Ordinarily Available Inclusive Provision (OAIP)

• Use a strengths-based, needs-focused approach that promotes success.
• Ensure clear learning intentions and concise success criteria.
• Deliver instructions in manageable steps with visual aids and gestures.
• Curriculum should allow repetition and skill reinforcement at the right level.
• Provide timely verbal and written feedback.
• Allow ample thinking time; present information in varied formats with ongoing review.
• Foster conceptual understanding using resources like Numicon and arrays.
• Utilise visual tools such as timetables.
• Make resources (e.g. word banks) easy to access.
• Scaffold tasks with breakdowns and task sheets.
• Focus on meaningful, purposeful work rather than volume.
• Accept observation as valid evidence of progress.
• Integrate IT tools like reading pens and text-to-speech technology.
• Use age-appropriate assessment tools and immediate feedback.
• Encourage well-managed peer support and flexible groupings across abilities.
• Target interventions based on ongoing assessment and use catch-up programmes with clear aims and monitoring.
• Evaluate and monitor intervention effectiveness.
• Support must be delivered by qualified staff or under professional guidance towards monitored targets.
• Assessment systems identify needs; specialist help is accessible if progress stalls.
• Offer feedback that cultivates a growth mindset, reinforces strengths, and guides improvement.
• Include motivation strategies like praise and goal setting to boost engagement and outcomes.

What Might We Notice?

• Progress is slower than expected across subjects; working below age-related expectations. 
• Struggles to understand instructions, organise tasks, and sequence steps. 
• Needs frequent support with everyday routines (e.g. getting ready for school). 
• May appear overwhelmed by multi-step activities or unfamiliar tasks
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Use assessment for learning during teaching to identify barriers and strengths, involving the child or young person in the process.
• Give clear, concise instructions, broken into manageable steps and supported with visual aids.
• Use visual supports (e.g. timetables, cue cards, symbols, photos, choice boards) to reinforce routines and task sequences.
• Pre-teach key vocabulary and concepts, especially for new or abstract topics.
• Combine verbal instructions with modelling or demonstration to aid understanding.
• Apply a concrete–pictorial–abstract (CPA) approach to learning, especially in maths and literacy.
• Use scaffolding techniques such as sentence starters, structure strips, and partially completed examples.
• Provide retrieval practice (e.g. low-stakes quizzes, recall activities) to strengthen memory and reinforce learning.
• Manage cognitive load by reducing distractions and simplifying visual materials.
• Encourage independent thinking by prompting with questions like:
  • “What do you need to do first?”
  • “What could help you with this task?”
• Adapt resources to match the child’s developmental stage, not just chronological age.
• Teach skills to fluency, and support generalisation across subjects and contexts.
• Celebrate progress in all areas, including non-academic achievements.
• Offer homework clubs or parent workshops to build confidence and consistency at home.
• Collaborate with families to provide repetition, pre-teaching, and re-teaching opportunities at home.
• Use peer modelling and collaborative learning to support engagement and understanding.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Use mediated learning approaches with targeted feedback to bridge gaps in understanding.
• Modify or adapt the curriculum to ensure full access and meaningful participation.
• Use assistive technology (e.g. Clicker, Immersive Reader, speech-to-text tools) to personalise learning.
• Deliver pre-teaching and re-teaching in small groups or 1:1 settings to reinforce key concepts.
• Provide individualised resources aligned with developmental needs (e.g. Year 5 pupil accessing Year 1 objectives).
• Use personalised visual supports (e.g. individual timetables, step-by-step task cards).
• Implement evidence-based catch-up programmes with clear goals, entry/exit criteria, and progress monitoring.
• Schedule short, regular breaks to support focus and reduce cognitive overload (e.g. movement breaks, sensory pauses).
• Consider input from external professionals (e.g. Educational Psychologist, Specialist Teacher) for tailored strategies.
• Use Precision Teaching to build fluency in key skills through short, focused sessions.
• Apply dynamic assessment to identify learning potential and inform targeted interventions.
• Make environmental adaptations (e.g. low-arousal workspace, sensory tools) to support regulation and concentration.

