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'improving mathematics in the early years and key stage 1' reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds.  recommendations include integrating maths into different activities throughout the day – for example

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at registration and snack time – to familiarise children with maths language and make the most of the school day.  it also highlights that story and picture books can be a powerful tool for engaging children with basic maths concepts

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while board games (such as snakes and ladders) are particularly beneficial to developing understanding of numbers.  based on the best available international research – and drawing on the expertise of teachers and academics – this report is packed with examples and case studies to support practitioners.

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Improving Mathematics in the Early Years and Key Stage 1

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Five recommendations to support practitioners in developing the maths skills of 3-7 year-olds

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Here is a list of some objects that we often use:

Corks
Metal jar lids
Pinecones
Wooden pegs
Curtain rings
Bottle tops
Cotton reels
Wooden disks
Bamboo pieces
Pebbles

As well as the objects, you will need some containers and larger objects to add to the creative possibilities, for example:

Cardboard tubes
Tins and metal bowls
A mug tree
Muffin tray

Heuristic play should be supervised by an adult as some items have the potential to be unsafe if not well supervised.
Play!
All the objects can be used for a wide range of mathematical opportunities as the children explore different actions such as: stacking, threading, rolling, making sounds, gathering, filling, dropping, balancing, knocking down and combining.
The objects provide sensory experiences, developing an understanding of texture, shape and size. Children will often repeat their favourite actions, making sounds as they drop items into tins or stacking to make tall towers. They will have lots of opportunity for developing their hand-eye coordination and fine motors skills as they play. In higher level Heuristic Play, children may start to count, order and sort items. Above all the session should be fun and creative, the only limit is your imagination!

The role of the adult: During a heuristic play session, it is important for the adult to observe the actions of the child to see what they are able to do and which actions they enjoy engaging in. As with all play activities, it is best to follow the lead of the child, adding to their ideas rather than trying to suggest your own. The adult can gently start to extend the play by modelling similar actions or adding an extra step to the action of the child; over time, the child may take an interest and join in with the adult's modified actions.

Heuristic Play is also a fantastic opportunity for the adult to model key language by commenting on their own or the child's actions using keywords, for example saying 'In!' every time a child drops an object into a tin and 'Out!' when they pour everything back out again. In this way, the child will develop their understanding of these mathematical words.

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Maths stories are a fun and engaging way of exploring maths concepts through role play. Here Ashleigh explores a bakery themed maths story. You can create your own stories based on your child's interests and the maths concepts you want to explore.

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Maths stories are a fun and engaging way of exploring maths concepts through role play.

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Mark-making is a term used to describe pre-writing activities which encourage children to take notice of the marks they are making and start to experiment with a range of different marks and materials.

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Story Massage is a programme for use both at school and home that combines the benefits of positive touch with the fun and creativity of words, be it a story, a song or a rhyme.
The Science
Numerous studies have linked positive physical touch with the release of a hormone called Oxytocin -also known as the 'Cuddle Hormone". Increased levels of Oxytocin can promote feelings of calm, trust and bonding between the giver and receiver of the massage. We use Story Massage in school usually after periods of heightened activity in order to establish a calm atmosphere, and also with individual children who may be having a tricky time and need an activity that both comforts and reassures them. At home, Story Massage would be especially effective during quiet times - say after dinner- and before bed.
How it works
At the core of the programme are ten key massage moves- known as 'strokes'- which can be adapted and utilised in many ways and combined with a story told verbally, to create a multi-sensory experience. Once these strokes are learned each can be assigned to words in a story, with limitless possibilities. For example, the Circle Stroke involves drawing a circle on the child's back (or another part of their body that is accessible and appropriate). This circle could represent the sun in 'You are my Sunshine', a roundabout in stories about journeys, or even more abstract ideas like being lost or being unable to make a decision. The only limit is your imagination! Prior to starting, be sure to ask the child's permission to perform the massage on them. For non-verbal children be alert to any signs that they do not want or are no longer enjoying the massage.
A multi-sensory approach
Story Massage offers an opportunity for children of all abilities to engage with story-telling. In Story Massage sessions, children are not required to follow along with a story visually- following pictures or words- meaning sessions are rewarding and engaging for visually impaired children. Touch-evasive children are able to focus on the auditory element of the story-telling if they do not want to be touched, and conversely; children who have a hearing impairment can focus on the touch alone to tell the story. The accessibility of the Story Massage Programme for all children means that it is a session that is often enjoyed as a whole class, a rare opportunity to have all of our children learning and working alongside each other.
Benefits

Story Massage requires no props or materials, you simply need your hands. Therefore it can be done anywhere with little preparation.

The massage can be performed anywhere on the body, not just the back, making it great for children with limited mobility or who don't enjoy contact on certain areas.

The massage improves calmness, concentration and social skills.

Can help with communication and building respect and positive relationships.

Give it a go!
Included in this blog is an example of a massage story 'Incy Wincy Spider' for you to try at home. There are also videos uploaded regularly to Tapestry and the Story Massage Programme You Tube and Vimeo channels showing different massage stories which you can follow along with at home. If you require any more information or would like to be sent some materials to help you start using the Story Massage Programme at home please get in touch!
Incy Wincy Spider for Cherry Garden

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Using positive touch through storytelling

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Story Massage is a method of story-telling using both words and touch and provides a relaxing and engaging way of telling stories to your child.

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There are so many opportunities for practising maths concepts at home and in the community.

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Sheffield Children's NHS Foundation Trust

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What is the Sensory Service?

The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life. We provide information and advice on how to adapt activities and the environment to support children's sensory needs. The team includes Occupational Therapy, Physiotherapy, Clinical Psychology, Speech and Language Therapy.

What is sensory processing?

Sensory processing is the way that our body takes in and makes sense of information. Our senses include hearing, vision, touch, taste and smell, as well as vestibular processing (which helps with balance and movement), proprioception (which is the awareness of our body in the space around it), and interoception (our awareness of our internal body feelings). We use our senses every day to interact with the world.

What might happen when sensory processing becomes a problem?

Children might find sensory information overwhelming and they might struggle to cope with certain sensory experiences. They may try to avoid certain things, people or places.

Children might find everyday tasks difficult to tolerate, such as showering, wearing certain clothes, eating or teeth-brushing.

Children may seek out sensations to help them to regulate in a way that creates a problem in another way, (for example, needing to move a lot during lessons).

When children are overwhelmed by sensory information it can make it more difficult for them to communicate their needs.

Sensory sensitivities can lead to higher stress and anxiety levels in a child. This in turn can mean they're more tuned into sensory information and can become overwhelmed more easily.

Children may present differently from one day to the next and their sensory needs may be context specific or be influenced by other factors, such as mood, tiredness or stress levels.

Who is the service for?

The service is for any child aged 3-16 years, living in Sheffield, who is having day to day difficulties because of the way that they process sensory information. Children known to the CAMHS Learning Disability service will be re-directed to CAMHS Occupational Therapy, if needing support beyond Universal Provision.

What is the Virtual Therapy Area?

The Virtual Therapy Area is our universal provision, the first level of service for all families. It aims to provide parents and carers with knowledge, ideas and strategies to support your child or young person with sensory needs that may be impacting on their every day life. These resources are primarily aimed at supporting children who are neuro-divergent; for example, your child may have a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Developmental Coordination Disorder (DCD), Developmental Language Disorder (DLD) or a combination of these. However, your child may not have any diagnosis, but may present with sensory needs that are creating challenges in everyday life. Or your child might have a different diagnosis and also have sensory needs that are impacting on their day to day life.

The Royal College of Occupational Therapists states "The term Sensory Processing Disorder is not recognized as an independent diagnosis...and should be avoided" (RCOT Informed View, 2021). Therefore, at the Sheffield Sensory Service, we do not formally assess or provide diagnosis of Sensory Processing Disorder. Our focus is to offer sensory interventions that support a child's sensory needs by adapting tasks or the environment, and by improving a child's capacity for self-regulation.

In addition to the virtual resources, our multi-disciplinary team deliver sensory training to Sheffield schools and educational establishments, and we are aiming to support all schools in Sheffield to be 'sensory accessible'.

If you need these resources in a different language, look at the bottom of the page for a guide to Google Translate.

How to use these resources

Translating information to your home language: Google Translate

1) Click the Google Translate button:

2) Click on your home language. The text will then change

Google Translate may not translate all words correctly. Please contact us on 0114 271 7645 if you have any questions about the text.

Translating information to your home language: subtitles

1) Click the subtitles icon

2) Click the settings icon then ' subtitles/CC'

3) Click Auto-translate

4) Choose your language

You need to turn on the subtitles for all the videos.

The subtitles are translated through YouTube. Some words may not be translated correctly. Please contact us on 0114 271 7617 if you have any questions about the videos. We can arrange a telephone call with an interpreter if needed.

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Sensory processing difficulties - Sheffield Children's NHS Foundation Trust

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What is the Sensory Service? The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life.

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Positive action

Regardless of SEN, many children find paying attention a key challenge. A number of proactive strategies can help, such as allowing the use of sensory-rich resources to provide feedback; providing quiet spaces to sit in calmly and take time out; minimising other distractions; and using attractive resources to encourage less-preferred activities (Christine Mcintyre, 2005). As with all children, it is a case of understanding each individual to discover the types of resources or activities that will best captivate them. Appropriate sensory stimulation increases children's concentration and focus, helping them to self-occupy. It can also develop muscle tone and is inclusive because there are no right or wrong ways of playing, appealing to children with different learning styles and abilities. For a child who needs proprioceptive feedback - from touching ribbons or other tactile resources - in order to sit still, this needs to be understood in the same way that a pair of spectacles or a wheelchair would be. Many children develop stims (self-stimulations) like flapping their arms or rocking. These individual coping mechanisms help them deal with the problem, giving respite from a world of bombardment. If inappropriate, children can be helped to develop more socially acceptable coping mechanisms with professional support, and should not be denied this opportunity for self- expression.

