During his numeracy lesson Charles was able to match numicon symbols to the right number up to five giving him a choice out of two numicon symbols, he needed verbal support throughout his learning and some physical prompting to begin with so he knew what to do.

Henry joined in a literacy session making connections between sensory stimuli and the sign’s symbols and words for sandwich ingredients. Henry made individual splat tomatoes with verbal and gestural prompts.

Everett enjoys being in the garden, he is independently exploring different textures, surfaces and objects, often using his hands first and then exploring the properties of a surface or texture by standing or balancing on it. He is developing physical skills in negotiating different terrain in all weathers and by climbing and balancing on objects such as rocks, tyres and straw bales.

Everett enjoys being in the garden, he is independently exploring different textures, surfaces and objects, often using his hands first and then exploring the properties of a surface or texture by standing or balancing on it. He is developing physical skills in negotiating different terrain in all weathers and by climbing and balancing on objects such as rocks, tyres and straw bales.

David was able to match the correct words to the correct letter with very little support. David also sounded out each letter while independently writing the words. David enjoyed this activity and was able to complete the task with little adult support.

Levi enjoyed the bucket session which involved a magic box (turning things big and not big). Levi watched the adult sort items into two categories which later he was instructed to do something similar. Levi was able to identify items being big and not big as well as correct an adult, however he struggled a bit with having multiple items in the category. He preferred to have 1 item at a time. Next step: repeat with no support and to develop the his understanding of pointy, round, rough, smooth, etc.

Casper used prompts to read the recipe to make scrambled eggs, this is only support he needed.

Frankie took a few minutes to settle for learning. He had a sensory break in class on the bounce mat and then settled at his table with verbal prompts. He used pen to mark makes independently within the letters with accuracy. From a choice of 2, 3/4 times he correctly chose the word starting with the initial letter we were tracing and sounding out.

William was asked at break time what he wanted to do and he decided that he wanted to go on the swing. He was very confident in asking.