What Might We Notice?

• Difficulties with accuracy and fluency in reading and spelling individual words.
• Struggles to access lessons that involve reading extended text.
• May show avoidance behaviours or low confidence in literacy-based tasks.
• Slow decoding and frequent spelling errors, even with familiar words.

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Ensure all pupils have access to a systematic phonics programme, delivered consistently across the school.
• Use a structured approach to teaching phonics, sight vocabulary, and spelling, with regular monitoring.
• Provide adapted reading materials: break long texts into manageable chunks, use visual maps or summaries.
• Use vocabulary banks and knowledge organisers, shared before topics and accessible during lessons.
• Repeat instructions and check understanding regularly.
• Provide high-frequency word mats and sight word banks.
• Use buddy readers, paired reading, and pre-reading activities to support access to texts.
• Carefully plan peer groupings to ensure exposure to strong language models.
• Ensure appropriate print size (e.g. Calibri 24 on whiteboards) and uncluttered visual materials.
• Provide handouts with key learning points, avoiding reliance on copying from the board.
• Offer prepared labels with date and learning objectives.
• Use reading materials linked to interests (e.g. comics, audiobooks, e-books).
• Provide written homework tasks or encourage peer support to record them.
• Use ‘think, pair, share’ to allow verbal rehearsal before writing.
• Provide story sequencing activities using pictures to build familiarity with vocabulary and structure.
• Use sentence scaffolds, writing frames, and talk frames to support sentence construction.
• Introduce morphological awareness strategies (e.g. teaching affixes, root words, word mapping).
• Use retrieval practice and spaced repetition to reinforce spelling and vocabulary.
• Integrate metacognitive strategies (e.g. self-questioning, predicting, summarising) during reading tasks.
• Provide alternative recording methods (e.g. mind maps, audio/video responses, posters).
• Use technology-assisted interventions (e.g. text-to-speech, predictive text, dictation tools).

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Deliver personalised, evidence-based interventions targeting phonological awareness, phonics, sight word recognition, and spelling.
• Use published programmes such as Toe by Toe, Nessy, Lexia, AcceleRead AcceleWrite, WordShark, Inference Training, and others recommended by the EEF and Brooks’ What Works guide.
• Apply distributed practice: short, frequent sessions (e.g. 10 minutes daily) are more effective than longer blocks.
• Follow EEF guidance: interventions of 30 minutes, 3–5 times per week, sustained over time.
• Provide individual reading time with an adult, focused on fluency and decoding.
• Use adapted texts matched to the pupil’s reading level.
• Consider Precision Teaching for fluency building in sight vocabulary and spelling.
• Use Cued Spelling approaches to support memory and retention.
• Offer graphic organisers, revision strategies, and study skills for older pupils.
• Explore dynamic assessment to identify learning potential and tailor interventions.
• Provide additional adult support for reading longer texts or recording responses.
• Ensure regular monitoring of progress using APDR cycles.
• Seek input from an Educational Psychologist to assess barriers, recommend resources, and support staff training.

What Might We Notice?

