2025-03-25 21:51:47 UTC

I was working with my 1:1 who has SEN and requires a walking frame to get about. We went outside to explore but also to change position from his class chair to exercise his legs as part of his physio programme. We used the walking frame to walk to another class yard as part of inclusion, where they were all sat on the mats playing with the cars and garage. My 1:1 walked over using his frame and shown on his communication board he wanted to get out and explore the cars. As the enabling adult I allowed this and listened, I helped him get out to explore and engage with the cars and garage. He socialised with the other children and I encouraged him to use the communication board to tell his peers what he was thinking. I played alongside them and interacted with the cars and garage showing them to push the cars down to enable the cars to go fast, all children were engaged and I introduced the wind up cars for them to watch and enhance their skills within the car play, I also provided with the car track for them to build if needed or wanted to. I began by modelling how to build the track and then they carried on building it with support.

As the enabling adult, I listened to my 1:1 and shown positivity towards the play, I created the stimulating environment and role modelling whilst allowing my 1:1 to engage and socialise.

2025-04-09 07:39:55 UTC

The child in the setting was six years old but had autism and needed a 1-1 the child wanted to go outside so we went to the outdoor area which has a mud kitchen they went the mud kitchen and was having lots of fun when this child is upset we take them outside as it calms them downs the enabling adult I was an observer ensuring that the child is safe and is feeling okay

Being an Enabling Adult by