More frequently, mainstream schools are finding that they are having to make provision for students with significant special educational needs including those who are learning at the level of the engagement model and not yet able to access subject specific learning at a pre-Key Stage level. This pack provides some resources, ideas, planning and assessment/ recording ideas that might be helpful in this situation. Contents: • Two engagement model record sheets with prompts to help staff focus their observations and reflect on appropriate next steps for students. • 3 activity planning boards for now/ next; now/next/then and making choices to support activity planning with students. • A daily programme plan that recognises the learning that a student will be doing within their experience in school – staff can tick the aspects that have been experienced that day so that there is a record if that is helpful or required to evidence progress. • 2 sensory circuits that can be used at the start of the day or when a student needs to refocus. • A start of the day plan to help structure that routine and a blank version to be personalised as required. • Activity ideas for aspects of learning that this student may need as a parallel provision and reasonable adaptation to their curriculum provision and programme: *Sensory activities – to build engagement at a level they can interact with effectively. *Attention grabbing activities – to develop intentional engagement with the environment, others, and activity. *Mirroring activities – used as part of an intensive interaction approach to build an understanding of cause and effect of actions. Please be sensitive to student reactions when using these. *Language development activities – to develop early-stage communication and interaction. • A weekly planning sheet to record parallel provision. • A completed example of the weekly planning sheet to give some idea of how it might be used. • A learning passport that can be created as part of person-centred planning. It also will help with communication and consistency of approach within the setting. It can be helpful to involve parents in completing this. • A risk assessment that can be completed with parents and staff if the student’s presentation includes some behaviours that are challenging to respond to safely.

Need a quick and easy intervention to support student to learn tables - This booklet is designed to support a student to develop recall of tables through a focused daily minute of recall. The booklet has a pre and post assessment as well as record space to track daily progress. Some students need to use a structured approach to get number facts into their long-term memory – they do not seem to keep them there just by regular use in maths lessons. This booklet can be used to support this process. On each page is a grid with items to prompt the student to say a tables fact. Each day they should count how many oral responses they can give in a minute – and record that on the sheet. The aim is to be able to recall a few more each day. The precision teaching approach works best if the student can do an activity using the content of the page they are currently working on for a few minutes ( 5 to 10) before they do the one-minute timed activity. There are lots of interactive maths sites online e.g. Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help – and this is a great way to give student this opportunity in a way that they can do independently. At the end of the booklet is a tables square for reference and some ideas for extension activities.

It is often recommended that schools implement an approach based on zones of regulation with students to support them in developing better self-regulation skills. This booklet has 3 versions of a 4-zone chart to help students identify how they are feeling. The first is the usual style of poster with feelings zones and suggested strategies that might help if you are feeling that way. However, often the students who most need this approach are those who struggle to identify and name their feelings. They are also those who are presenting with the most challenging dis-regulated behaviours in school. To help those students – there are two further posters which have an additional layer of information. They list what the student might be doing because of their feelings to help make it easier for them to be guided to select appropriate strategies. The booklet also includes a range of other resources that can be used in implementing a supported self-regulation approach. It includes: Zones of self-regulation poster – standard version. Zones of self-regulation poster – detailed version. Zones of self-regulation poster – short, detailed version. Zones of self-regulation bookmarks. Zones of self-regulation – simple and visual strategy chart. Zones of self-regulation – lanyard cards/ pocket cards. Zones of self-regulation planning sheet. Zones of self-regulation : tracking my week. Zones of self-regulation strategy sheet. Red Zone time out cards to use as a silent signal when students are in this zone. Zones of self-regulation pyramid template. Calming activity cards. Movement break cards. Links to further information and resources.

Need a quick and easy intervention to support student to learn key maths facts - This booklet is designed to support a student to develop recall of key number knowledge needed at primary school using a precision teaching approach. It starts with basic understanding of number values and digits. It includes number bonds, times tables, halving and doubling, working with numbers to 100 and multiplying and dividing by 10. It includes a page to record progress. Maths makes heavy demands on student working memory – so it really helps to have a bank of facts committed to long term memory. Some students need to use a structured approach to get number facts into their long term memory – they do not seem to keep them there just by regular use in maths lessons. This booklet can be used to support this process. On each page is a grid with items to prompt the student to say a maths fact – e.g. to read the digit, say the other number in a number bond, give a tables fact or say what 10 times the number would be. Each day they should count how many oral responses they can give in a minute – and record that on the sheet. The aim is to be able to recall a few more each day. It was designed with Year 5 and 6 pupils in mind – but the booklet would equally work well for a teaching assistant supporting younger students to do selected pages to help them memorise the key facts that proving a barrier for them at any stage. The precision teaching approach works best if the student can do an activity using the content of the page they are currently working on for a few minutes ( 5 to 10) before they do the one-minute timed activity. There are lots of interactive maths sites online e.g. Topmarks – and this is a great way to give student this opportunity in a way that they can do independently.