• Difficulty understanding texts, including literal and inferential meaning. 
• Limited vocabulary and background knowledge affecting comprehension. 
• Struggles to summarise, predict, or infer from what has been read. 
• May read fluently but fail to grasp meaning or retain key information. 
• Avoids reading tasks or disengages during literacy-heavy lessons.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Use explicit instruction to teach comprehension strategies (e.g. predicting, summarising, questioning, clarifying).
• Provide pre-teaching of vocabulary and concepts, especially for unfamiliar or abstract texts.
• Use reciprocal reading or guided reading structures to model and practise comprehension skills.
• Offer visual supports such as story maps, sequencing cards, and graphic organisers.
• Use knowledge organisers and vocabulary banks to build background knowledge.
• Encourage ‘think aloud’ modelling to demonstrate how to approach a text.
• Provide structured opportunities for discussion (e.g. ‘think, pair, share’, book talk, oral rehearsal).
• Use accessible texts matched to reading level and interests, including multi-modal formats (e.g. audiobooks, graphic novels).
• Break longer texts into manageable chunks with clear focus questions.
• Use retrieval practice to reinforce understanding and memory of key ideas.
• Provide sentence stems and question prompts to support responses.
• Encourage metacognitive reflection: “What helped you understand this part?”
• Use paired reading or peer scaffolding to support engagement and understanding.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Deliver targeted comprehension interventions, such as Inference Training, Reciprocal Reading, or Reading Detectives.
• Use small group or 1:1 sessions to explicitly teach and practise comprehension strategies.
• Provide adapted texts with simplified language, visuals, or summaries.
• Use technology-assisted tools (e.g. Immersive Reader, text-to-speech, highlighting tools).
• Apply Precision Teaching to build fluency in key vocabulary and sentence structures.
• Use dynamic assessment to identify specific comprehension barriers and tailor support.
• Provide additional adult support during reading tasks to scaffold understanding.
• Incorporate multi-sensory approaches (e.g. drama, role-play, drawing) to deepen engagement.
• Monitor progress using APDR cycles, with clear goals and review points.
• Seek input from an Educational Psychologist or SALT for pupils with language-based comprehension difficulties.

Note: Writing is a complex activity involving motor skills, spelling, grammar, content, vocabulary, punctuation, and executive functions such as planning, revising, and working memory.

What Might We Notice?

• Difficulties with writing (including handwriting, spelling, sentence construction, and organising ideas).
• Finds writing frustrating or avoids written tasks. 
• Creative and has lots of ideas but this is not reflected in written work. 
• Written output is short, incomplete, or poorly organised. 
• May have poor fine or gross motor skills affecting handwriting or typing.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Provide sentence and paragraph starters to support structure.
• Use writing frames, mind maps, and visual organisers for planning and recording ideas. 
• Offer alternative forms of recording (e.g. drawing, diagrams, audio/video, mind maps, posters). 
• Use speech-to-text software and dictation tools for pupils who struggle with handwriting. 
• Provide phonics and word mats, word banks, personal dictionaries, and common spellings as writing supports. 
• Encourage pupils to verbalise, share, and develop ideas before writing (e.g. oral rehearsal, ‘think, pair, share’). 
• Clarify expectations: some pupils may need to know how much writing is expected in a lesson. 
• Explicitly teach organisational skills for longer pieces of writing (e.g. planning, sequencing, editing). 
• Provide handouts with key learning points to reduce copying from the board. 
• Model writing by acting as a scribe and demonstrating the writing process. 
• Explore different writing grips, pens, pencils, and supports (e.g. writing slopes, non-slip mats, guidelines). 
• Include fine motor skill activities (e.g. threading, weaving, finger gym, bilateral tasks). 
• Consider access arrangements (e.g. extra time, scribing, rest breaks) for lessons, tests, and exams. 
• Allow use of laptops or tablets for extended writing tasks. 
• Teach touch typing as an alternative recording method when appropriate. 
• Use checklists and visual prompts to support planning, editing, and reviewing writing. 
• Chunk writing tasks into smaller, manageable steps with clear success criteria. 
• Provide regular, specific feedback focused on effort, progress, and strategies used. 
• Incorporate peer and self-assessment to encourage reflection and independence. 
• Use multi-sensory approaches (e.g. magnetic letters, sand trays, apps) to reinforce spelling and sentence construction.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Provide individualised scaffolding for literacy-based tasks (e.g. tailored writing frames, sequencing cards, cue cards, highlighting). 
• Offer alternative recording methods (e.g. mind mapping, video/audio recording, posters, dictation, ICT). 
• Use assistive technology (e.g. laptops, tablets, predictive text, speech-to-text, word cue, speak cue). 
• Support pupils to use alternative recording methods independently, minimising reliance on scribes, especially in upper KS2 and beyond. 
• Implement a structured approach to teaching fluent handwriting and introduce touch typing at the right developmental stage. 
• Further assess underlying barriers to writing (physical, emotional, cognitive) and address fine motor needs as required. 
• Provide access arrangements for assessments (e.g. scribing, transcripts, rest breaks, use of technology). 
• Use targeted interventions for spelling, handwriting, or composition (e.g. Write from the Start, Handwriting Without Tears, Precision Teaching for spelling). 
• Provide additional adult support for planning, drafting, and editing, with a focus on developing independence. 
• Regularly monitor progress using APDR cycles and adjust support as needed. 
• Seek input from Occupational Therapy or Educational Psychology for persistent or complex difficulties. 
• Use graphic organisers and checklists to support executive functioning (planning, sequencing, reviewing). 
• Teach and reinforce metacognitive strategies (e.g. self-monitoring, goal setting, reviewing work). 
• Provide sensory supports (e.g. wobble cushions, weighted pens, fidget tools) for pupils with sensory or attention needs. 

