Resources

Pre-teach key vocabulary

Introduce 4–6 topic words before the lesson with a definition and an image. Revisit at the end.

Cites: EEF

Paired reading (5 min daily)

Pupil reads with a fluent partner; partner gives a 3-second wait then models the word. Track on a simple log.

Cites: EEF

Coloured overlays / off-white paper

Offer a buff or pastel overlay for sustained reading. Note the colour the pupil prefers.

Cites: Other

Phonics catch-up — daily 1:1 (15 min)

Structured synthetic phonics programme delivered by a trained TA. Track grapheme-phoneme accuracy weekly.

Cites: EEF

Chunked text with comprehension stops

Break extended text into 2–3 paragraph chunks; one comprehension question per chunk before moving on.

Cites: EEF

Sentence-level scaffolds for writing

Offer sentence stems (e.g. 'I think... because...') and a connectives bank to reduce blank-page anxiety.

Cites: EEF

Concrete-Pictorial-Abstract sequence

Always start a new concept with a manipulative (Numicon, base-10) before moving to a drawing, then notation.

Cites: EEF

Multiplication square on desk

Allow open access to a times-table reference for any task where recall is not the learning objective.

Cites: EEF

Word-problem RUCSAC bookmark

Read, Underline, Choose, Solve, Answer, Check — laminated bookmark on the desk.

Cites: EEF

Daily 5-min number-fact retrieval

Short, low-stakes fluency burst (e.g. number bonds) at the start of every lesson. Self-mark, no public scores.

Cites: EEF

Maths anxiety low-arousal start

Begin with a question the pupil can definitely answer to build momentum; escalate difficulty after 2 successes.

Cites: EEF

Chunk instructions to 1–2 steps

Give one instruction at a time; check by asking the pupil to repeat it back.

Cites: EEF

Visual timetable on the desk

Mini visual timetable showing the lesson sequence. Tick or move a peg as each step completes.

Cites: EEF

'Now / Next / Then' card

For pupils overwhelmed by a full schedule, show only the next 3 steps.

Cites: EEF

Working-memory aids in plain sight

Word banks, number lines, key-fact mats — always visible, never optional add-ons.

Cites: EEF

Equipment buddy and a packed pencil case

Pre-stocked pencil case kept in class to remove 'I haven't got a...' barriers.

Cites: EEF

Knowledge organiser revisits

5-min low-stakes quiz on prior-week knowledge organiser to strengthen long-term recall.

Cites: EEF

Movement break every 20 min

Plan a legitimate movement task (deliver a register, sharpen pencils) before focus drops.

Cites: EEF

Fiddle tool / putty

Provide a quiet tactile object — agreed with the pupil — to support sustained listening.

Cites: RCOT

Front-and-side seating

Seat near the teacher and away from windows / high-traffic doors. Not at the back.

Cites: EEF

Visual countdown timer

A 5-min sand timer or Time Timer makes invisible time visible. Negotiate the length with the pupil.

Cites: EEF

Task initiation prompt card

Card with 3 steps to get started (e.g. 'Read the question · Underline key words · Write the date'). Removes the start-up barrier.

Cites: EEF

Two-stage feedback: do, then check

Pupil completes the first 3 questions, raises a flag for a quick check, then continues. Catches drift early.

Cites: EEF

10-second processing pause

After asking a question, count silently to 10 before rephrasing or asking again.

Cites: RCSLT

Visual support for new vocabulary

Pair every new word with a symbol or photo; add to a personal word wall.

Cites: EEF

Modelled language, not corrected language

Repeat the pupil's utterance back in the correct form ('I goed' → 'You went, did you?'). Don't ask them to repeat it.

Cites: RCSLT

Colourful Semantics for sentence structure

Use colour-coded cards (who · what doing · what · where) to build sentences.

Cites: RCSLT

Pre-teach lesson vocabulary in a 1:1

Brief 5-min session before the lesson to introduce key words and check understanding.

Cites: EEF

Communication passport

One-page profile travelling with the pupil — how I communicate, what helps, what to avoid.

Cites: SEND CoP

Social Story for the upcoming change

A short, factual narrative previewing a new event or routine. Read 3 days running before the event.

Cites: SEND CoP

Comic Strip Conversation after an incident

Use stick figures and speech bubbles to unpack a misunderstanding without judgment.

Cites: SEND CoP

Structured break-time activity

Lego club, board-game club, library — a predictable alternative to unstructured social time.

Cites: EEF

Buddy system with rota

Two trained peer buddies on rotation. Train them in waiting, sharing the activity, and when to fetch an adult.

Cites: EEF

Explicit teaching of conversation turns

Use a 'talking object' or coloured cards to make turn-taking visible during group work.

Cites: EEF

Soft-start / meet & greet

Adult greets pupil at the door with a personal check-in. Reduces threshold anxiety.