Many children with autism benefit from being in a "just right" state, where they are neither over nor under-stimulated. Accessing a "diet" of appropriate sensory-rich play and learning opportunities throughout the day can help children achieve this (Patricia Wilbarger and Julia Wilbarger, 1991). A sensory room, low-cost "sensory den," ball pool, gym or aqua pool are great for providing a real sensory workout or "main meal". But sensory stimulation also needs to take place in between these times, in non-specialised environments, involving little or no specialist planning or provision. "Sensory snacks" are opportunities for children to play with sensory-rich resources in situ, making them perfect for use in early years settings, mainstream schools and in the home. So what might a sensory-rich learning environment look like in practice?

The sensory room - a sensory "main meal"

The sensory room (or a lower-cost smaller/portable version) is an all-singing, all-dancing sensory environment with much to offer children with SEN. The coloured lights, dark and calm environment, sounds and sights of bubbles and water all have a key role to play and can be controlled to make a real difference to children's lives, providing a respite form constant sensory overload. Like aqua pools and gyms, this all-encompassing provision can offer large-scale sensory experiences, albeit at a price and on a scale that may limit provision to specialist schools.

Although multi-sensory by name, the resources in a typical sensory room can be predominantly plastic or fabric, offering little in the way of sensory stimulation to the tactile sense, so this may be something to consider if the children who will be accessing the room benefit from tactile stimulation.

Treasure baskets - a "sensory snack"

A treasure basket is an example of a sensory-rich and highly portable resource, making it a perfect "sensory snack". Within an enabling environment children can investigate objects, experiment, or be guided with activities. The sensory stimulation and hands-on approach is great for brain and memory development, gross and fine motor skills and strength. With no right or wrong ways of playing, they can appeal to children with different learning styles and abilities.

To avoid sensory overload some children may need to be offered the "treasures" individually or just a few at a time. Other children may need heavy items to be removed (to avoid potential danger from throwing) or more robust alternatives to be provided instead. Still others may need to be supported in moving play on to avoid overly repetitious play.

The outdoor environment - a "main meal" or "sensory snack"

With an emphasis upon access to play opportunities outdoors, making a distinction between formal learning indoors and "running around" outdoors would be to seriously limit the real play and learning potential of the outdoor environment, marginalising it as simply a place to "let off steam". With flexibility, the outdoor environment can come to offer both a "sensory snack" and "main meal", avoiding much of the sensory overload likely to be so difficult for children with sensory processing problems.

A study of the effects of green space upon mood and self-esteem revealed that even five minutes exposure generated positive effects, with the presence of water increasing this still further. Research also suggests that "exposure to greenery" benefits children's ability to pay attention, with children with ADHD (Attention Deficit Hyperactivity Disorder) significantly reducing their symptoms. Interestingly, the greener the environment, the greater the change was evident ( American Journal of Public Health, September 2004; Barton, J. & Pretty, J. 2010). Follow-up studies of children with ADHD taken on a 20-minute walk in the park revealed similar elevated attention levels to a dose of Ritalin. Furthermore, simply providing views of green areas increased attention and reduced impulsiveness among those without ADHD, particularly girls - proof of the positive benefits of access to a sensory-rich environment ( Montessori International, April-June 2011).

In a research project carried out by Redcliffe Children's Centre in Bristol six children aged three to four years with wide ranging additional needs were taken on weekly visits to a wild space in a local wood. Over a period of nine months the challenge, calm, space, freedom from loud noises and other sensory irritants, as well as the changing environment increased children's confidence, communication, cognitive development and attitude to risk.

"The forest environment seemed a wonderful place to stimulate all of the senses in a natural and balanced way. Sensory integration appeared to work very effectively and all children showed that they were able to process whether a sensation was from their own body or from the environment."
- Jeanette Hill, EECERA, 2010

Implications for adults

Staff too, at Redcliffe experienced a learning journey, gaining a better understanding of children's capabilities and pushing the boundaries of what they felt was acceptable in terms of risk and challenge. While watching a child struggle to scale a hill, practitioners questioned the process, but once achieved, the pride, satisfaction and pure joy of the child convinced them of the value of children experiencing challenge and risk. An observation of teenagers playing with a treasure basket in a special school revealed similarly surprising results. The children freely engaged with the objects and to the surprise of practitioners, examples of sensory regulation (using objects to achieve a "just right" state) and imaginative play emerged. One boy discovered a tin designed to look like a mini-postbox and proceeded to put objects in it saying he was posting them. He then got into the role of a postman, making deliveries to people around the room. Imaginary play and using an object to represent something else are not typically associated with children on the autistic spectrum and so was particularly noteworthy for the practitioners observing this session.

Examples like these emphasise the importance of the senses and the fact that some children's responses to sensory stimulation can impact upon their ability to participate in play and learning. Equipped with this knowledge we can better understand and effectively plan for children's needs, raising our expectations of what children with SEN can achieve within an enabling environment. Sensory resources like a treasure basket can also be a valuable aid in identifying potential problems. Take this example of four babies under eight months sat around a treasure basket. Three of the four were eager, excited and exploring the objects, while the fourth, a very passive baby, did not take part. She was later diagnosed with severe developmental delay (Katrin Stroh et al., 2008).

Since all learning starts with our senses, sensory-rich play opportunities should be a natural ingredient in any enabling environment. As we discovered in chapter three, for typically developed children, multi-sensory play is great. However, for children with SEN we need to be aware of the very different impacts of sensory stimulation to ensure that with careful support we can help give children "the best start in life" as well as lots of fun!
Excerpted from Sensory Play (pp. 48-51), by Sue Gascoyne. Published by Practical Pre-School Books; used with permission of the publisher.

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Sensory play for children with SEN | Community Playthings

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Regardless of SEN, many children find paying attention a key challenge. A number of proactive strategies can help, such as allowing the use of sensory-rich resources to provide feedback; providing quiet spaces to sit in calmly and take time out; minimising other distractions; and using attractive resources to encourage less-preferred activities.

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An introduction to a sensory, soothing, regulating, calming, grounding box by Dr Karen Treisman

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Speech and Language UK: Changing young lives

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Skip to content

Our guide to the typical stages of speech and language development in babies, children and young people.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and understand words.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Ages and stages - Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Sensory stories are a more interactive way of engaging with storytelling and allow your child to be immersed in the sights, sounds, smells and tastes of a story! In school, we repeat the same story several times before moving on to a new story, in order to allow the children to become familiar with the sequence of actions and experiences. This allows them to become more confident in taking part in the story, and over time, they may even be able to remember what happens next and to lead the telling of some parts of the story!

Here are a few stories we have put together which can be told using everyday items that you may have around the home. It is a good idea to collect the props and listen to the story yourself before telling it to your child.

Allow plenty of time to pause in the story to allow your child time to process and respond, as well as explore the different sensory experiences. They may start to request 'more' of their favourite sensory items and some children will be able to comment on the things they are experiencing using simple descriptions.

For other story telling resources, take a look at our maths sensory stories and story massage videos.

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Sensory stories are a more interactive way of engaging with storytelling and allow your child to be immersed in the sights, sounds, smells and tastes of a story!

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'Play a little, learn a lot' are a collection of play session videos aimed at children with SEN (special educational needs) but they can also be shared and enjoyed by preschool children of any age.

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The Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures.

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Supporting children to become better communicators is one of the most powerful things we do as early years educators. Oral language skills are fundamental to children's learning, thinking and emotional wellbeing. Children who can communicate well can make friends, play, resolve conflicts and tell us how they are feeling.

The evidence tells us that we should prioritise the development of children's communication and language through socially-meaningful interactions. Children thrive on conversation and discussion with people they have a strong relationship with, focused on things they want to talk about.

As James Law and his colleagues found, these types of interactions ​'optimise early development' (Law et al, 2017).

High quality interactions often look effortless, but they are not easy to do well. So, to support early years professionals, we have distilled the evidence into . This provides us with a simple and memorable set of specific, evidence-informed strategies which we can embed into everyday practice. We can use these strategies with every child, every day.

Sh: Share attention - be at the child's level. Pay close attention to what they are focused on.

R: Respond - follow the child's lead. Respond to their non-verbal and verbal communication. You could make a brief comment on what they can see, hear or feel.

E: Expand - repeat what the child says and build on it by adding more words to turn it into a sentence.

C: Conversation - have extended back and forth interactions. Give children time to listen, process and reply.

These strategies encourage us to become more responsive and attuned to children. They encourage children's active participation in meaningful, stimulating, and linguistically rich back and forth conversations.

Watch the video of ShREC in action below.

Read more about the ShREC approach here.

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supporting children to become better communicators is one of the most powerful things we do as early years educators. oral language skills are fundamental to children’s learning

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thinking and emotional wellbeing. children who can communicate well can make friends

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resolve conflicts and tell us how they are feeling.  the evidence tells us that we should prioritise the development of children’s communication and language through socially-meaningful interactions. children thrive on conversation and discussion with people they have a strong relationship with

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focused on things they want to talk about. as james law and his colleagues found

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these types of interactions ‘optimise early development’ (law et al

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2017).  high quality interactions often look effortless

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we have distilled the evidence into  t he  shrec  approach  . this provides us with a simple and memorable set of specific

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evidence-informed strategies which we can embed into everyday practice. we can use these strategies with every child

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every day.    sh: share attention  – be at the child’s level. pay close attention to what they are focused on.  r: respond  – follow the child’s lead. respond to their non-verbal and verbal communication. you could make a brief comment on what they can see

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hear or feel.  e:  expand  – repeat what the child says and build on it by adding more words to turn it into a sentence.  c: conversation  – have extended back and forth interactions. give children time to listen

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process and reply.  these strategies encourage us to become more responsive and attuned to children. they encourage children’s active participation in meaningful

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and linguistically rich back and forth conversations.  watch the video of shrec in action below.  read more about the shrec approach here .

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The ShREC approach - Four evidence informed strategies to promote...

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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The attainment gap between disadvantaged children and their more affluent peers opens early and continues throughout schooling. There is a wealth of evidence to show that early intervention has great potential to narrow the gap, but few nursery and reception year programmes have been rigorously tested for impact. This is why the EEF funded the Nuffield Early Language Intervention.

Children receiving the 30-week version (beginning in Nursery, and continuing in early Reception) made about four months of additional progress in language skills compared to children receiving standard provision. The impact of the 20-week version (delivered solely in Reception) was smaller. These impacts on language skills were still seen 6 months after the intervention

On average, children with better language skills also have better literacy skills, so it might be expected that by improving language skills we can also improve literacy. However, this evaluation provided no reliable evidence that the programme had a positive impact on children's word-level literacy skills in the short term

The EEF is funding a further trial of NELI to find out if the results can be replicated when the programme is delivered to a larger number of schools. This will also allow follow up of longer term outcomes.

