https://www.thespringboardcurriculum.co.uk/blog daily 0.75 2023-05-26 https://www.thespringboardcurriculum.co.uk/blog/physicalandsensorydevelopment-wbkcf monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1622846060757-V90CO3654TGZ55ZJREWA/IMG_2075.jpg Inspiration, Ideas & Planning - Physical and Sensory Development https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1622845813122-0EB58MCYK8ZJNGT2PTTE/IMG_2071.jpg Inspiration, Ideas & Planning - Physical and Sensory Development https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1622845853202-L0DJLBVU7MIT97P824JU/IMG_2071.jpg Inspiration, Ideas & Planning - Physical and Sensory Development https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1618515658515-593AUELO31YWBI3YZT31/IMG_0728+2.jpg Inspiration, Ideas & Planning - Physical and Sensory Development - Physical and Sensory Area This is a large matted area which is used by each group for one session per day. Rather than having permanently installed equipment, the equipment available can be used flexibly to create different physical and sensorimotor integration opportunities for pupils with differing needs and abilities. It can also be used by an Ayres’ Sensory Integration Trained Therapist for 1:1 Ayres Sensory Integration sessions. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1618516525248-YZL22MMLF6QHOHSUV79V/IMG_0768+2.jpg Inspiration, Ideas & Planning - Physical and Sensory Development - Using the outdoor area for physical and sensory development A well-planned outdoor area provides a wealth of opportunity for children to develop their physical and sensory skills and experience different kinds of movement. Make sure you have a selection of appropriate equipment which is accessible for all and make the most of playing outside in nature. A swing is particularly valuable - make sure it is accessible both for children who are able to move independently and those with more complex physical needs. Don’t forget that local play parks may have an excellent range of accessible outdoor equipment! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1618516233436-0UEA6AKRDHEID6UB37YY/IMG_2077.jpg Inspiration, Ideas & Planning - Physical and Sensory Development - Equipment for movement activities Ensure you have a variety of equipment for children to participate in a range of movement experiences. This equipment can be used in different ways for pupils depending on their needs and will support both physical and sensory development and their emotional regulation. Make sure you have equipment which enables pupils to explore swinging, rocking, rolling, bouncing, jumping, spinning, wheeling, squashing, pushing, pulling, crawling, climbing and balancing. https://www.thespringboardcurriculum.co.uk/blog/assessment-sen monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/b3ede339-6fd8-44e5-975c-91ba56ed066b/The+Springboard+Curriculum+-+Learning+Circle.PNG Inspiration, Ideas & Planning - Assessment - Make it stand out Sample Page from Millward & Osman (2021) The Springboard Curriculum. Available to buy here. https://www.thespringboardcurriculum.co.uk/blog/classroomresources-ballpool monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632769046460-FMV4OT2X1J5H97FSI7JP/IMG_6575+%281%29.JPG Inspiration, Ideas & Planning - Classroom Resources: Paddling Pool https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632769046802-YJY0HGIQUJYT08AERDZ0/IMG_1419.JPG Inspiration, Ideas & Planning - Classroom Resources: Paddling Pool https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632769051018-WMM4TX5JHH6UV2F3S100/IMG_0376.JPG Inspiration, Ideas & Planning - Classroom Resources: Paddling Pool https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632769189689-ESKO6H5F6SC0U1MMAXSF/IMG_0981+%281%29.JPG Inspiration, Ideas & Planning - Classroom Resources: Paddling Pool https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632768959734-S9QQWWZC3XQ055UXQ4F9/IMG_6575+%281%29.JPG Inspiration, Ideas & Planning - Classroom Resources: Paddling Pool - Paddling Pool. Ball pools can be expensive and take up a lot of space in the classroom. A paddling pool is a great alternative that can still offer pupils with a full body sensory experience whilst providing flexibility in it’s use at a more affordable price. We purchased ours from Argos for £35.00 and after 5 years of use, it has not needed replacing yet! We like the inflatable sides for the challenge of climbing (or rolling) in and out and the postural support that they can provide for pupils who need some assistance. https://www.thespringboardcurriculum.co.uk/blog/planning-for-thebucket-attentionautism monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631297048075-I9WCMGXAYHIU31IBNLRS/IMG_1313.jpg Inspiration, Ideas & Planning - Planning - The Bucket - Communication Attends to dominant stimuli Demonstrates an understanding of the sequence of activities within daily routines Imitates others communication Responds to interactions initiated by others Requests for more of highly motivating activity Begins to communicate for things that are out of reach Uses a vocabulary of 50 words using sign, symbol or spoken language Takes turns during structured games with peers https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631296583953-GE96E5HZVN379X8Y4U15/IMG_1717.jpg