Cites: EEF

Time-out card / safe space

Pre-agreed card the pupil can place on the desk; allows them to walk to a named safe space without explaining.

Cites: EEF

Worry box / worry monster

Pupil writes worries down and posts them; named adult reviews at the end of the day.

Cites: EEF

5-point scale for emotional regulation

Pupil tracks their state (1 calm → 5 overwhelmed). Adults coach down with named strategies for each level.

Cites: EEF

Co-regulation before cognition

When dysregulated, name the feeling and offer a regulation activity (drink, walk, breathing) before any task demand.

Cites: EEF

Mood Meter (RULER)

Four-quadrant tool mapping emotions by energy (high/low) and pleasantness (high/low). Pupils name their current state and choose a strategy to shift quadrant.

Cites: Other

Meta-Moment (RULER)

Teach pupils to pause between a trigger and their reaction, picture their 'best self', then choose a response. Particularly effective for impulsivity and SEMH.

Cites: Other

Emotion Charter (RULER Blueprint)

Co-written class or whole-school agreement on how members want to feel, what supports learning, and how they will treat each other.

Cites: Other

Zones of Regulation

Four-colour zone framework (blue/green/yellow/red) for naming arousal state with matched 'tools' for returning to green. Widely embedded in UK schools.

Cites: Other

Predictable end-of-day routine

Same 5-min wind-down every day (timetable check, equipment pack, named goodbye). Reduces transition stress.

Cites: EEF

EBSA — graduated reintegration plan

For school-avoidant pupils, agree a written plan with parent and pupil: time in school, named adult, exit plan.

Cites: DfE

Positive specific praise (4:1 ratio)

Aim for 4 specific positive comments to every correction. Track for one lesson if unsure.

Cites: EEF

Pre-arranged 'reset' role

When tension rises, give a low-key job (deliver something to the office). Avoids public escalation.

Cites: EEF

Restorative 5-question chat

What happened · what were you thinking · who's been affected · how can we put it right · what next.

Cites: EEF

Risk-reduction plan (RRP)

Written, shared with all staff: triggers, early signs, de-escalation script, post-incident routine.

Cites: EEF

Antecedent-Behaviour-Consequence log

Two-week ABC observation to spot patterns before deciding interventions.

Cites: EEF

Token economy with negotiated reward

Visible token chart, reward chosen by the pupil, refresh every 2 weeks before novelty fades.

Cites: EEF

Sensory diet break

Scheduled proprioceptive activity (chair push-ups, wall push, weighted lap pad) every 45 min.

Cites: RCOT

Ear defenders for noisy environments

Available in lunch hall and assembly without needing to ask each time.

Cites: SEND CoP

Wobble cushion / standing desk option

Allow alternative seating for pupils who need movement to focus.

Cites: RCOT

Reduce visual clutter

Plain wall behind the teaching board; minimise decoration in the pupil's direct sightline.

Cites: EEF

Pre-warn for fire alarm tests

Adult tells the pupil 5 min before; offer ear defenders and a known exit point.

Cites: SEND CoP

Pencil grip and sloped board

Triangular grip plus an angled writing board reduce fatigue and improve letter formation.

Cites: RCOT

Reduced writing volume

Accept dictation, photo of work or scribed notes for non-writing learning objectives.

Cites: SEND CoP

Movement breaks for fine-motor recovery

Short hand-stretching break every 15 min of writing.

Cites: RCOT

Accessible PE differentiation

Offer 2–3 pre-planned alternative activities; consult the pupil before the lesson.

Cites: SEND CoP

Personal Emergency Evacuation Plan

Written plan agreed with the pupil and parent; rehearsed once per term.

Cites: DfE

Bilingual key-word glossary

Pupil keeps a personal glossary in English and home language. Add 5 words per lesson.

Visuals for every new concept

Photo, diagram or short video alongside any new abstract idea.

Talk partners with a fluent peer

Plan deliberate pairings; rehearse responses orally before writing.

Allow first-language thinking time

Pupils may discuss concepts in their first language before producing English. Strengthens, not weakens, English acquisition.

Substitution tables for early writers

Grid with sentence-frame slots — pupil chooses one option from each column.

One-page profile (pupil voice)

Co-written with the pupil: what people like about me · what's important to me · how to support me.

Cites: SEND CoP

Adapted assessment access arrangements

Apply normal-way-of-working access arrangements (extra time, reader, scribe) in classroom assessments, not just exams.

Cites: Other

Parent partnership — fortnightly check-in

Brief, structured 10-min phone call: what's working · what's not · one ask from each side.

Cites: EEF

Named adult / key worker

One trusted member of staff the pupil can find at agreed times. Reduces help-seeking friction.

Cites: SEND CoP