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the project    nuffield early language intervention was originally developed by a team of academics from sheffield

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and targets children who are about to begin primary school but have weak oral language skills. it is delivered by teaching assistants to small groups

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focuses on skills such as listening comprehension and vocabulary

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and was originally intended to last for 30 weeks. ican

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is delivering the intervention over 20 weeks

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which is thought to be a more scalable and sustainable model.  why are we funding it?    this intervention is based on the work of renowned language specialist maggie snowling and her colleagues

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which asserts that oral language skills are the foundation of reading comprehension and are crucial for learning to decode text effectively. a recent randomised controlled trial of the intervention found encouraging results. the involvement of ican makes it possible to roll out this programme on a much greater scale. if proven to work

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this is a low-cost programme that should be attractive to schools that are keen to address young pupil’s language problems as soon as they arrive at school.  how are we evaluating it?    the evaluation is being carried out by a team from the ifs and natcen

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led by claire crawford. the evaluation is set up as an effectiveness trial. effectiveness trials aim to test whether an intervention can work at scale in a large number of schools. it consists of a randomised controlled trial across 30 primary schools and their associated nurseries. the children at nursery will be screened to find the 12 in each school with the weakest language skills. those 12 will be randomly allocated to either a group which receives the 30-week intervention starting in nursery

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a group which receives the new 20-week intervention starting at the beginning of reception

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or a control group. after the final tests (a year after the intervention)

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the control group will receive a reading intervention that the team has already developed and shown to be effective. to view the project's evaluation protocol click here.  when will the evaluation report be due?    the evaluation report is due to be published in autumn 2015.

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The attainment gap between disadvantaged children and their more affluent peers opens early and continues throughout schooling. There is a wealth of evidence to show that early intervention has great potential to narrow the gap, but few nursery and reception year programmes have been rigorously tested for impact.

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Meditation or relaxation activities are a great way of connecting to a range of senses and providing time for your child to calm and focus on a shared activity. In this video, Blanca explains some of the techniques and resources we use in school to create a multisensory meditation experience. If you have some relaxing scents, massage creams and lights at home, this is a simple activity to share with your child.

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Meditation or relaxation activities are a great way of connecting to a range of senses and providing time for your child to calm and focus on a shared activity.

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Evidence consistently shows that supporting young children's PSED is effective

There is a growing body of evidence to support individual PSED approaches

However, the evidence is most reliable when approaches are applied together.

This theme seeks to foster children's personal, social and emotional development (PSED). These approaches can underpin academic or cognitive Connected to thinking or conscious mental processes dimensions of learning. PSED includes social and emotional learning (SEL) and a child's ability to self-regulate A child's developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal. . PSED approaches might seek to improve children's emotional awareness and competence in the way they interact with peers, parents and other adults. PSED approaches also seek to improve children's understanding and awareness of their bodies and their independence in terms of taking care of themselves; as such PSED is closely linked to children's physical development.

There are multiple meta-analyses and systematic reviews Researchers summarise all of the research on a particular topic, which meets pre-defined eligibility criteria, in order to answer a specific research question. This gives an objective overview of the evidence for a particular topic or research question. The methods used must be reproducible and transparent. that demonstrate that PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. have a positive impact on young children's social competence A set of positive skills necessary to get along with others and function constructively in groups. , emotional competence A set of positive skills necessary for identifying, interpreting and constructively responding to emotions in oneself and others. , self-regulation and learning. Children can benefit in terms of recognising, expressing and regulating emotions as well developing their ability to collaborate, negotiate and solve problems with others. Some PSED approaches may particularly benefit children experiencing disadvantage. The existing evidence suggests that universal PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered to all children in a setting) are effective, while the evidence on targeted interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered only to children experiencing social, emotional or behavioural challenges) is inconclusive (Blewitt et al., 2018; Blewitt et al., 2021; Murano, Sawyer and Lipnevich, 2020). Although there is strong evidence for PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. in general, individual approaches in this area are not all equally well-evidenced. There is promising evidence for teaching children emotional awareness and relationship management, but promoting self-care is currently under-researched in the field of education.

We would recommend that early years settings use multiple approaches to support children's personal, social and emotional development, for two reasons. Firstly, a significant proportion of the evidence supporting PSED approaches in the early years comes from evaluations of programmes which combine several approaches; when approaches are combined, it is not possible to establish which of the approaches involved leads to improved outcomes for children. Secondly, all the PSED approaches appear to support each other and target similar skills; they are mutually reinforcing.

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Personal Social and Emotional Development

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Evidence shows that educators can implement approaches that benefit young children's self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and/​or executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. . The EEF's Early Years Toolkit estimates that children who receive self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. approaches make, on average, three months' additional progress.

While there is evidence that implementing these approaches could have a positive impact on children's self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and/​or executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. outcomes, there are still some questions that are unanswered and so more research is needed.

Some approaches educators use to support self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. require explicit teaching Formal educator-directed approaches in which educators explicitly support children to develop specific ideas and skills. and modelling. Others require educators to intentionally structure experiences for children to facilitate development during play enabling them to practise and try out different strategies.

Self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. is supported by children's executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. . Executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. refers to a set of skills which are often used together. These require teaching and modelling, practice, and repetition to develop. Executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. can help children resist their impulses and control how they direct their attention. Executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. also helps children to hold information in mind so they can apply it, such as remembering the rules of a game whilst they play.

Within the statutory Early Years Foundation Stage Framework, developing self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. is recognised as part of a child's Personal, Social and Emotional Development (PSED). The approaches for teaching self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. are complementary to some approaches within the Personal, Social, and Emotional Development (PSED) theme you will find this theme both within the PSED section of the Evidence Store and accessible as a standalone resource. Do consider exploring the approaches here and within the PSED theme.

1. Creating and navigating challenge:
Creating developmentally appropriate challenges for children to develop and practice their skills in different contexts.

2. Teaching self-monitoring and self-awareness:
Helping children to develop an awareness of their own thoughts and emotions, including how their feelings

3. Creating a community of collaborative learners:
Facilitating collaborative groups of learners where adults and children cooperate and work towards shared goals.

4. Promoting physical activity:

5. Facilitating talk to communicate about learning:
Encouraging talk that enables children to plan and reflect on their thinking and learning, including how they plan to approach or adapt an activity and evaluating this afterwards.

The page for each approach has two sections. The first is called​'What does the evidence say?' In this section, we share key messages about the approach from the research. The second section is called​'Approach in action.' This section provides practical examples of how the approach could be implemented in settings. It draws on the experience and expertise of educators.

curriculum;

professional development for educators; and

music.

Curriculum

There is mixed evidence on curricula that focus on self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. or executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. through a planned set of activities and instruction. Some studies found that these curricula can support children's self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. , executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and academic skills. However, other studies found no impact. Some studies found a positive impact of self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. curricula on children from lower-income families. However, the research does not say whether they benefit more, less, or the same as their more affluent peers.

Professional development for educators

Some of the studies that look at the impact of educators' practice on children's self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. involve the educator receiving professional development or training. There is some evidence that professional development focussing on self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. and executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. can improve children's executive function Executive function refers to a set of skills which are often used together. These skills involve children resisting their impulses (inhibitory control) and controlling how they direct their attention (cognitive flexibility). Executive function also helps children to hold information in mind so they can apply it (working memory), such as remembering the rules of a game whilst they play. Executive function and self-regulation are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. . This included training and mentoring educators to create a calm, organised learning environment and to promote socio-emotional development. There is also broader evidence that general professional development for educators can improve outcomes for children in the early years. You can read more in our Guide to Effective Professional Development in the Early Years to consider key features of professional development that are associated with improved outcomes for children.

Music

The ​' self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. strategies' strand of the EEF Early Years Toolkit summarises the best available evidence from 15 self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. studies. These studies show that self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. strategies can have a positive impact of three months on children's learning and may be a cost-effective approach for raising attainment. However, the evidence base is limited in the early years.

This booklet on ​'Supporting children's self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. ' is part of the Early Years Library developed by the Early Intervention We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. Foundation and PEDAL, the Play in Education, Development and Learning centre at the University of Cambridge. It provides suggestions for educators to support self-regulation Self-regulation enables children to monitor their emotions and thoughts and choose how to adapt their behaviour towards a goal. Self-regulation and executive function are closely interrelated and often rely on each other. For more detail, see the overview section of this theme. in early years.

Download resource References

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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ACES - Nadine Burke Nadine Burke Harris: How childhood trauma affects health across a lifetime - Bing

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Intelligent search from Bing makes it easier to quickly find what you're looking for and rewards you.

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Developing self-regulation through physical play - Siren Films

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Find out what self-regulation looks like and how it is supported through rich play experiences. See children feeling in control, setting their own challenges and taking appropriate risks in an environment of warmth. Good for looking at Self-regulated learning through play Physical play Supporting pl…

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The use of symbols and pictures using InPrint 3 is embedded throughout the prompt cards to support teaching children how to learn new words.

The key is adult modelling of these principles in a small intervention (Wave 3 group) and their generalisation throughout their whole class (Wave 1) curriculum to support the children's increased exposure to the word and support their comprehension

Symbols are deliberately used to encourage children to think about the different features of a word tapping into their semantic, phonological and perceptual word knowledge. The majority of symbols are used to guide children's thoughts so are not necessarily a direct iconic representation

The PTV prompt cards are presented in different formats using InPrint; A4 for use on the wall, A5 on a washing line or small strips for use in the games. An A4 adult prompt 'how we learn new words' learning wheel/mat is provided as a word document.

There are three steps/ differentiation in both the prompt cards (colour coded) and adult word wheels

The PTV resource also provides an informal and easy way to evaluate the outcome of intervention through using a word learning score (WLS) procedure developed by the author

This pre-teaching strategy incorporates the following areas:

Word knowledge

Phonological awareness

Kinesthetic / visualisation

Word Learning Score
Use the Word Learning Score (WLS) checklist once a term to measure the word learning progress of those children receiving regular small group PTV work.
Rest assured that most children will be generalising and applying the principles of word learning across all curriculum areas, especially in classrooms where the washing line and A4 prompt cards are modelled and used within the whole classroom environment.

