Worksheet showing numbers 0-10 and then cards showing numbers 0-10 in a different font. Children to match number to number. Why do you need this? This activity helps children recognise numbers in different fonts, which enhances their ability to identify numbers regardless of variations in typography. It promotes flexibility in number recognition and strengthens their overall understanding of numerical symbols. The activity requires children to visually discriminate between different numerals. They must pay attention to the distinctive features of each numeral to make accurate matches, such as the shape and orientation of the digits. How and when might you use this? This activity could be used in a variety of ways: · Math lessons focused on numbers and counting · Small group instruction to provide targeted support · Independent work stations

86 visual timetable cards for classroom display representing different sessions in the day. These provide children with routine and structure for their day so they know what to expect next. Why do you need this? Visual timetables provide a clear and structured visual representation of the daily schedule, which helps students, especially those with special educational needs or language barriers, understand and anticipate the activities throughout the day. Timetables help establish routines and predictability in the classroom, which can reduce anxiety and promote a sense of security among students. Knowing what to expect next can contribute to a positive learning environment. Timetables assist in smooth transitions between activities by providing clear signals for when one activity ends and another begins. This can help minimize disruptions and behavioral issues during transition periods. How and when might you use this? Place the visual timetable cards in a visible and accessible area of the classroom where all students can see them easily. Consider using a bulletin board, whiteboard, or dedicated wall space. At the beginning of the day or week, review the visual timetable cards with the students. Discuss the activities planned for the day and the order in which they will occur. Consistently refer to the visual timetable cards throughout the day to guide students through the schedule. Point to the relevant card before transitioning to a new activity to prepare students for what comes next. For continued use I would recommend laminating this resource. What is included? Included are 86 cards which include days of the week, lessons, part of the day such as lunch and recess and special events. If you require any specific cards which you cannot find you can email me directly and I will be happy to add them.

In this worksheet children can write their worries down in the jar to try and help alleviate some of the associated stress and anxiety. Why do you need this? By externalising their worries onto paper, children may feel a sense of relief and reduced anxiety, as they no longer carry the burden of their worries alone. It encourages children to identify and articulate their worries, which is the first step towards finding solutions and coping strategies to address them. How and when might you use this? This worksheet can be used in a variety of ways: · During counselling sessions this worksheet can be used to facilitate discussions with students who may be experiencing anxiety or stress. · Small group activities to promote peer interaction and mutual support for those suffering with anxiety or worries. · PSHE lessons focused on emotional expression, stress management, or coping strategies. · As part of a mental health curriculum the worksheet can be used to teach children about the nature of worries and fears, as well as strategies for managing them effectively.

Worksheets in which children think about and list the things that make them feel happy, sad, angry, stressed, frustrated or anxious. Why do you need this? Teachers might use these worksheets to encourage children to recognise and understand their emotions better. It helps them develop emotional awareness and gives teachers insights into potential sources of stress or concern for individual students. How and when might you use this? These worksheets could be used during individual counselling sessions, group discussions, or as part of a classroom activity focused on emotional intelligence. They can be integrated into lessons on social-emotional learning or mental health awareness. It’s a way to prompt reflection and discussion about emotions, helping students identify triggers and coping strategies. What is included? 6 worksheets showing an emotion and then with 7 bubbles for children to write things that make them feel that emotion. The emotions included are frustrated, anxious, angry, sad, happy and stressed.

