|        |  Communication and Interaction |  Cognitive Learning |  Social, Emotional and Mental Health |  Sensory / physical difficulties
 | Gathering for greeting song. PSE     | Visual cues through class schedules and personal schedules. Now and next, Adult support. Makaton | Schedules, count down to circle time, keep the routine familiar each day. Time to process. Adult support | Let the pupil structured choices to be active in the circle time or not. Time to process. Adult support | Large pecs pictures make sure area is accessible for pupil. Simple touch to indicate change of activity adult support
| Emotion song Placing their photo on the feelings board (PECS)    | Makaton and sing song. PECs symbols. Touch buttons with Pecs symbol on for them to choose if verbally wanting to say feeling. Let them choose to express their feeling or not. | Touch comfort simple clear sentences or words. Fiddler toys for support. | Talk about feeling how I am feeling and why, acknowledge and support pupil ask the choose they feelings listening if they want to expand on it. Reassure them  | Touch button, Makaton, Pecs, acting out facial expressions.  Say I feel my throat neck hurt. I might be thirsty act it out. Bring board to pupil if not wanting to be centre
| Acknowledging and counting all the children MD    | Help to point if they want you to as counting photos then number line. Give time to process, role model what to do, support and praise certain things they have done well | Hold the photos to them as they count to help support to make link. Give time to process, role model what to do, support and praise certain things they have done well | Give the choice to count. May only cope in a circle time with adult delivering and an adult to support them. Give time to process, role model what to do, support and praise certain things they have done well | Bring the other children to them so they can count them. Give time to process, role model what to do, support and praise certain things they have done well
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