The WLS can be used to support IEP target setting with the percentage scores providing levels of existing skill & expected outcomes with a measurable evidence of progress i.e. improve WLS by 20% over an agreed time phase. It is also recommended that the PTV group work is recorded on a schools provision map.

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Widgit Symbol Resources | Pre-teaching Vocabulary

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A resource supported by Widgit Symbols from Pip St.John for learning new words

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Welcome!

ChatterPack is a voluntary-run, online special educational needs and disabilities hub
We work hard to support families, schools, and other professionals through our free resources, and by sharing accurate, practical, respectful, advice and information

Supporting pupils with speech Language and Communication needs

Free information and resources to help identify and support pupils with SLCN in EYFS, primary, and secondary, and how this can help improve academic, social, and behavioural outcomes
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A guide for children and young people to help them understand what ADHD means to them as a unique individual. Also includes advice and tips for adults.
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Simple, positive behaviour support. Plus improving motivation in structured tasks

Positive, proactive, simple tips to help adults better understand the causes of children's behaviour, how to help children manage their reactions, and how to adapt support for individuals. This also a resource to help motivate children to complete learning tasks.

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Skills/child-led home learning curriculum for young people struggling to engage with work at home

This interactive digital download includes simple examples and suggestions for schools and families. It is based on using an individual approach that encourages engagement and helps to develop skills. (free for families)

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Pain rating chart

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Resources for special educational needs & disabilities (SEND)

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Welcome! ChatterPack is a voluntary-run, special educational needs and disabilities (SEND) hub. We work hard to support families, schools, and other professionals through our free monthly SEND newsletter, our free resources, and through sharing accurate, practical, respectful, advice and information

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan.

I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery and continuing development.

I have spent a lot of time going through file drawers and old corrugated boxes of articles to piece together the history of Social Stories. It has added detail to - and in some cases corrected - my understanding of Social Story history. For example, prior to this backward search through time, I would have told you that a conversation with one of my students initiated Social Stories. I now understand that Social Stories developed over several years. This does not dismiss the importance of the conversation, instead it fills in important vacant spaces in Social Story history. This four-part summary is an opportunity to set the record straight, to share the events, setbacks, and thoughts that led to the development of Social Stories with unprecedented documentation.

I have divided the Social Story history into four sections. This is the first, followed by:

2. The Historical Context of Autism and Social Stories (Up to 1987);

3. The Origin of the Social Story Philosophy (1986-1990); and

4. The Discovery of Social Stories (1990 - 1993).

I suggest reading and exploring sections 1-4 in sequence. They are summaries with links to original documents. You'll notice that the Social Story history section covers from the early 1950s until 1993, when the first Social Story Book was published.

Many of the original articles and documents have been unavailable for several years. For example, in the first chapter, "The Historical Context of Autism and Social Stories", you'll find an unpublished article from 1980 and excerpts from a journal that I kept during my first year of teaching. In the third chapter, "The Discovery of Social Stories", there's a ink to the hard-to-find first formal journal article describing Social Stories that I wrote with Joy Garand. Similar resources are in each chapter. Together they are an accurate and detailed account of the context, opportunities, experiences, and ideas that resulted in the development of Social Stories and other ideas and instructional techniques.

Most of the documents in this Social Story history are Morning News articles. Our program received a federal Challenge Grant (Grant) in 1986. It enabled us to place our secondary students in general education classes and vocational training experiences in the community. The Grant also made it possible to print and distribute a newsletter to keep others informed of our activities. Initially, the newsletter was printed on a mimeograph machine in the school office. The quality and 'look' of The Morning News improved as time went on. The Morning News became the Jenison Autism Journal in the fall of 2002. In 2004, the Jenison Autism Journal became Autism Spectrum Quarterly with a new editor, Diane Twachtman-Cullen, Ph.D., CCC-SLP.

You'll notice my summary of the history of Social Stories covers from the middle of the last century until 1993. After that, the articles tell their own story. Simply go to The Morning News/Jenison Autism Journal on this website. There you will find two things: The Best of The Morning News/Jenison Autism Journal, a topical list of selected articles with a short description of each. You will also find, Back Issues, a sequential list of all of the existing issues, from 1993-2004. They are available for you to review or download with my compliments.

Every resource on this tour of documents is unaltered. Please keep age and historical context in mind as you encounter outdated terminology or long-since discarded attitudes and ideas. For example, some of the earlier Social Story information is no longer true today. As you proceed, you'll see how ideas and values transformed into our more current vocabulary, values, and understanding.

The resources are original in another way, too. Some of them have fuzzy school-mimeograph machine text, and others are not in the best of shape. At one time or another they each shared my desk or work area with iced tea or Diet Coke®. There are some stains, smudges, rips, and tears. No matter, they were the best copies available, and I scanned them in for this come-as-you-are documented history.

In some articles, you may encounter blacked out areas or handwritten notes from me. These are to clarify any confusion resulting from mention of materials that are no longer available. Please trust that I have tried to find as many of these missing materials as possible, many of them unfortunately without success. There is a link or ordering information for each available resource.

Before you get started, I want to explain why and when I capitalize the term 'Social Stories'. 'Social Stories' has been routinely capitalized as a proper noun for several years to distinguish the 'genuine' Stories that meet all of the current defining criteria. The word 'Story' or 'Stories' is also capitalized if used in reference to a genuine Social Story. I am following suit in this history; when 'story' or 'social stories' appears without capitalization, it means that the story or stories met the requirements of the definition at one time, but would not be considered Social Stories today.

My goal is to provide you with a helpful history of Social Stories. I hope it meets your needs, whether you are seeking a general overview or extensive detail, a few key pieces of information or a specific article. If you prefer to skip around, it is possible to start with any section. In this way, you can tailor your tour to fit your time and interest.

Whatever has brought you to this part of the website, thanks for taking the time to learn about the times, events, and efforts that led to the discovery of Social Stories.

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Social Stories - Carol Gray - Social Stories

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan. I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery [...]

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Visual supports can help to:

provide structure and routine

encourage independence

build confidence

improve understanding

avoid frustration and anxiety

provide opportunities to interact with others.

They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Types of visual support

A wide range of items can be used as visual supports. For example:

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, for example:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Make visual supports  portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg make a visual timetable in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Useful resources

There are lots of pictures you can download or buy as printed images and apps that you can use. Some examples are listed below. Inclusion does not mean that the National Autistic Society has endorsed them. You can search our Autism Services Directory or ask the community for suggestions of others.

You should always check the terms and conditions relating to the use of images that you download and any costs involved.

More information

Gerhardt, P, Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

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Visual supports are a communication tool that can be used with autistic people. They can be used in most situations, and are adaptable and portable.

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This package includes four short videos and four slide packs from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

Local authorities should signpost providers to these informative best practice resources, and providers should use them as a guide to foster meaningful inclusion within their settings. Providers could also use these resources as a training opportunity and discussion starter, so that all staff have a best practice foundation in inclusion.

The first video focuses on inclusive practice and creating the right environment. The experts at Dingley's Promise explore how to respond to the developmental level and the individual learning styles of each child, supporting the effective differentiation of activities. Providers will also gain a deeper understanding of meaningful inclusion and its three principles: an enabling environment, consideration of different developmental and learning styles, and individualised, supported learning. Providers will then consider meaningful inclusion in the physical environment of a setting, with practical questions to evaluate success.

Dingley's Promise Part 1: Inclusive Practice Creating the Right Environment

The second video focuses on progressing the learning of children with SEND. Colleagues at Dingley's Promise explore the psychology of early years learning, specifically delving into different play schemas. Providers will gain a practical understanding of how to identify a child's play schema preference and utilise this knowledge to enable successful, effective and individualised 'learning through play' sessions. The second part of this video provides explanations and demonstrations of specific strategies for supporting children with SEND, including physical, communication, listening, attention, and observation strategies. Finally, colleagues at Dingley's Promise share their best practice learner profile template to enable the most appropriate support to be put in place.

Dingley's Promise Part 2: Inclusive Practice - Progressing the Learning of Children with SEND

The third video focuses on the benefits of collaborative partnership working. Effective partnership working, with parents, external agencies and SEND professionals all work to improve children's developmental progress and long-term outcomes. Colleagues at Dingley's Promise explore how meaningful inclusion works best when we work in joined-up way. They provide practical advice on building trusting relationships with the whole family to foster SEND support networks and children's progress. The second part of the video outlines working collaboratively with other professionals: speech and language therapists, occupational therapists, portage, and dual placements. Finally, funding access for providers with SEND children is explained in depth, including funding through Education, Health and Care plans.

Dingley's Promise Part 3: Working in Partnership

The fourth and final video focuses on strategies to support SEND children. The strategies explored include home visits, social stories, visual timetables, now and next, sustained shared thinking and turn taking. Each strategy is explained with examples, equipping providers with the understanding of which children it would be appropriate for and shares the child centered benefits.

Dingley's Promise Part 4: Strategies

Finally, colleagues at Dingley's Promise have provided four best practice slide decks for provider leadership teams which equips them with the tools needed to plan for inclusion. The slides cover planning for welcoming ALL children, ensuring an inclusive physical environment and resources, staff training, as well as the benefits of inclusion not only for the children provider's support but also the provider's business model.

Dingley's Promise: Preparing for Inclusion

Dingley's Promise: Daily Management for Inclusion

Dingley's Promise: Leadership Priorities

Dingley's Promise: Business Planning for Inclusion

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Dingley's Promise: Fostering Meaningful Inclusion in Early Years Settings - childcareworks.org.uk

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This package includes four short videos and a slide pack from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

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This package includes four short videos and four slide packs from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

Local authorities should signpost providers to these informative best practice resources, and providers should use them as a guide to foster meaningful inclusion within their settings. Providers could also use these resources as a training opportunity and discussion starter, so that all staff have a best practice foundation in inclusion.

The first video focuses on inclusive practice and creating the right environment. The experts at Dingley's Promise explore how to respond to the developmental level and the individual learning styles of each child, supporting the effective differentiation of activities. Providers will also gain a deeper understanding of meaningful inclusion and its three principles: an enabling environment, consideration of different developmental and learning styles, and individualised, supported learning. Providers will then consider meaningful inclusion in the physical environment of a setting, with practical questions to evaluate success.

