Raid was asked to find the correct symbols to describe each of the pictures on his worksheet, which included two peers doing an activity in the rainforest. He was able to complete the task with lots of verbal and gestural prompting, correctly choosing two peers, e.g. "Casper", "Dee Dee" and an additional object or verb, e.g. "walking". He demonstrated good fine motor control to peel off each sticker and put it on his worksheet with an adult helping by peeling up the corner of the sticker.

Charles tried writing his name independently by tracing the letters. He traced over parts of each letter but not well enough to identify what letter he his writing. He also verbally was saying his name.

We made 60s style tie dye headbands for our Spring performance. We tied the fabric and put elastic bands on it then squeezed dye onto the fabric. Casper really enjoyed choosing the colours and seeing the effect of the dye. He was able to explain what happened when the dye was added and could spot some of the colours mixing and name them.

Andrei was making hats for his friends for dancing and he encouraged some of the adults and his friends to dance to a song.

Francesco struggled with the safe/unsafe idea.  However, when given a scenario such as 'should you talk to stranger in the car?', and given the option of 'yes' or 'no', he could show that you should not talk to strangers but could also say that he can talk to doctors and police.  He showed an understanding of who to talk to with very minimal prompting.  We just said 'it’s a stranger' and showed him the two symbols and he then could independently chose the correct answer.

Eman is able to put his coat and bag on his peg every morning and afternoon without prompting.

David would come into the gym and with adult support he would bounce the ball. He then passed the ball with and adult and had a try at scoring a basket.

Teddy attempted to complete the two part animal puzzles. Teddy looked closely at the pieces and was able to match them. When Teddy could not find the correct piece, he gave it to the adult and made a vocalisation to ask for help. Teddy focused on this activity for over three minutes and did not move on until all the animals were complete.