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having a well-being leader

Break out spaces

Fidget tools

Safe space to re-regulate

Staff check ins with kids (before, during and after)

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It is really helpful for talking to students who are disregulated and what ‘kind’ of deregulation they are experiencing and what will help them get back to green and be ready for learning.

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Consistent language being used across classes, it’s a great tool to use when speaking with students about their emotional state and strategies they can use to get them ready for learning.

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Having breakout interoception spaces

Greater consistency of zones language and strategies to support those zones

The change to “relaxation” to Green Zone Time- with a laminated check in card

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Consistency with the same check in system across specialist subjects

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Consistency with the same check in system across specialist subjects

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Helpful to see if students need extra support when entering the classroom

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Spinning chair in JP, sensory tent (frequently used by a select few but also available to all)

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Clear expectations and classroom values. Parent/students/teachers as a team. Trust and genuine care for the kids. Using ‘zones’ throughout all classes. Communication with specialists and have support from the team (especially with handovers and communication with families).

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We absolutely love the wall near Simone’s office. It’s a great talking point for students as they walk past. Clear and easy to understand pictures.

Students are aware of the language. Consistency in health lessons.

When in the yard consistent language about the zones helps when speaking with students who are unregulated.

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Year 3 PLT Appropriate use of sensory tools

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Year 3 PLT Appropriate use of sensory tools

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Too many ‘fidgets’ being used inappropriately. Following on from our session with Billie it would be great to set some clear rules and expectations about sensory tools in the classroom.

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Impulsively.

The use of sensory tools across classrooms.

How do students recognise what zone they are in within classrooms.

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Dysregulation when challenged with learning.

Transitions have been smoother with the consistent check ins

Biggest challenge: giving the students time and space when they’re in the red/blue zone

Keeping some students regulated when each child’s sensory profile is so different

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Students not consistently using the same language. Should we be using it more on yard duty? Modelling the language when problems arise?

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Zones of regulation training - receptions can relate to the mentor text of the colour monster and utilise play resources that have been created and developed (puppets, stick figures, sensory jars, and songs etc). While we’ve had extensive theory and background information that underpin the idea of the zones of regulation, specific strategies to support learners in each zone has not yet been presented (past breathing strategies that were already familiar to us).

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Consistency across classrooms. How do I know from year 3 to Year 6 that my teacher can know what zone I am in.

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Whole school expectations around sensory tools, how we use movement breaks, etc. Use of consistent visuals in the classroom and around the school.

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Consistency with fidget tools and toys. Regulation language being used throughout the year levels and the yard.

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Discussion around progression to the zones of regulation - can receptions continue to use colour monster as a mentor text as lots of time and resources have been made to support children’s emotional regulation around this. Families have also purchased the texts and use this at home with their own children.

Create a bank if strategies saved in a common place that people can add strategies to and use when needed

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Consistency and continuing communication with each other/ students/ families.

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-Schedule for explicitly teaching of fidgets and posters for each class around tools vs toys.

adding something to TRT book re. Zones of regulation

Visual for each class around the zones

Sharing of information between lesson transitions to specialists

Could the one pager (strategies) include a sensory profile?

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Setting up for success at the start of the year 

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Setting up for success at the start of the year 

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Having a consistent approach to sensory tools

Expectations in the classroom

Zones of regulation

Check in system?

Funding towards sensory tools

Agreement to link body language to zones to then identify appropriate regulation strategy - teacher modelling and teacher observing and narrating a child’s body language

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Knowing when to use the tools for regulation purposes (students can use them to just play and distract others around them)

Students feeling hard done by when they don’t receive the same toy that their friend has received