Dingley's Promise Part 1: Inclusive Practice Creating the Right Environment

The second video focuses on progressing the learning of children with SEND. Colleagues at Dingley's Promise explore the psychology of early years learning, specifically delving into different play schemas. Providers will gain a practical understanding of how to identify a child's play schema preference and utilise this knowledge to enable successful, effective and individualised 'learning through play' sessions. The second part of this video provides explanations and demonstrations of specific strategies for supporting children with SEND, including physical, communication, listening, attention, and observation strategies. Finally, colleagues at Dingley's Promise share their best practice learner profile template to enable the most appropriate support to be put in place.

Dingley's Promise Part 2: Inclusive Practice - Progressing the Learning of Children with SEND

The third video focuses on the benefits of collaborative partnership working. Effective partnership working, with parents, external agencies and SEND professionals all work to improve children's developmental progress and long-term outcomes. Colleagues at Dingley's Promise explore how meaningful inclusion works best when we work in joined-up way. They provide practical advice on building trusting relationships with the whole family to foster SEND support networks and children's progress. The second part of the video outlines working collaboratively with other professionals: speech and language therapists, occupational therapists, portage, and dual placements. Finally, funding access for providers with SEND children is explained in depth, including funding through Education, Health and Care plans.

Dingley's Promise Part 3: Working in Partnership

The fourth and final video focuses on strategies to support SEND children. The strategies explored include home visits, social stories, visual timetables, now and next, sustained shared thinking and turn taking. Each strategy is explained with examples, equipping providers with the understanding of which children it would be appropriate for and shares the child centered benefits.

Dingley's Promise Part 4: Strategies

Finally, colleagues at Dingley's Promise have provided four best practice slide decks for provider leadership teams which equips them with the tools needed to plan for inclusion. The slides cover planning for welcoming ALL children, ensuring an inclusive physical environment and resources, staff training, as well as the benefits of inclusion not only for the children provider's support but also the provider's business model.

Dingley's Promise: Preparing for Inclusion

Dingley's Promise: Daily Management for Inclusion

Dingley's Promise: Leadership Priorities

Dingley's Promise: Business Planning for Inclusion

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Dingley's Promise: Fostering Meaningful Inclusion in Early Years Settings - childcareworks.org.uk

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This package includes four short videos and a slide pack from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

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Early years child development training : Home page

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nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

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nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP Tel: 01827 311500 Email: welcome@nasen.org.uk Opening Hours: Monday to Thursday 09:00 - 17:00 Friday 09:00 - 16:00

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Our resources for children and young people, families, schools, colleges and nurseries.

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Early years providers play an important role in supporting all children's learning and development, but attending a setting with high quality provision can be particularly beneficial
for children experiencing poverty.

This guide explores four areas we recommend professional development includes and considers some of the key features or mechanisms of each area which could make the professional development more effective. The content is by no means exhaustive.

This first edition has been put together to support the DfE's Covid-19 recovery initiative ​'Stronger Practice Hubs' and aims to be a starting point with further exemplification added in future editions. Links to further evidence-based resources and tools that complement this guide can be found at the end of the report.
Access the guide and supporting tool below.

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Guide to Effective Professional Development in the Early Years

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Early years providers play an important role in supporting all children's learning and development, but attending a setting with high quality provision can be particularly beneficialfor children experiencing poverty. This guide explores four areas we recommend professional development includes and considers some of the key features or mechanisms of each area which could make the professional development more effective.

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Center on the Developing Child at Harvard University

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How to comfort an upset child - Dr. Dan Siegel

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Sophie Hutton is an award-winning specialist speech and language therapist and the owner of The Nest Therapy Limited. She provides independent assessment and interventions for children with a range of speech, language and communication needs to individual families, nurseries and schools.

In this insightful interview, Sophie shares practical strategies and interventions for supporting children with autism spectrum disorder (ASD) in early years settings. She covers everything from early identification and assessment to implementing effective communication strategies and sensory diets.

In this session you'll:

Discover the unique set of behaviours that make up an autism diagnosis and how to spot the early signs

Learn about Gestalt language processing and how it differs from analytic language processing in children with ASD

Uncover practical strategies for supporting communication, engagement and regulation in children with ASD

Find out how to work effectively with parents to ensure consistency between the setting and home

Gain insights into the importance of sensory diets and how to implement them for individual children's needs

Tune in to this fascinating interview with Sophie Hutton to discover practical strategies and interventions you can start using today to support children with ASD in your early years setting.

This episode was originally broadcast on the 18th of August 2023.

Links:
https://www.facebook.com/TheNestatCanterburys/
https://www.autism.org.uk/advice-and-guidance/topics/diagnosis/diagnostic-tools/all-audiences
https://www.asha.org/practice-portal/clinical-topics/autism/echolalia-and-its-role-in-gestalt-language-acquisition/
https://www.elklan.co.uk/ https://www.instagram.com/the_nest_nursery_/
https://www.canterburysnurseries.com/
https://widgitonline.com/en/home
http://www.ginadavies.co.uk/parents-services/professional-shop/foundation/

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Sophie Hutton on Identifying and Assessing Autism - Early Years TV

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In this insightful interview, Sophie Hutton shares practical strategies for identifying, assessing and supporting children with autism spectrum disorder (ASD) in early years settings.

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SEND Assessment Framework | Cherry Garden | Tapestry

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A unique and flexible framework created specifically as a resource to support educators working with children with learning differences.

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Where to get information, advice and support for children in their early years.

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Support for professionals working with families.

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Information about health visiting and school health services.

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We are here to represent the collective voices of Parent Carers

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Although we largely support families, we also work with a number of special schools in the area, in addition to a range of other local charities and community organisations that work with disabled children too.

Pathways 4 All offer a range of services including family-focused events and seasonal parties; supervised youth activities for children, teens and young adults, plus very popular Easter and Summer holiday playschemes.

Pathways 4 All also work with wider family members too, providing family carers with the opportunity to come together for parent-to-parent support at our regular term-time coffee mornings.

We know that having a disabled brother or sister can impact on family life, so we offer support to siblings through social activities just for them.

The majority of our services operated from our specialist play and leisure provision, the Tim Lamb Children's Centre.

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Welcome Making a Difference in Disabled Children's Lives Pathways 4 All is a parent-led charity, providing play and leisure services for disabled children and young people, situated at the Tim Lamb Children's

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If you would like to sign up to our seasonal newsletter and keep up to date with all the good news stories here at LD:NorthEast please fill out the form below!

Notice: JavaScript is required for this content.

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Home - LD:NorthEast - Registered Charity in North Tyneside

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LD:NorthEast are a local charity supporting adults and children with learning disabilities to live life to the full and be part of their community.

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Working for the common good by enabling people to develop to their personal potential. Welcome The Alan Shearer Centre is a highly specialist, respite, residential and social facility for people with complex disabilities and acute sensory impairments. Situated in its own grounds on the outskirts of Newcastle, the Alan Shearer Centre comprises three specialist facilities...

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Where to get information, advice and support for children in their early years.

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Active North Tyneside aims to get residents of North Tyneside to be more physically active and feel the benefits of living a longer, healthier life. Telephone: (0191) 643 7171

The Alan Shearer Centre is a specialist respite, residential and social facility for people with complex disabilities and acute impairments. Telephone: (0191) 264 8925

Autism better together Regular drop-in sessions are held for those who are autistic and their families and care givers in North Tyneside. Email: waynetaylor@autismbettertogether.org

Beach Access North East provides free-hire equipment to support people with physical disabilities, which allows them to enjoy as much freedom and independence as possible. Telephone: 0300 999 4444

Beacon Hill Arts is a multi-award winning training and production organisation for filmmakers who have learning difficulties, autism and additional needs. Telephone: (0191) 580 7000

The Calvert Trust provides a wide range of outdoor activities situated at Exmoor, Kielder and the Lake District. Telephone: 0159 876 3221 (Exmoor) | 0143 425 0232 (Kielder) | 0176 877 2255 (Lake District)

Cinema Card - The CEA card is a national card scheme developed for UK cinemas that enables a disabled cinema guest to receive a complimentary ticket for someone to go with them when they visit a participating cinema.

Danceplex Inclusive dance classes for children and adults across North Tyneside - Email: stephdanceplex@outlook.com or Telephone: 07841373232

Hadrian Leisure Centre Additional needs swim sessions on Saturdays 5-6pm

Inclusion Sports Foundation (Hadrian FC) - Football for all at Tyne Met Gymnasium, NE28 9NL. Sessions: Thursday 6 - 7 p.m. for 5 - 15 year olds and Wednesdays 6 - 7 p.m. for 16 years + Email: derek@inclusionfootballuk.com or Telephone: 07832860789

LD North East supports people from birth to older life with a learning disability and other needs to live life to the full. Our support helps people to keep healthy and active and feel included in the community. We can support with volunteering, to improve health and wellbeing, Manage everyday tasks at home and in the community, meet up with friends and an opportunity to take part in activities. Telephone: (0191) 262 2261

Living Well North Tyneside Help for residents to find out what's happening in their local area and help them access information, advice, support as well as events and activities to help them live well. access social media by searching @ LivingWellNT

MOVErs and Explorers pre-school support group at Percy Hedley School providing a range of fun, nurturing, sensory based programmes. It utilises Movement Opportunities Via Education and aims to work in partnership with parents to provide high quality early years education to develop their child's physical, cognitive, social and communication skills via explorative play.

Newcastle United Disabled Supporters Association (NUDSA) represents the interests of the disabled supporters of Newcastle United Football Club. They aim to promote interest in football and improve the facilities and transport available to disabled supporters.