(See also SEMH section)

What Might We Notice?

• Emotional barriers to learning such as low self-esteem, confidence, or resilience. 
• Low motivation for task engagement or avoidance of challenging tasks. 
• Difficulty persisting with tasks or giving up easily when faced with setbacks. 
• Reluctance to attempt new or unfamiliar activities.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Use meaningful, continuous strategies to boost self-esteem and confidence (e.g. specific praise for effort and persistence). 
• Provide regular, specific feedback focused on effort, strategies, and progress rather than just outcomes. 
• Celebrate small successes and progress, not just end results. 
• Agree on task expectations and break tasks into achievable steps. 
• Explicitly teach and model metacognitive strategies (e.g. reflecting on what helps, self-questioning, planning, reviewing). 
• Encourage goal setting and support pupils to monitor their own progress. 
• Use visual aids or prompts (e.g. checklists, desk cards) that are gradually faded to promote independence. 
• Provide choices and autonomy in learning activities to increase engagement. 
• Incorporate interests and strengths into tasks where possible. 
• Use peer support and collaborative learning to build motivation and engagement. 
• Discuss and normalise mistakes as part of learning to reduce fear of failure. 
• Provide opportunities for self-reflection on learning and effort.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Embed motivational strategies into interventions (e.g. regular goal review, celebrating progress). 
• Coaching self-determination skills such as goal setting, self-talk, and self-monitoring. 
• Individualised use of rewards and feedback to reinforce effort and persistence. 
• Use of visual aids or prompts (e.g. checklists, desk cards) that are gradually faded to promote independence. 
• Targeted interventions to build resilience and self-regulation (e.g. ELSA, mentoring, solution-focused approaches). 
• Explicit teaching of emotional regulation strategies (e.g. Zones of Regulation, mindfulness, relaxation techniques). 
• Provide regular check-ins with a trusted adult to support motivation and emotional wellbeing. 
• Use of motivational interviewing techniques to explore barriers and support change. 
• Work with families to reinforce motivation and self-regulation at home.

What Might We Notice?

