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Introducing emotions etc

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Easy to do in your class schedule

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Keeping ourselves and our spaces clean

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Visuals, giving children an opportunity to share, spending time 1 on 1

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Lessons on how to deal with difficult situations where children can face challenging moments confidently/independently

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Ready to be open to children’s individual needs and letting them have time required to join when ready

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The learning support last year was very effective, as they were always available, observing the children constantly and giving support to the teachers.

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The learning support last year was very effective, as they were always available, observing the children constantly and giving support to the teachers.

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The importance of children being independent.

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The importance of children being independent.

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Role playing with different topics as sharing, caring, being honest.

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Role playing with different topics as sharing, caring, being honest.

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Try to have constant communication with the teachers.  

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Try to have constant communication with the teachers.  

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Would love it if you were working on something in the 1-1's, small groups or OT that we could continue in the classroom or introduce to all children

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If you see something that works well in one of the other year levels and can be adjusted for us please share!

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If we could have a folder of resources for parents, so we do not have to ask them to email Malka for something small, such as toileting issues, adjusting to a new baby, friendships and common friendship problems for young children. Then if that doesn't work for them, suggest a meeting with Malka

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Introduce the concept of diversity through simple activities and stories that celebrate differences in appearance, abilities, and family structures

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Provides tools to be autónomos.

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Role playing different things that happen. Stop and think role plays. How can we solve this?

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Grouping the children worked really well and was highly effective for the children in my class

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Picking up from previous year groups, it was faster to get support in place as IPS was handed over

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If children already have an IPS, I think it would make more sense as this is a working document to record any new observations in the review section. You shouldn’t need to start a new monitoring form when the student is already in the system.

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Clearer guidance on when this should be completed or perhaps they’re not needed at all. Through monitoring and follow up meetings we usually know who will need an IPS

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Stories about our uniqueness related to all aspects of diversity. Opportunity to also learn more about others and embed this in the curriculum

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We often have children with speech and language needs (in Spanish) but we don’t often support them beyond modelling correct pronunciation and meeting with their language therapists. What more can we do to ensure that we can address children’s speech and language targets in school? Can we offer groups as we have done in previous years? Or perhaps some in class games?