Sapphira completed 3 parts of the sensory circuit. Sapphira needs and also likes to have full adult support, with verbal instruction as well as modelling and hand over hand.

Jimmy has just come in from the playground, walked over to the sink area, took a drink symbol and took it to an adult. Jimmy held the symbol with his left hand when requesting it to the adult. Jimmy handed the adult the symbol and had a big grin on his face the adult then went off to make Jimmy a drink, Jimmy followed the adult and the drunk his drink.

Ilias was able to show me the requested number up to 3 with the numicons independently. He was then able to show me the correct requested number from the book up to 9 independently. With support he was able to begin giving the number.

In literacy, class were reading 'Starry Eyed Stan'. Elsie listened attentively and then did her work with minimal adult support. Elsie managed to pair the stickers with the according picture. For example, where there was a starfish Elsie chose the starfish sticker and stuck it next to it. Elsie also traced the letters c, s and f.

Ismael wrote key word sentences to describe a picture using the sentence prompts with support to remain focused. He started his sentences with ‘the’ but then missed out filler words such as ‘and/is’. The adult modelled adding a full stop at the end of the sentence which Ismael copied with prompts.

Maisie was able to look at the pictures in this story and complete the sentences using colourful semantics. She was given a choice of up to 6 for some options and could correctly identify the answer each time, for example 'monkey climbing brown tree'. Maisie needed some prompts to focus on the choices, but was able to complete the task independently.

David was able to partake in a story about different sports and interacted with equipment related to these. He was engaged and enjoyed the whistle.

Whilst Elliott was helping in the school cafe, he realised that something needed washing up. He rinsed the bowl and utensils and then loaded up the dishwasher. He was very focused and followed instructions well.

Ava explored the new role play pet shop in class and as soon as she saw it, she placed all the stuffed animals into the pet beds, took all the pet bowls and filled them up with dried cereal from a tuff tray nearby. She gave all the pets a bowl each and pretended they were eating from the bowls, whilst chatting away to the stuffed animals.

In Food Technology, students were exploring the textures and smells of vegetables, such as broccoli and cauliflower. Amber disliked the smell of both, turning her head away and also anticipated an adult offering the vegetable to her to hold and feel. For both the broccoli and cauliflower, Amber communicated her dislike for it by scrunching up her hands as the vegetable was moved towards her, so that the adult could not put it in her hand.