Behaviour charts that combine the visual of a now and next board with behaviour targets personalised to the child and their needs. Why do you need this? Teachers might use behaviour charts like these to provide individualised support for students with behavioural challenges. By combining the visual aid of a now and next board with specific behaviour targets tailored to each child, teachers can offer clear and structured guidance on desired behaviours. This approach helps students understand expectations and provides a visual reminder of their progress, promoting positive behaviour and self-regulation skills. Additionally, personalised behaviour targets allow teachers to address specific needs and goals for each student, fostering a supportive and inclusive learning environment. How and when might you use this? Teachers might use these behaviour charts during various parts of the school day, such as transitions between activities or throughout the day to monitor behaviour. They can be especially useful for students who benefit from visual cues and personalised support. Teachers may introduce the charts during one-on-one sessions with students to discuss behaviour goals and strategies. The charts serve as a visual aid for students to track their progress and understand what behaviour is expected of them. Teachers can review and update the charts regularly to reflect the student’s progress and adjust behaviour targets as needed. Overall, these charts promote positive behaviour, self-regulation, and goal-setting skills in students with diverse needs. What is included? · Target chart with 2 lessons and a reward · Target chart with 1 lesson and a reward · 47 lesson cards · 18 Reward cards · Personal target review

Worksheet in which children should think about things that annoy them and ways that they could change their thinking. Why do you need this? This worksheet can be used to help children develop emotional regulation skills. By reflecting on what annoys them and brainstorming ways to change their thinking, children can learn to manage their emotions more effectively. This activity promotes self-awareness, problem-solving skills, and resilience in dealing with everyday challenges. How and when might you use this? Teachers can use such a worksheet during PSHE lessons or as part of individual or group counseling sessions. It can be integrated into a broader unit on emotions or conflict resolution. The worksheet can prompt discussions about coping strategies and positive thinking patterns, helping children build emotional intelligence and resilience. Additionally, teachers might incorporate it into classroom routines during times of heightened emotions or as part of a regular PSHE curriculum. What is included? This worksheet has spaces to write things that annoy them and then spaces to write ideas for helpful thoughts they could have when these things happen.

Worksheet for children to complete at the end of the week for them to reflect on what has gone well in their week and what did not go so well. This can also begin a discussion about how they might have done things differently. Why do you need this? Teachers might use a worksheet like this to foster self-reflection and encourage students to develop problem-solving skills. It provides an opportunity for students to recognise their achievements and challenges, promoting self-awareness and accountability. By reflecting on what went well and what could be improved, students can set goals and strategies for self-improvement. Additionally, it can help teachers identify any recurring issues or patterns in students’ experiences, allowing them to provide targeted support and guidance. How and when might you use this? Teachers might use this worksheet as part of a weekly reflection routine, perhaps on a Friday afternoon or at the end of the school week. It provides students with a structured opportunity to pause and reflect on their experiences and accomplishments throughout the week. By discussing what went well and what could have been improved, teachers can facilitate meaningful conversations about goal-setting, problem-solving, and personal growth. This reflective practice encourages students to take ownership of their learning and behavior while fostering a positive and proactive mindset.

6 animal sorting boards with non-identical pictures to sort and match. Why do you need this? Sorting non-identical pictures requires children to visually discriminate between different characteristics and identify similarities and differences. This enhances their visual perception skills and attention to detail. How and when might you use this? Teachers might use this activity during early childhood or reception education or with older children with special educational needs to develop classification skills, vocabulary and critical thinking skills. Can be used in group or independent practice or independent workstations. Can be used as a one off activity or for continued use you may want to laminate the boards and pictures and use Velcro to move the pictures around. What is included? Included are 6 boards showing cat, dog, hen, horse, pig and cow. Each board has 4 or 5 pictures to match.

Repeating patterns with colours and shapes for children to finish by cutting and sticking the correct shapes. Why do you need this? This activity helps children develop their pattern recognition skills by identifying and extending simple repeating patterns. Recognising patterns is an important early maths skill that lays the foundation for more complex mathematical concepts later on. Completing repeating patterns requires children to use critical thinking skills as they analyse the sequence of colours and shapes and predict the next element in the pattern. It encourages them to think logically and sequentially. How and when might you use this? This activity could be used in a variety of ways: · Maths lessons focused on repeating patterns · Small group instruction to provide targeted support · Independent work stations This can be used as a one off activity or for continued use I would recommend laminating this resource and using Velcro to move the jigsaw pieces around. What is included? Included are 5 worksheets with 2 and 3 blank boxes to complete the patterns and 5 worksheets with 4 blank boxes to complete the patterns.