Newcastle United Foundation is an independent registered charity supported by Newcastle United Football Club. They are committed to helping people of all ages achieve their goals through the local passion for football. Telephone: 0844 372 1892

North East Autism Society - Parent & Toddler group for children 5 and under going through the diagnostic process or with a diagnosis of autism. Contact: Rebecca Welch on 07468861933 or email Rebecca.welch@ne-as.org.uk

North Tyneside Disability Forum is a registered charity that aims to ensure disabled people are able to participate on equal terms in society as able decision makers. Telephone: (0191) 466 1667

Out Of Sight Supporting Visually Impaired Children and Families in North Tyneside providing free of charge, crafting and sensory events and short-break holidays (limited to members who have children aged 0-18 with a visual impairment living in North Tyneside) Telephone: 07966097662 or 0191 4477360

Pathways 4 All / Tim Lamb Centre is a 'parent-led' charity that provides leisure and social opportunities for children with disabilities and additional needs in North East England. Telephone: (0191) 266 5233

Parasport aims to encourage disabled people to take up sport by providing information about sports and sporting opportunities in local areas in a clear, easy-to-use format. Telephone: (020) 7842 5789

Purebuzzin Beekeeping workshops where you can delve into the world of honeybees and take an active role as a beekeeper at their community apiary. Based at the Meadow Well Connected centre in North Shields.

Quadrant Leisure Community Pathway programme offers a variety of SEND focused activities for children and young people aged 8 to 25 with mild to moderate additional needs or Disabilities.These include our SEN HUBS for young people to meet, socialise outside school, form new friendships, and acquire the skills necessary to become more confident and independent.SEN Fitness Sessions: aimed at helping all young people improve the physical wellbeing by attending our gym facility with a special SEN Fitness Package.SEN Kitchen Workshops giving young people experience of catering and a taster of a job in the food/hospitality industry. Telephone 07886 750916

Ramsey's Theatre Stars Exploring the art of performing for the stage and screen. Based in Wallsend & Tynemouth we do have a specific SEND class, that is structured with more of a set routine and visual prompts. Telephone: 07917206673

Shiremoor Adventure Playground is a community-based inclusive adventure playground, catering for children and young people of all abilities. Play sessions for children with additional needs and their families take place every Sunday, and also on Mondays in school holidays. Check the Shiremoor Playground Facebook page for up to date information and to book a session. Telephone: (0191) 643 8300

Sleep Clinic At any given time up to 40% of adults and 50% of children (this rises to 80% with a SEND diagnosis) have difficulties with their sleep. Yet in a recent survey, almost 60% of adults felt there was a lack of support for sleep issues. Sleep problems can leave people feeling isolated and lonely. Our free helpline is run by trained sleep advisors, many of whom are specialists in working with SEND. We can talk to young people directly, or parents (we can also talk to adults, including older people, about their sleep issues). The helpline is open 5 nights a week, Sunday to Thursday, 7-9pm Telephone: (03303) 530 541

Smile Through Sport is a non-profit organisation that combines the services of inspirational speaking, training courses and disability sport development to provide a bespoke service to suit every need.Telephone: (01670) 457 757

Spectrum Holidays specialise in providing autism friendly holiday accommodation around the UK. They work with existing holiday home owners and providers to make their properties more accessible to families with autistic dependants. Each holiday home is provided with a Spectrum Pack of sensory toys and resources along with everything you need to make your holiday a success for all the family.

Support for Parents living with Autism and other Related Conditions (SPARCS) is a support group for parents/carers and families living with autism and other related conditions. The aim of SPARCS is to run regular events and activities in the local community for parents and carers to attend with their children, in line with their individual interests and stages of development. Activities include youth clubs, outdoor activities a, day trips and stay and play sessions email sparcs@yahoo.com

Take 5 and chat is a cafe drop-in for parenting of additional needs. They provide a safe space for parents and carers, a place where you can surround yourself with "people who get it".

The Parks Sports Centre provides a range of activities including:

Archery - Tuesdays 12.30-14.00, no booking required, just turn up. These sessions have registers so an ease card may be required or some personal details to upload to the register. £3.60 cost.

Rebound - Thursdays 13.30-15.00, no booking required, just turn up - no pre-booking or ease card required. £3.60 cost.

Sensory - Open from 9 a.m. daily - no pre-booking required although it can be pre-booked. £5.50 per hour.

Well-being walks - Monday's 10.30am - walks vary in length, registration required when attending your first walk.

The Twisting Ducks Theatre Company is a North East charity that aims to change the lives of people with learning disabilities and autism through the arts.

The Story Frog Preschool 3-4 years SEN session. Stories, rhymes, phonics, mark-making skills in a safe environment. A smaller class at a slower pace for children that feel overwhelmed in a larger group.

True Colours Theatre is an inclusive theatre school for children and young people that live in the North East. The majority of members have additional needs such as Autism, ADHD, anxiety disorders and physical and life limiting conditions and various mental health issues. True Colours want everyone to enjoy being able to express themselves in a structured, and supportive way, without fear of judgement, or criticism, and where differences are celebrated. For further details email: mail@truecolourstheatre.co.uk

Tyneside Access Cinema offer friendly screenings for people with autism, learning disabilities and additional needs. Access cinema provides these screenings in a low sensory environment. Telephone: (0191) 227 5500

Views Group Newcastle are a unique self-help group for visually impaired people 16 plus in the North East of England. We aim to promote inclusion of our members into their local communities and empower them to be more independent and self-confident. Views is one of only a few groups in the North East whose activities take place outside of work/college time giving our members more chance of taking part.

Waves additional needs swimming sessions - Wednesday 6:20pm-7:20pm, Sunday 5:00pm-6:00pm - Normal admission costs apply.

Wild Science - Animals and Experiments We bring animals from across the world to you for the children to touch, hold and interact with. We cover a wide range of popular topics to choose from but can also build a session based on your exact requirements. Launched in 2021 is our range of Science Demonstrations. Our 'Nutty' Professor will start your children on a journey through the exciting world of science. Already our Science Experiments are amazing children across the country.

Wizzybug FREE powered mobility for under 5's - for indoor and outdoor use, with adult supervision. Children use Wizzybugs at home and at pre-school, and in outdoor spaces such as parks, gardens and playgrounds.Designed for physically disabled children. This includes children living with cerebral palsy, spinal muscular atrophy, spina bifida or muscular dystrophy, as well as children with amputations or other conditions that affect their ability to walk.

YMCA is a North Tyneside charity that help people reach their full potential in mind, body and spirit. They provide a varied range of activities from access to music studios to youth clubs and activities. Telephone: (0191) 257 5434

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Find out about leisure activities and things to do for children, young people and families.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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ACCESSIBLE

BLAST is designed to be fully inclusive and accessible to all children within the setting. BLAST for Additional Needs explains how you can modify and differentiate the programme for children with a range of additional needs.

BENEFICIAL

BLAST has been proven to support the development of speech, language and communication in foundation stage children. It is linked to the curriculum and is viewed as good practice in developing listening and speaking skills.

COMPLETE

Everything you need to deliver BLAST is in the box - all of the planning, the resources and the photocopiable materials. All you need is a group of children, a CD player (for BLAST 1) and a trained BLAST leader!

A new child gets 'BLASTED' every 3.5 minutes!

and counting!
We want to help more!

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BLAST is designed to be fully inclusive and accessible to all children within the setting. BLAST for Additional Needs explains how you can modify and differentiate the programme for children with a range of additional needs. BLAST has been proven to support the development of speech, language and communication in foundation stage children.

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Speech and Language UK: Changing young lives

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Skip to content

A catch-up programme for children aged 3-4 who are struggling with talking and understanding words.

Early Talk Boost is a targeted programme aimed at 3-4 year old children who need help with talking and understanding words, helping to boost their language skills to narrow the gap between them and their peers. The programme aims to accelerate children's progress in language and communication by an average of 6 months after 9 weeks.

Children who are selected to take part in the programme will attend three sessions per week during circle/story time, each lasting 15-20 minutes delivered by an early years practitioner. The sessions include activities that cover the foundation skills in speech, language and communication that children need for learning and understanding new words, as well as having conversations.

Further information can be found in these documents and the introductory video below:

The benefits are:

Supports children who are not achieving their expected levels of progress in their language development

Can be used to demonstrate to Ofsted how you are focusing on developing staff skills

Help to build relationships with parents, by reinforcing the language skills the child learned during the group sessions

Demonstrates the effective use of your Early Years Pupil Premium allocation

An all-in-one speech and language solution package

Can be used by non speech and language specialists

Proven to improve children's language and communication through our evidence base

Designed to be sustainable so you can deliver the programme multiple times to new groups of children

A dedicated team to support you to maximise the impact of Early Talk Boost in your setting

Identify, monitor and track children's progress before and following the programme with the online tracker

There are two parts to Early Talk Boost.

The first is Early Talk Boost training delivered by our regional team of Licensed Tutors. The training is for early years practitioners working with groups of 3-4 year olds in early years settings. Participants will develop the skills and knowledge to understand the rationale behind Early Talk Boost, identify appropriate children, measure their progress and deliver the programme successfully.

The second is the Early Talk Boost Programme Pack. The pack includes everything you need to run the programme. Specifically, the pack includes:

The Early Talk Boost Programme Manual containing detailed group session plans and required resources

10 Jake & Tizzy Complete Sets (Titles 1-8) that have been specifically designed and written for the programme

Early Talk Boost Participant Book

Tool Bag including all of the resources needed for programme activities

Access to the Online Tracker where progress can be monitored to support Pupil Premium

Example resources:

There are two costs to Early Talk Boost.

The Programme Pack costs £550.00 and the cost of training is set individually by our Licensed tutors. If you are a small setting you might wish to consider grouping your staff together with other settings for the training and sharing the costs between yourselves.

See a breakdown of the affordability of Early Talk Boost over time here.

Visit the Find a tutor page to find a Talk Boost KS2 Licensed Tutor near you using the Map. The Licensed Tutor can arrange training and quote the cost of training. You can then purchase the Programme Pack directly on our online shop.

Alternatively get in touch on info@speechandlanguage.org.uk or call 0207 843 2515 to talk to our team about Talk Boost KS2 or to arrange training.

Practitioner and Tutor resources
All the practitioner and tutor resources for our programmes can be found on our new learning portal.

Please register or sign in here.
Programmes tracker
To help you access the online tracker, we have created a number of resources that will show you how to set up your account and get the most out of the tracker.

To Set up an account please visit www.speechandlanguagetracker.org.uk

Please note, that all the PDFs of the trackers can be found in the resources section of the tracker and on the Learning Centre (register using the link given above).

Interested in this programme?

Purchase this programme and others on our shop.