Inspiration, Ideas & Planning - Planning - The Bucket - Cognition Responds to visual stimuli Tracks moving objects Anticipates repetitively presented stimuli Looks between 2 items Shows curiosity in relation to novel events and activities presented by others Remembers familiar games and activities and initiates these Understands and uses number names appropriately https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631298366465-A6UEQUMCT2VXJA49IUPA/IMG_1284.jpg Inspiration, Ideas & Planning - Planning - The Bucket - Personal, Social & Emotional Development Is alert for brief periods during the day Maintains arousal during play Wears personalised aids and equipment that facilitate their access to learning Uses communication skills to control the environment Develops sense of self Behavioural response is proportionate to the demands or experience of the environment Behaviour indicates the development of self-regulation https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1632160593250-3RRPHRAR0KF8IG9JWTBD/9.png Inspiration, Ideas & Planning - Planning - The Bucket - The Springboard Curriculum: Assessment Framework The key to successful development is to recognise and build upon the unique characteristics and capabilities of each individual child. The Springboard Curriculum: Assessment Framework provides over 900 detailed and in-depth descriptions of how learning develops from a pupil reacting and responding to experiences in their environment to initiating engagement and actively participating. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631297605351-5PJZWE3P9OIEXN6KG2XO/IMG_7477.JPG Inspiration, Ideas & Planning - Planning - The Bucket - Physical & Sensory Development Actively participates in gross motor/ movement activities Aims for, reaches and grasps objects Participates in standing transfers with support Sits on a chair independently and safely for longer periods of time Begins to use powered mobility Grades movements to act on a stationary object Uses both hands together with control and coordination https://www.thespringboardcurriculum.co.uk/blog/feedingandtheroleofeducators monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631310023307-ZBL3IPCY5VY74C8N8F87/d606c3d9-37b4-41a7-bd6f-3f19cee25cea.JPG Inspiration, Ideas & Planning - Feeding. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631310027818-SMPF7ZUR7ZBVCB49JDL1/File_000+%281%29.jpeg Inspiration, Ideas & Planning - Feeding. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631310028493-0CY14KH0M8GA8AJPHOTR/File_000.jpeg Inspiration, Ideas & Planning - Feeding. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631310205104-XL7HXU0OHJ7EXFW1A0UF/B8EAD7DD-6F72-4F5A-8F28-C4345302940B.JPG Inspiration, Ideas & Planning - Feeding. https://www.thespringboardcurriculum.co.uk/blog/playandplayfulness monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1630703514731-IM7MRKIJ5GP38X3C11CE/unnamed.jpg Inspiration, Ideas & Planning - Play & Playfulness. - If play is a child’s occupation, the time between when pupils arrive at school and when they leave school, play is an educator’s occupation too! https://www.thespringboardcurriculum.co.uk/blog/classroomresources-uvlight monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629826647055-V6JU7E6IB2DIVO4VKKSW/Copy+of+IMG_7477.JPG Inspiration, Ideas & Planning - Classroom Resources: UV Light https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629826646862-KOYDFX2DVOH89FCWVF0A/IMG_1996.jpg Inspiration, Ideas & Planning - Classroom Resources: UV Light https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629826650909-7RQU6LRIB4XIP7BLWCB7/Copy+of+IMG_6904.JPG Inspiration, Ideas & Planning - Classroom Resources: UV Light https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629826651086-GCM8WZXBODVMO4O1GQEG/IMG_1491.jpg Inspiration, Ideas & Planning - Classroom Resources: UV Light https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629826708848-A54AX8M51H9IJXM4I2ZS/IMG_0158.JPG Inspiration, Ideas & Planning - Classroom Resources: UV Light https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1631656570543-31IKJFO632QD5XZAFTB8/Copy+of+IMG_6904+%281%29.JPG Inspiration, Ideas & Planning - Classroom Resources: UV Light - High Powered UV Light. We have tried several different UV lamps. If you want to light your entire darkened classroom, you will need a high power lamp or you may require two for a larger space. We are fortunate to have shutters to darken the classroom but it can be achieved with blinds or other blackout products. The UV lamp that we have is from SpaceKraft UK. https://www.thespringboardcurriculum.co.uk/blog/senresourcesclassroom-must-haves monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629820773200-73M4F8T1HJ8MDQYP2ORN/IMG_6575.JPG Inspiration, Ideas & Planning - Classroom Must Haves - Paddling Pool Can be used indoors in winter for a full body physical and sensory play or taken outside in summer for some water play! Changing what is inside the paddling pool, changes the learning opportunities available. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629820055879-7C3ZKWS6CWC0EJEG9XSC/IMG_3815.jpg Inspiration, Ideas & Planning - Classroom Must Haves - A UV Light Using UV light and fluorescent resources can turn frequently visited activities into a seemingly new learning environment which is visually appealing and fun. