# data[].attributes.body
Breakout spaces, differentiated tasks, individualised time tables, different mediums to communicate information, neutral colours on the walls (avoiding overstimulation), open communication between adults and learners.

# data[].attributes.body
it feels safe, kind, welcoming, supportive, uplifting, calm environment.

It sounds like positive language, good discussions.

# data[].attributes.body
Expectations, routines, adaptive, active

# data[].attributes.body
Trying to maintain a calm presence and environment.

# data[].attributes.body
Areas for regulation, calm, soft lighting, neutral colours, not too busy, cosy book corner, comfortable seating

Resources for regulation - eg fidgets, books, visual timetables for everyone, now and next visuals.

Differentiation in all shapes and forms.

All voices being heard and actions to go with.

Calming music, brain breaks, mindfulness, individualised support.

Everyone feels safe and can voice their feelings/ feelings of security and being respecting.

Mia and Gabi

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Building relationships and getting to know pupils to support their needs.

# data[].attributes.body
Differentiated tasks.

Safe spaces.

Tone down display.

Communicative.

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Greetings at when entering and leaving class to all pupils

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Universal support box

Quiet corner

Seating plan

Differentiated work

Sounds - circumstantial (ear defenders)

Structure and clear expectations

Consistency

Well spaced furniture

Brain breaks

Accessible fonts and displays

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The ability to freely roam the classroom, have clear visuals, supportive adults within the school, differentiation within the class, comfort in your surroundings, access to all resources

# data[].attributes.body
Sensory station. Reasonable space/boundaries. A spectrum of resources. Scaffolding. Positive reinforcement. A strong (positive) presence. Clear and structured plan/expectations. Respect/Empathy. Differentiation in questioning. Use of technology. BSL/EAL support (daily new word).

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Emotional check in through out the day

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Set expectations

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Clear boundaries

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Every child’s voice being heard, universal supports in place, differentiation, feeling safe and nurtured. Calm environment and managed voice levels.

# data[].attributes.body
Regular movement breaks

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Sounds like respectful, happy children

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Promoting a growth mindset and positive relationships

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daily emotion check ins

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A smile

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A positive learning environment

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fair for all learners and clear awareness to all children about expectations

# data[].attributes.body
Respectful environment

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Regulation station - strategies available to help regulate

# data[].attributes.body
Handouts, written and verbal instructions, psa's assigned, timers for change, calm environment, expectations are set and known, positive relationships, use of it resources, dyslexic kit or tailored resources

# data[].attributes.body
Raising awareness

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Visual routines of the day.

Now and next boards

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Safe and enjoyable

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Success in different ways

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Consistent routines

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Opportunities to express personal opinions comfortably

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Designated space for regulation

Visual labels

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Included

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Consistent visual supports across the school

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A quiet space

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Some noise/ energy about the class

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Safe, calm, inclusive, supportive, friendly

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Tasks that ensure every pupil is involved

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Safe spaces around the classroom

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Differentiation

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Everyone participating

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Differentiated tasks

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Resources to support learning. (Fidgets, devices)

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Differentiation

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Differentiation

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Respectful

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Pupil voice

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Welcoming

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choice/options

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visual learning