Go to the shop

Our licensed tutors have been specially trained by us to deliver our programmes. Have a look at our map to find tutors in your area.

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Early Talk Boost - Speech and Language UK: Changing young lives

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Early Talk Boost - Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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Whether you’re working with early years, primary or secondary students, we can help you support children who struggle with talking and understanding words.

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Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

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Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following.

The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

The Skills Handbooks cover theoretical and developmental information about each skill area, giving practical ideas and guidance for each skill step in order to implement and embed the approach.

The Customer Number and Password allows access to the log-in area of the website to access the Class Tracker, supporting documents and assessment information.

The Launchpad for Literacy Class Tracker enables skill progression to be tracked, supplying summative data across the skill strands, comparing progression between vulnerable groups. The process of closing the gaps, literacy readiness and speech and language support becomes measurable, also aiding the early identification of specific developmental needs.

Cost of Package: £295 (including P&P)

Training to support implementation of the Launchpad for Literacy Approach is available on request.
Please email kirstie.page@launchpadforliteracy.co.uk for more information.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following. The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

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Northumbria Healthcare NHS Foundation Trust

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If your child is aged 4 to 18 years and lives in North Tyneside our autism spectrum disorder assessment pathway teams will do the assessment. You will be assessed by our Child and Adolescent Mental Health Service (CAMHS) or our Community Learning Disability Team if your child has already been diagnosed with a learning disability. This might be a nurse or clinical psychologist who will meet with you to explain the process and begin the assessment.

Information from other people involved in your child's care including speech and language therapists, paediatricians, occupational therapists, or educational psychologists will be considered. Then they will arrange at least two observations in school/college before the final assessment.

Our autism spectrum disorder assessment pathway team will meet with you to discuss the findings and how this information should be shared, such as with your GP, school or agencies who support your child.

You will be given an information pack with local and national support services and there will be help and support in your child's school or college depending on what your child's needs are, which will be discussed with you.

You will be offered to take part in the cygnet parent programme run by North Tyneside Council's language and communication team with help from our community learning disability and speech and language teams, with lots of advice on how to support your child's development.

Children with a diagnosed learning disability and autism can get additional support from our community learning disability team to help with a range of health needs including psychiatry, psychology and mental health and wellbeing.

Click here for ASD diagnostic pathway for children 4years and older.

Click here for ASD diagnostic pathway for children 4 years and older with a learning disability diagnosis.

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Special Educational Needs and Disability (SEND) Support :: Northumbria Healthcare NHS Foundation Trust

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If your child is aged 4 to 18 years and lives in North Tyneside our autism spectrum disorder assessment pathway teams will do the assessment. You will be assessed by our Child and Adolescent Mental Health Service (CAMHS) or our Community Learning Disability Team if your child has already been diagnosed with a learning disability.

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Portage Support Service - Beacon Hill School

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The Portage Service is part of the North Tyneside Local offer, which is offered to children with special needs living in North Tyneside.

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Welcome

The NPA provides a quality framework and training for portage across England and Wales; supporting Portage services, Portage Practitioners and parents.

Check for details of Registered Services and contact them directly about referals or appointments.

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The NPA provides a quality framework and training for portage across England and Wales; supporting Portage services, Portage Practitioners and parents. Check for details of Registered Services and contact them directly about referals or appointments.

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Educational Psychology | Education Services

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Using our knowledge and understanding of educational and psychological research, we promote the use of evidence based practice to promote social and emotional well-being and academic progress across

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The Language and Communication Team is an authority-wide commissioned service based within Benton Dene School which includes the specialist nursery, Dene Communication Centre. To access information about our local offer, select an option below:

Direct line 01914661814
Resources, Links and Online Training

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The Language and Communication Team is an authority-wide commissioned service based within Benton Dene School which includes the specialist nursery, Dene Communication Centre. To access information about our local offer, select an option below: Direct line 01914661814 Resources, Links and Online Training

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Northumbria Healthcare NHS Foundation Trust

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Our speech and language therapy service can support children and young people from birth to 19 who have speech, language or communication needs or difficulties with eating, drinking or swallowing. These include:

Stammering, where sounds or words are regularly repeated or a lot of effort is needed to produce them.

Speaking with a persistently unusual voice quality, which might sound croaky, breathy, or hoarse.

Difficulties in saying specific sounds when talking making your speech difficult to understand by others.

Difficulties with speaking, including difficulties putting words and sentences together to ask for something, telling a story or holding a conversation.

Making sense of what other people say to you and/or understanding and using body language and eye contact.

Difficulties learning the 'rules' of conversation such as when it is your turn to speak and when it is time to change the topic of conversation.

Feeding or swallowing difficulties.

As well as occurring on their own, these difficulties are common in children and young people who have other diagnoses such as autism spectrum disorder, cerebral palsy, cleft palate, learning, physical or hearing difficulties.

Your care

We can see you at health centres, schools, nurseries, and at home.

As well as working directly with children and young people we support their families and carers, their teachers or childcare staff and other professionals who have regular contact or work with them.

We carry out assessments, including observations of play, learning activities and will observe meal times for children who are experiencing feeding or swallowing difficulties. We sometimes work with other professionals to help us carry out assessments.

Our aim is to help children and young people develop their best possible communications skills, taking into account their individual abilities and needs.

Most importantly we look at the impact of their communication difficulty on the child, young person's life, their family and aim to find ways of reducing this as much as possible.

This can include one or a combination of:

A programme of agreed targets or goals for the child or young person, parents or carers, and other professionals who support them.

Coaching and education for parents/professionals working with the child or young person on specific communication/feeding techniques.

Specialist support from a speech and language therapist or assistant speech and language therapist for short periods of time to help develop specific communication skills

Liaising with other services involved in the child or young person's care, for example, the feeding team at Royal Victoria Infirmary and Regional Communications Aids Service.

Involvement in local authority statutory assessment procedures. For children and young people with complex and lifelong communication and or feeding needs we also support professionals working with them when they start a new school, or start receiving support from adult services.
Preparing for adulthood

If a young person has complex ongoing and changing communication and/or feeding needs we will work with them and their families, and professionals who are involved in supporting them to plan and prepare that youn person for leaving school. If necessary, a referral will be made to Adult Speech and Language Therapy services for further support .

How to access this service

You can self-refer to this service if you live in Northumberland and North Tyneside. We also accept referrals from any professional working with the child and family. For example a health visitor, doctor, nurse, social worker or teacher etc..

For new referrals we prioritise seeing children and young people with urgent feeding and swallowing difficulties within 10 working days. Children and young people with communication difficulties will be seen within 18 weeks from a referral.

Contact us

If you are a parent or carer you can contact our speech and language therapy service directly, just contact the nearest team to where your child lives (see contact details below).

You can contact us Monday to Friday 8.30am to 5pm. Each clinic has an answer phone so please leave a message to speak to a therapist. Alternatively if your enquiry is urgent please call the main office at Shiremoor Resource Centre.

Alternatively health visitors, GPs, school staff and any professional can make a referral for a child or young person. You can contact us to receive a copy of our referral form on any of the numbers below.
Clinic venues and contact numbers Main office
Shiremoor Resource Centre

Earsdon Road

Shiremoor

NE27 0HJ

North Tyneside tel: 0191 297 9031 Northumberland tel: 0191 297 9019

Area teams

Alnwick or Berwick at Alnwick Medical Group, Infirmary Drive, Alnwick, NE66 2NR. Tel: 01665 511 880

Castle Morpeth, Ashington or Wansbeck at Northumberland Child Health Centre, Woodhorn Lane, Ashington, NE63 9JJ. Tel:01670 564029

Blyth Valley at Unit 2, Northumbria Health and Care Academy, Northumbria Way, Cramlington, NE23 6NZ. Tel: 0191 607 2097

Tynedale area at Cobridge Health Centre, Newcastle Road, Corbridge, NE45 5LG. Tel: 01434 636940

Useful links

nas.org.uk- the National Autistic Society website contains information about autism as well as links to help available for both children and parents.

Downs Syndrome educational trust

Afasic- national charity that helps families affected by speech and language problems

Contact a Family- UK charity providing advice, information and support to the parents of all disabled children - no matter what their disability or health condition

ICAN- a national charity that works to help children communicate

British Stammering Association- information aimed at adults, parents, teenagers and teachers and employers.

apraxia-kids.org- this is an American website containing information on and about children who suffer from apraxia

Speech Teach- for parents with children with speech difficulties and provides chat room facilities and materials for working with your child

The Hanen Centre- information about training programmes for young children with language delay issues

Makaton- information about Makaton, a language programme that incorporates signing into a child's communication to assist with their overall communication development

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Children's Speech and Language Therapy :: Northumbria Healthcare NHS Foundation Trust

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Skip to main content Skip to accessibility tools Our speech and language therapy service can support children and young people from birth to 19 who have speech, language or communication needs or difficulties with eating, drinking or swallowing. These include: Stammering, where sounds or words are regularly repeated or a lot of effort is needed to produce them.

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May 2022

NORTH TYNESIDE SENSORY SERVICE AT BEACON HILL "SENSORY STARS"

FUND RAISING FAMILY SPONSORED WALK - SUNDAY APRIL 10th 2022

Congratulations to all the children and young people, families, staff and friends who attended our fund raising sponsored walk to raise money to fund future social events for our children and young people with hearing and / or visual impairment. 15 families and 30 children in total joined us for a walk in beautiful sunshine along our coastline.

Our aim was to raise £500, and as of May 17th, we have raised £1240. This will enable us to provide social events for the next few years. Our Just Giving page is still open, for those who would like to make a last minute donation.

I would like to take this opportunity to thank all our children, their families and friends, and my service staff for all their efforts!
https://www.justgiving.com/crowdfunding/jacky-miraoui?utm_id=1&utm_term=BjrDMvzmZ
Nick Cubley, Service Manager, May 2022

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North Tyneside Sensory Service at Beacon Hill - Passionate about supporting children and young people with hearing and / or vision impairment in North Tyneside

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May 2022 NORTH TYNESIDE SENSORY SERVICE AT BEACON HILL "SENSORY STARS" FUND RAISING FAMILY SPONSORED WALK - SUNDAY APRIL 10th 2022 Congratulations to all the children and young people, families, staff and friends who attended our fund raising sponsored walk to raise money to fund future social events for our children and young people with hearing and / or visual impairment.