• Difficulties with understanding mathematical concepts, facts, or procedures. 
• Slow recall of number facts or struggles with basic calculations. 
• Finds it hard to apply maths to real-life situations or word problems. 
• Avoids maths tasks or shows low confidence in maths lessons. 
• Difficulty moving from concrete to abstract representations.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Focus on basic number skills with regular, age-appropriate practice to develop fluent recall.
• Use models, representations, and manipulatives (e.g. counters, dienes, number lines, 100 squares, graphs) to promote understanding.
• Emphasise connections between mathematical facts, procedures, and concepts; use varied activities to support conceptual links.
• Explicitly teach mathematical language and embed it throughout the environment.
• Adapt activities and present numeracy tasks carefully to match developmental stage.
• Make learning relevant by applying maths to everyday experiences (e.g. cooking, shopping, directions).
• Use maths games linked to interests and motivations (e.g. card games, online activities).
• Use visual or physical models to represent abstract concepts (e.g. diagrams, real-life objects, pictures).
• Break down multi-step problems into smaller, manageable steps with clear success criteria.
• Provide worked examples and model problem-solving strategies.
• Encourage verbal reasoning and explanation (e.g. “How did you get that answer?”).
• Use retrieval practice and spaced repetition to reinforce key concepts and facts.
• Allow use of calculators or maths apps where appropriate to support access.
• Provide checklists or visual prompts for problem-solving steps.
• Encourage collaborative problem-solving and peer support.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Pre-teaching of specific maths vocabulary and concepts. 
• Individually adapted tasks (e.g. smaller steps, further broken-down instructions). 
• Evidence-based maths interventions (e.g. Numbers Count, Plus 1/Power of 2, Dynamo Maths, Catch Up Numeracy, EEF recommendations). 
• Explicit instruction in relevant domains (e.g. algebra, computation, fractions, word problems). 
• Individual or small group programmes to address specific targets, reinforced in whole class activities. 
• Peer-assisted learning and structured collaborative activities. 
• Digital-based targeted interventions (e.g. maths learning apps, online platforms). 
• Support to move from concrete to abstract representations (CPA approach). 
• Individual or small group teaching of problem-solving skills (e.g. understanding the problem, devising a plan, evaluating the solution). 
• Use of graphic organisers and visual supports for multi-step problems. 
• Precision Teaching for fluency in number facts or calculation strategies. 
• Access arrangements (e.g. extra time, use of manipulatives, scribing) for assessments. 
• Consultation with Educational Psychologist for persistent or complex difficulties.

What Might We Notice?

• Difficulty focusing on tasks or sustaining attention. 
• Easily distracted by sensory or environmental stimuli. 
• Finds it hard to switch attention between tasks or adults. 
• Difficulty following multi-step instructions or remembering what to do next. 
• Needs frequent reminders or prompts to stay on task. 
• May appear to listen but not process spoken information. 
• Struggles to hold and manipulate information in mind (e.g. mental arithmetic, copying from the board). 
• May avoid tasks that require sustained attention or memory.

Quality First Teaching / Adaptive Teaching
School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Carefully consider seating and reduce background noise/distractions. 
• Use visual cues, checklists, and task boards to support focus and task completion. 
• Present information in short, manageable chunks and repeat as needed. 
• Give instructions in the order they need to be completed and ask pupils to repeat them back. 
• Use timers, visual schedules, and clear signals for transitions and attention. 
• Build in regular, planned breaks and movement opportunities. 
• Show what ‘finished’ looks like with models, examples, or visual end points. 
• Use multi-sensory learning materials and real objects to support engagement and memory. 
• Encourage use of learning partners or peer support for task explanation and rehearsal. 
• Provide handouts or lesson summaries to reduce memory load. 
• Use ‘to do’ and ‘finished’ trays, task planners, and visual timelines. 
• Praise and reinforce good listening and attention behaviours. 
• Teach and model metacognitive strategies (e.g. self-monitoring, chunking, rehearsal). 
• Use retrieval practice and spaced repetition to consolidate learning. 
• Allow alternative ways of recording (e.g. drawing, mind-mapping, audio/video) to reduce cognitive load. 
• Explicitly teach strategies for managing distractions and self-regulation.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Provide individualised, chunked instructions and tasks 
• Access to quiet spaces or low-arousal areas for focus and regulation 
• Use of visuals (e.g. highlighters, checklists, timers) and differentiated work with more opportunities for breaks 
• Reasonable adjustments to activities, lessons, and timetables delivered flexibly 
• Personalised task planners, workstations, or TEACCH approaches 
• Sensory strategies (e.g. Move’n’Sit cushion, fidget tools, heavy joint activities) to support regulation 
• Provide scaffolded versions of tasks with information chunked and graphics to break up text 
• Pre-teaching key vocabulary and concepts, and pre-reading texts 
• Modify task demands to minimise overload of working memory 
• Activate prior knowledge and make explicit links to previous learning 
• Distributed practice: short, frequent teaching sessions with repetition and overlearning 
• Targeted interventions for attention, memory, or executive function (e.g. Cogmed, Memory Magic, Attention Autism) 
• Consultation with Educational Psychologist for persistent or complex needs
• Regular monitoring and review using APDR cycles

What Might We Notice?

