for their writing. Differentiated Writing Activities and Comprehension Questions Offer differentiated options in writing activities based on individual abilities, providing support as needed. Include comprehension questions to assess understanding of the written text and encourage critical thinking. Inclusion of Themed Song Conclude the session with a themed song that celebrates individuality and creativity, reinforcing the importance of expressing oneself through writing. By integrating “The Gruffalo” into these literacy activities, students will not only engage with the story but also gain valuable insights into the theme of diversity and understanding differences, while developing their reading, speaking, listening, and writing skills.

A ‘cheat sheet’ for dyslexia. Includes a brief description, indicators of this learning need, and strategies for support. Useful for all school staff. Can be printed and stuck into diaries, CPD journals.