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.

These structure strips are designed to be stuck on the left-hand side of a student’s page to provide a clear guide as they write each non-fiction text type. The give a guide to the paragraph structure of the text and what to write in each paragraph. They can be used to help students generate a plan as well as to support them when they write the final text. The text types included are: Recount/Diary News report Instructions Biography Persuasive argument Balanced argument Explanation Report If used in an I do, We do, You do writing progression – these can scaffold the process for students. Not having to remember what to include, can free up working memory for a greater sentence and word level focus during the writing process. They are available in PDF format to avoid formatting issues as images have been included to give some limited dual coding to help student understand what is required. There are 3 of each strip on a page to allow for quick copying of them if being used for class support.

A pack to support the use of this picture book to study Remembrance Day with primary age children from Year 2/3. Please note this pack does not contain a copy of the text but has a link to buy it from Amazon. It is a beautifully illustrated book that warrants sharing with students. Includes comprehension, vocabulary, and retelling activities as well as craft tasks. Contents: • Cover study activity. • Recall and retrieval comprehension – in two versions for sentence answers or with multiple choice options. • Inference and prediction questions. • Vocabulary activities – at two levels for the same words from the text, one including visuals to support students. • Retelling as a story board activity – at two levels, one including sentences to scaffold. • Two poppy craft activities – make a wreath and make your own poppy. • PSHE and design activity to create medals for people it is important to remember and thank in your own life.

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.

Fiction 1 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper1 – fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

This resource is a bank of 10 different recall activities. Use these to add some variety to the way you ask students to activate memory and prior learning at the start of lessons. As well as a large copy of each activity that can be displayed on a board at the start of a lesson – there are pages with multiple smaller copies that can be printed to use in student’s books to record their learning. Most are generic enough to use in almost any subject – but there are enough to allow you to pick the one that best fits the lesson that you are planning. Inspired by reading of the work of writers such as Kate Jones – these were designed for Key Stage Two use but would also be appropriate at secondary.

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students’ comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Vocabulary task • Diary writing activity If you would like similar activities for other Christmas adverts as well - do look at the booklet in my shop which has activities for 5 adverts including this one. You can see it at https://www.tes.com/teaching-resource/christmas-advert-comprehension-vocab-and-writing-pack-12946279

It is often recommended that schools implement an approach based on zones of regulation with students to support them in developing better self-regulation skills. This poster set has 3 versions of a 4-zone chart to help students identify how they are feeling. The first is the usual style of poster with feelings zones and suggested strategies that might help if you are feeling that way. However, often the students who most need this approach are those who struggle to identify and name their feelings. They are also those who are presenting with the most challenging dis-regulated behaviours in school. To help those students – there are two further posters which have an additional layer of information. They list what the student might be doing because of their feelings to help make it easier for them to be guided to select appropriate strategies. Take a look at the booklet in my shop if you would like more resources and support to implement supported self-regulation.

Ever wished that students were looking at a plan as they wrote their story to help keep them on track. This structure strip will give them a ‘story mountain’ style structure to follow. These structure strips are designed to be stuck on the left-hand side of a student’s page to provide a clear guide as they write. They give a guide to the paragraph structure of the text and what to write in each paragraph. They can be used to help students generate a plan as well as to support them when they write the final text. If used in an I do, We do, You do writing progression – these can scaffold the process for students. Not having to remember what to include, can free up working memory for a greater sentence and word level focus during the writing process. They are available in PDF format to avoid formatting issues. There are 3 of each strip on a page to allow for quick copying of them if being used for class support.

A pack to support the use of this picture book with primary age children – the main pack is aimed at students in Year 2/3 but it includes 4 additional activities to use with older students in Key Stage 2. Please note this pack does not contain a copy of the text but has a link to buy it from the publisher or Amazon. It is a beautifully illustrated book that warrants sharing with students. Includes comprehension, vocabulary, and retelling activities as well as craft tasks. Contents: • Cover study activity. • Recall and retrieval comprehension – in two versions for sentence answers or with multiple choice options. • Inference and prediction questions. • Vocabulary activities – at two levels for the same words from the text, one including visuals to support students. • Retelling as a story board activity – at two levels, one including sentences to scaffold. • Christmas activities – design a stained-glass window and make a Christmas star . • PSHE and design activity to think about the difference between needs and wants, noting the key things that the family in the story might need. • For older students, you will find an activity relating to the work of War Child (the charity that is supported by sales of the book), an activity relating to right respecting PSHE knowledge, a retelling in a journalistic style activity and a detailed vocabulary study based on the title of the book.

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.

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 booklet is a pre- prepared resource to support work on spelling Year 2 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This set of cards can be used to provide a series of calming activities for a student. Each card has a task that will help control breathing, relax tension, and help the student to refocus on being in the moment. It can be helpful to review the different activities and help the student decide which might be good to apply when they feel anxious or overwhelmed within the classroom. 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. However, they 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.