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Fizzy Programme

The Fizzy and Clever Hands Programme has been developed by therapist in Kent Community NHS Trust.

Beginners (level 1)

Intermediate (level 2)

Advanced (level 3)

The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills for those children who find this challenging.

It can be helpful to use this programme when you are concerned about a child's motor skills. It can help you to establish whether or not a referral to occupational therapy is required or can be used while a child is waiting to be seen by occupational therapy.

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Welcome to Beacon House

Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults. With a special interest in working with individuals of all ages who have experienced trauma and loss, we are passionate about offering safe and effective therapies in a way that enables people to re-build their lives following stress and adversity. We also take pride in supporting individuals and teams to develop their trauma informed practice through training, supervision and consultation.

Our Cuckfield Clinic periodically closes to new child and adult referrals to prevent long waiting times. Please do get in touch with us to find out if we have spaces currently.

We have some specific capacity for child and family referrals at our Chichester Clinic. Please do get in touch with us to find out if we are able to allocate your referral at this time.

Find out more about us

Our Services

How can Beacon House help you?

Educational Psychology

Get In Touch

Get in touch today to find out more.

We have clinics in Cuckfield and in Chichester.

Please note: We are not able to accept any walk-ins. All meetings are by appointment only. Office hours are: Monday to Friday 9am to 5pm.

To ask any questions, please contact us on admin@beaconhouse.org.uk

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Beacon House | Chartered Clinical Psychologist Trauma Specialist

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Graduated Approach Overview with examples

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Bucket time is part of the Attention Autism approach created by Gina Davies, with the aim of developing children’s shared attention skills in a group setting.

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The Story Massage Programme combines the benefits of positive touch with the fun and creativity of words - whether as story, rhyme or song. Ten simple massage strokes form the basis of the programme. These strokes have a name, such as The Circle or The Sprinkle, and an easy to recognise symbol making it fully accessible for all ages and abilities.

Story Massage sessions can be shared as a child to child or parent to child activity or with adults. It is popular in a variety of settings including schools, special schools, care homes, after-school clubs, family centres, hospices and of course, the family home. Do take a look at our blog for examples of how the Story Massage Programme is being used in different ways.

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The Story Massage Programme combines the benefits of positive touch with storytelling. It is an engaging sensory activity for all ages and abilities.

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Story Massage combines the benefits of positive touch with the creativity of storytelling. It is a fun and therapeutic activity that has become popular in the home, school and wider community. We have a book, eBook, DVD and training options for those wishing to work with Story Massage for Children. For more information please visit our website: http://www.storymassage.co.uk/

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pdnet is a free to join, national network that provides professionals in education with support in promoting positive outcomes for children and young people with physical disability.

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The DfE assessment resources provide a suggested way of working when assessing children with SEND in the early years. Whether you are a school-based provider, group-based provider or childminder, these resources can be used to support your children with potential or known SEND. You may want to use everything, or choose which specific elements will be helpful for your setting.

The resources include:

four assessment tools centred around the four broad areas of need

examples of how to use the assessment tools in practice

a one page profile to capture the voice of the child

SMART targets sheet to set short-term targets

support and achievement play plans (SAPPs) to capture a child's long-term goals and needs

The assessment tools

There are four assessment tools, that reflect the four broad areas of need, with a focus on the core skills children with SEND may gain in each area. You can use them at any stage of supporting a child, and they are designed to be used individually or together based on the needs of a child.

The tools may be used in the following way:

1. An area of need is recognised through observation and discussed with the parents and or carers.

2. The appropriate broad area(s) of need is selected from the assessment tools.

3. You use the tool to find out what the child can do in their area of need.

4. You discuss the child's strengths and strategies to support them and note this on a one-page profile with the parents and or carers.

5. You use the assessment tool to outline the initial targets for their child. Using specific, measurable, achievable, relevant and time-bound (SMART) targets you can help a child to make progress towards the assessment statements within the tool.

6. You may want to produce a Support and Achievement Play Plan (SAPP), which will identify long-term goals and record key strategies you may use to support the child. You implement the strategies discussed in practice, noting their impact on the child and how the child engages with your planned support.

7. By the end of the term, or appropriate period, you review the impact of the strategies with the parents and or carers, complete a development monitoring review to determine developmental progress and set out new appropriate targets.

8. Repeat steps 5-7 until you feel support is no longer required or you support the child to transition to their next setting or school.

There may come a time where you feel external specialist support is required. You may refer to your setting or local authority area Special Educational Needs Co-Ordinator (SENCO) for support and guidance or you can directly refer to these services and work with them on any additional support to be implemented. You should only request specialist support when you are satisfied that you have used a graduated approach to understand the child and their needs, and even when they are waiting to be seen you should continue to trial different approaches to support the child.

To strengthen your understanding of how to identify developmental differences and needs and help to consider factors affecting children's development when they access the learning and curriculum on offer, the DfE has developed early years child development training. You can access it for free.

Using the assessment tools

Completing the assessment tool is quick and simple. Each statement is broken down into three levels:

emerging - the child is showing some interest or awareness of this skill.

supported - the child can achieve this skill with support from another (adult or child).

independently - the child can consistently achieve this skill on their own without additional support from an adult or child.

By reading the statements you can make a judgement as to whether you feel the child is not yet showing awareness of this skill, and so leave it unmarked, or determine whether they are emerging (E), supported (S) or independent (I). You can then mark the coordinating letter however you wish (circle, highlight, tick, etc.).

Every time you complete an additional review you should use a different colour to evidence where you feel the child is at that point. We recognise that some children may regress with their development on occasion, and this should also be marked, and appropriate next steps and intervention should be carried out.

The assessment tools promote a positive view of the child by working towards a series of "I can" statements. These are further divided into three sub sections, which allow you to see if there are particular areas of development that may need deeper focus. The statements are organised like building blocks, with the likelihood that the lower blocks are achieved before the higher blocks. However, some children will not progress in this way, and you should not be concerned if you are observing that the higher blocks have been achieved before the lower blocks.

You can also note the types of play you observe from the child to support your decision making in appropriate strategies of support or environmental adjustments you can make to enhance their learning.

Case study

Mary completed the "Sensory and Physical" tool for Abdul, and noted that he is not yet using an open top cup and preferred drinking from a closed 'easy drink' bottle. She circled "E" (emerging) on the statement "I can drink with an open top cup without support". To support him, Mary planned to initially provide Abdul with a slanted, 2 handled drinks cup, alongside his favourite bottle, which gave him the access to an open cup whilst being easier to hold and needing little movement backwards to drink. She shared these next steps with other practitioners and Abdul's parents so that at meal and snack times Abdul will be supported by an adult to engage and drink from the open cup ensuring consistency between home and setting. She also noted this down on his SMART target sheet. Mary also decided to offer other tipping and pouring opportunities for Abdul throughout his play to encourage these skills in the moment. She modelled tipping and pouring actions with Abdul throughout the session when he showed an interest in the water tray. Throughout the term, his confidence grew, and his skills developed. By the following term, when Mary completed the assessment tool for Abdul again, she was able to recognise his progress by circling "S" (supported), indicating that he can now demonstrate this skill with guidance from an adult.

Here is an example of a completed tool

Example tool

Using the framework tool to monitor child progress

Monitoring how children progress with their learning helps you see where to focus your support. The development growth section enables you to note how a child is progressing over a period of time, recognising areas where the child may need further support and areas in which they are making continuous developmental progress and so highlighting their strengths.

This can be simply monitored by recording the number of emerging, supported or independent statements a child is achieving. For example, where a child is emerging in a statement this would be recorded as 1, supported would be 2 and independent would be 3, you can add these together to see how much of the assessment tool they are covering with each review, monitoring their progress.

You can monitor a child's progress through the change in the number of statements a child is covering within the assessment tool each term.

Using the framework following the Progress Check at Age Two

If a delay is identified during the Progress Check at Age Two, you may choose to use the assessment tool as your next step on the journey to supporting the child and their parents and or carers. You can select and complete the relevant tool to understand in more detail what the child is currently achieving. This way, you create a starting point to work from and this supports you in evidencing the successes a child has with the intervention you can provide.

Case study

After completing the Progress Check at Age Two with his key child, Leigh, Mathew recognised that her communication and language skills were delayed. He met with Leigh's parents to discuss how they could further support her, and introduced the setting SENCO. They chose the communication and interaction tool and completed an assessment of Leigh. This assessment, alongside conversation with her parents to understand more about how Leigh communicates at home, led to identifying that Leigh could use some early speech sounds, but lacked confidence when engaging with others.

Mathew decided to use visuals alongside Leigh's favourite interests and used simple language during play as first strategies to support Leigh's communication journey moving forwards. Mathew engaged in these strategies with Leigh consistently, and shared the same visuals with her parents to use in the home. Over time both parents and Mathew noticed an increase in awareness of the visuals and on occasion Leigh would pick up a visual which linked with something she was playing with. By the next review, a term later, everyone could see the progress in Leigh's awareness of communication.

Through the reviews and communal discussion of Leigh's strengths and needs the team that surrounded her could identify strategies that would interest her as well as support her early language skills which led to effective progress being made on each termly review. If Leigh's communication needs continue to make progress but not meet typical milestones the SENCO would support the family in making a referral to speech and language services in their area for additional support and guidance.

Using the toolkit to support accessing funding

Additional funding can be important to ensuring equipment, training and appropriate support are in place. When applying for local authority allocated funding, they may ask you for evidence of the child's need. To access funding, it should be clear what broad areas of need a child has, how this impacts their learning and development, the support currently in place and the potential impact of the support requested. The impact on a child's learning and development can be evidenced through selecting observations that demonstrate the child's needs and how effective the current support provided is. By using the assessment tool, you can show clear progression through small steps-based learning. These are all things that a local authority may consider when assessing applications for SEND funding.

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The DfE assessment resources provide a suggested way of working when assessing children with SEND in the early years. Whether you are a school-based provider, group-based provider or childminder, these resources can be used to support your children with potential or known SEND.

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Intensive Interaction: an approach for helping people with learning disabilities or autism who are at early levels of development

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Intensive Interaction  Info for Carers Leeds Community Healthcare