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629821501211-NZ0D7CSD0DNSGL8DIQOW/IMG_7135.JPG Inspiration, Ideas & Planning - Classroom Must Haves - Cardboard Boxes Remember to keep your cardboard boxes after the delivery of your new resources and any other exciting packaging. They can create endless opportunities to play and are great for physical and sensory development. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629820424104-50DLMNXIX2D1I9RLTVWA/IMG_5226.jpg Inspiration, Ideas & Planning - Classroom Must Haves - 3 x Tuff Spot Trays As educators you will appreciate the value of a tuff spot tray for creating invitations to play. Pinterest is full of ideas! Buy at least 2 so that if you engage in a messy play activity in the morning, you can use a clean one as a lid to support transitioning between activities and avoid cleaning until the children have left at the end of the day. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629820808394-OZTABP4Y934EUIUI4KN0/IMG_7134.JPG Inspiration, Ideas & Planning - Classroom Must Haves - A Light Box A light box really attracts attention and can be used with any resources you might normally use at a table, creating a seemingly new activity. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1629820961138-JZVF7DZTWGEJA59KAJHT/IMG_3343.jpg Inspiration, Ideas & Planning - Classroom Must Haves - Switch Box Any electrical appliance/object can be plugged into a switch box. Common things we might use are: hairdryers, fans, popcorn machines, blenders, disco light/lamp. You can also buy a variety of switch adapted toys. See a previous blog post for how switch-based activities support learning. https://www.thespringboardcurriculum.co.uk/blog/food-sensory-integration monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617057105783-QXDZ3C57EYFXRK7P3QXA/IMG_0671.jpg Inspiration, Ideas & Planning - Feeding - Tactile (touch). Hates being messy and continually wipes or requests to wipe hands. May also have a tendency to keep hands in fists. Takes food off a fork with teeth to avoid touching food or utensils with lips. Overstuffs mouth and pockets food in cheeks. Rejects food of specific textures and temperatures. For example wet, dry, hot or cold. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617057899335-4T0KIJZ7Z4C1JFCU3H49/Copy%2Bof%2BIMG_5484.jpg Inspiration, Ideas & Planning - Feeding - Vestibular (balance & motion). Poor postural control when sitting in a chair, might slump over the table or slide off chair. Refuses to drink from an open cup or avoids crunchy food. Both activities would activate a vestibular response. Moves around continuously and finds it difficult to sit for mealtimes. Disorientated in busy environments like restaurants or dinner halls. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617058918344-P4R0291EMO6YNLEEUR3X/IMG_4550.jpg Inspiration, Ideas & Planning - Feeding - Gustatory (Taste). Extreme responses to different tastes. Under reacts to different tastes. Licks or eats inedible items. For example paint, glue, playdough. Diet restricted to plain, bland foods. Gags or vomits in response to particular tastes. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617056498136-GCJC2VZTG4IXHX1S5TV3/File_000.jpeg Inspiration, Ideas & Planning - Feeding - Visual. Only accept foods of a certain colour, shape or size. Become distressed if different foods are touching on their plate. Closes eyes when presented with food. Does not recognise foods prepared in different ways. Does not accept preferred foods if they are broken. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617059054906-YWIRKELQ60V4ZYX0PM0Q/IMG_4550.jpg Inspiration, Ideas & Planning - Feeding - Olfactory (Smell). Pinches nose when presented with particular smells. Describes every day scents as disgusting or yucky - for example the smell of perfume, freshly baked bread or fresh flowers. Complains of headaches when overwhelmed with scents in restaurants or school dinner halls. Gags or vomits in response to particular smells. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617124382476-1TM6Q0NTW7ULDXYUDYAL/IMG_4665.jpg Inspiration, Ideas & Planning - Feeding - Interoception (internal body senses). Complains of tummy pain when they are hungry but refuses food. Overeats and may eat until they vomit unless stopped. Painful bowel movements cause by constipation are associated with eating. Rarely communicates feeling hungry or thirsty. Relies on others to present food and drink. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617124048494-DB0HVZCN35Y8R9ST8UML/d606c3d9-37b4-41a7-bd6f-3f19cee25cea.jpg Inspiration, Ideas & Planning - Feeding - Auditory. Dislikes eating crunchy food like carrots and apples (try it and listen to what it sounds like). Becomes distressed or distracted in busy environments. For example restaurants, supermarkets or school dinner halls. