Strategy library

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Plan deliberate pairings; rehearse responses orally before writing.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Allow alternative seating for pupils who need movement to focus.

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

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

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

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

Short hand-stretching break every 15 min of writing.

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

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

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

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

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