• Difficulty organising and planning tasks or materials. 
• Struggles to start tasks independently or know where to begin. 
• Loses or forgets equipment, instructions, or homework. 
• Finds it hard to break down tasks into manageable steps. 
• May miss deadlines or forget important information. 
• Appears disorganised in class or with personal belongings
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Keep the environment organised with clear signposts (e.g. literacy corner, quiet area, sensory area). 
• Use a visual timetable and remove sessions once completed. 
• Explicitly teach planning strategies for tasks (e.g. how to start, what to do first). 
• Use task management boards, lists, or checklists to support organisation and independence. 
• Provide memory aids (e.g. schedules, flow charts, digital timers, posters) and teach how to use them. 
• Model and scaffold the planning process (e.g. think aloud, show examples of plans). 
• Break down long-term projects into smaller, achievable steps with interim deadlines. 
• Provide written instructions and reminders for homework and key tasks. 
• Encourage use of colour coding or folders for organising materials. 
• Regularly review routines and organisational systems with the pupil. 
• Praise and reinforce organisational skills when observed. 

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Provide individualised support for organising and planning (e.g. 1:1 coaching, extra time to organise materials). 
• Organisational skills training (e.g. managing materials, time, and tasks). 
• Use of personalised planners, checklists, or digital tools to support independence. 
• Visual task analysis (e.g. breaking tasks into steps with pictures or diagrams). 
• Regular check-ins with a key adult to review organisation and planning. 
• Targeted interventions for executive functioning (e.g. Working Memory interventions, executive skills programmes). 
• Access arrangements (e.g. extra time, prompts, rest breaks) for assessments. 
• Consultation with Educational Psychologist for persistent or complex needs.

What Might We Notice?

• Difficulty with emotional processing and regulation.
• Struggles to manage frustration, anxiety, or disappointment. 
• May avoid challenging tasks or give up easily. 
• Difficulty reflecting on learning or behaviour. 
• Finds it hard to set goals or monitor progress. 
• May display task avoidance behaviours or become easily overwhelmed.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Ensure pupils are informed about interventions and included in monitoring their progress and achievements. 
• Agree on task expectations and support pupils to set goals for their learning. 
• Use visual checklists to help track progress towards goals.
• Model thinking aloud to support understanding of metacognition and self-regulation.
• Use mediated learning/teaching strategies (e.g. sharing cognitive goals of the task).
• Teach metacognitive approaches (e.g. reflecting on what helps, discussing learning strategies).
• Provide effective feedback focused on effort and process. 
• Encourage pupils to be self-aware of what helps and hinders their attention and focus. 
• Normalise mistakes and setbacks as part of learning 
• Teach and practise emotional regulation strategies (e.g. breathing, mindfulness, positive self-talk).
• Provide opportunities for self-reflection on learning, behaviour, and emotions.
• Celebrate progress in self-regulation and resilience, not just academic outcomes.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Adapt the curriculum to promote full participation, experiential learning, and independence.
• Differentiate content so it can be accessed independently of specific difficulties.
• Be aware of task avoidance behaviours and understand their function.
• Support pupils to be aware of their own memory strengths and needs and teach strategies (e.g. note taking, mind mapping).
• Targeted interventions for self-regulation and emotional literacy (e.g. ELSA, Zones of Regulation, mentoring).
• Individual or small group work on goal setting, self-monitoring, and reviewing progress.
• Use of visual supports (e.g. emotion charts, regulation toolkits, checklists).
• Regular check-ins with a trusted adult to support emotional wellbeing.
• Consultation with Educational Psychologist for persistent or complex needs.