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1617057222177-VB160RM5QMXIPG2U1VR3/Copy%2Bof%2BIMG_5647.jpg Inspiration, Ideas & Planning - Feeding - Proprioception (muscle stretch). Frequently looses food on the way to their mouth. Poor hand to mouth coordination means food often misses mouth. Delayed oral motor skills makes food consistencies challenging. For example dribbles often, cannot close lips when eating, bites tongue and cheeks frequently. Difficulty placing mealtime utensils on table when finished. For example spills drink when placing it back on the table. Prefers to eat finger foods. https://www.thespringboardcurriculum.co.uk/blog/planning-for-play-switch-accessibleplay monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611262400225-CI1NF0C8LPD0O0KG9PQY/IMG_3263.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - What can Educators Do? Offer two switches - one to turn on the toy and one to turn it off. Using the latching box to set so that one press turns on the appliance and another press turns it off. Allow time for children to adjust their movements according to the switch settings as they work out what they are controlling. Sabotage the activity by offering 2 switches, one that is working and one that is not; or unplugging the switch to enable children to problem solve or ask for help. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611262526749-WDQ9TE6F0H14J4VFY0TU/IMG_3341.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - Evidence for Learning - Learning Circle 1 and 2: Notices sensory stimuli but does not yet respond positively or negatively. For example stilling when the fan is on. Shows awareness of when stimulus starts/stops. For example moving feet each time after stimulation with a vibrating toy. Shows awareness of significant changes to visual environment. For example dark to light. Fixates gaze on lights in a darkened room. Responds consistently to stimuli presented in a burst-pause (start-stop) pattern. Anticipates repetitively presented stimulus. For example by closing eyes, becoming excited before the action happens. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611262440401-V6I693KB8PR9Z7W1TK9G/IMG_3287.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - Evidence for Learning - Learning Circle 4: Uses different actions to activate toys and equipment. Turns objects on and off with understanding. For example by pressing a button or using two switches. Uses two switches to control 2 different actions. Solves problems by trial and error Successfully completes a range of tasks using trial and error. For example working out which switch is working when one is and one is not, stacking different sized cups inside each other or trying different holes to post a ball. Perseveres with a strategy even when it is not working. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1618507828877-J7QKQZKIUD1GT6YT9I8D/Copy+of+Copy+of+Copy+of+Communication+in+the+Classroom+%281%29.png Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611262357166-VDRKEOW51HS47BXZT1N9/IMG_2555%2B%25281%2529.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - What can Educators Do? Place the switch where the pupil will use unintentional movements to activate it and then draw their attention to the resulting action. Give lots of time for the pupil to explore pressing the switch and transferring their attention to the resulting action. Once set up and positioned appropriately, this is often an activity pupils can work on independently. Provide opportunities to work on both ‘direct’ (the action happens when the switch is pressed and stops when the switch is released) and ‘timed’ (one switch press starts the action for a set time, press the switch again when it stops) cause and effect activities. Provide a wide range of motivating switch-accessible sensory stimuli for pupils to develop their understanding of cause and effect with a wide range of different effects. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611262484960-IH44PQ5770MOKZA3V1KF/IMG_3100+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - What can Educators do? Activate resources in a burst-pause (start-stop) pattern. Exaggerate pauses to enable the child to anticipate what is going to happen Offer a range of different ICT-based sensory experiences eg vibrations, light up toys, sounds, interesting visual stimuli for the pupil to notice and begin to respond to. Consider the positioning of the pupil and the resources to ensure that they are able to access the activity as fully as possible. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307521877-EJ0TNPC1TCZDFH72VB3M/IMG_2532.jpg Inspiration, Ideas & Planning - Switch-Accessible Play: Developing Skills - Evidence for Learning - Learning Circle 2: Repeats actions which had an effect (but does not link cause and effect) Randomly activates objects using gross motor movement. For example swiping at an object or pressing a switch with the whole hand when it is presented. Notices the effects of their own actions. For example, looks at the light up toy after pressing the switch or smiles when they hear the bells after shaking them. Learning Circle 3: Uses different gross motor actions appropriately to activate a wide range of cause and effect toys Understands cause and effect in highly motivating activities. For example activates an object using gross motor movement and attends to resulting action before activating again. Operates switch activities appropriately on direct setting. Operates switch activities appropriately on timed setting. Understands cause and effect in a wide range of contexts and with a range of motivating resources. https://www.thespringboardcurriculum.co.uk/blog/glossary-of-terms-sen monthly 0.5 2023-05-26 https://www.thespringboardcurriculum.co.uk/blog/food-fun-storytelling monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613066073945-TGAEYJBRJ8FE6SJU8TPD/IMG_4550.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - Keith the Cat with the Magic Hat. Written by Sue Hendra. Spoiler alert, Keith becomes a magician when an ice-cream cone lands on his head! Resources: Ice-cream, Ice-Cream Sauces, Bowls, Spoons, Communication Supports. To do: Set up a tasting station! Remember to use sensory adjectives to comment on the taste, texture and temperature of the different foods. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613065971856-UE5SUVBN5EVKM0SCL2LV/IMG_4487.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - Banana. Written by Ed Vere. Resources: Bananas, Switch Accessible Blender, Milk, Yogurt, Communication Supports. To do: Peel the bananas together and put them into the blender pour in the milk, spoon in the yogurt and make banana smoothies! TRY: Peeling and freezing the bananas first. This changes the sensory experience of touching a banana to hard and cold which can be an easier texture to manage. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613062771794-IRZ9M4TIOYO845WRWFFG/IMG_4636.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - The Very Hungry Caterpillar. Written by Eric Carle. We all know the story of The Very Hungry Caterpillar. Resources: This activity doesn’t actually contain real food but shredded paper and plastic foods. The dry and consistent texture of shredded paper is easier to manage and can support engagement for those with severe tactile and food aversions. We would plan this sensory tray alongside a food tasting activity and other real food tactile play in carousel play. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613154611979-O3ALE5JB0RMDW6M8GYSO/IMG_4636.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613154465404-LTIKX6BY9GUKCMXIFRV0/File_000%2B%25289%2529.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613155116806-KH0S7TQHLJ2JBVTKEEXD/IMG_6389.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613156373622-UFIRWECU2528LY9OY1P8/IMG_4487.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613063753939-DWU4KIDRI7YWT3E1E2DO/IMG_0483.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - Christopher Pumpkin. Written by Sue Hendra & Paul Linnet. Christopher is magicked alive by a witch and ordered to throw a spooky party - but Christopher Pumpkin prefers bunting and fairy cakes! Resources: Carved Pumpkin, Torches, Communication Supports. To do: Explore the pumpkins by touch and smell. Turn the torches on and off. Put the lids on and take them off the pumpkins! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613393058150-90CAYNAEJHWF5N87UM8H/IMG_0948.jpg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - Goldilocks & the Three Bears. Version written by Tony Ross. Resources: Big, medium and small wooden bowls, big medium and small spoon (the bigger the contrast in size the better!), dry porridge oats, fancy dress bear hat, communication support. To do: Dress up as a bear. Explore the feel of the porridge oats, fill up the bowls with oat, mix and pour. You might have another carousel play table set up pour and mix milk and porridge. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1613153187321-M1HB64S4OL5DBMSYJPKB/File_000+%288%29.jpeg Inspiration, Ideas & Planning - Storytelling to Inspire Food Play - Super Daisy. Written by Kes Gray & Nick Sharratt. Super Daisy has to save the world from Planet Pea, otherwise you will get peas with EVERYTHING, even in your lemonade: Resources: Bottles of Sparkling Water (big and small), Frozen Peas, Effervescence, Communication Supports. To do: Drop the frozen peas into the sparkling water and watch as they bounce up and down with the bubbles. Drop in an effervescence and watch the water and peas erupt! https://www.thespringboardcurriculum.co.uk/blog/planning-for-play-valentines-mwme3 monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1630449309860-B9YO6AR3VTHQWOBAYOY2/IMG_4097.jpg Inspiration, Ideas & Planning - Planning - Valentine’s Day - Resources Valentine’s themed dressing up Mirrors Face paints Camera https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1630449934055-UQ2R75F8H44NPTY66MH4/IMG_4263.jpg Inspiration, Ideas & Planning - Planning - Valentine’s Day - Resources Icing sugar Food colouring Spoons, bowls, sieve Peppermint essence Condensed milk https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1630449639436-O7J5NWKGR47TXDA8GTM0/IMG_4775.jpg Inspiration, Ideas & Planning - Planning - Valentine’s Day - Resources Water tray filled with warm water Food colouring and/or scent Rose petals Potion bottles or other containers Whisks https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1630449336556-JL3BAJNXDG48S903R3FD/IMG_3690.jpg Inspiration, Ideas & Planning - Planning - Valentine’s Day - Resources Pink rice Heart shaped containers, ideally made of different materials Spoons or scoops and a jug Tuff spot tray https://www.thespringboardcurriculum.co.uk/blog/food-play monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611339406502-6QHYTPZZSW7519P6JU9X/IMG_3769.jpg Inspiration, Ideas & Planning - Food Play - Jumping…Rice. Uncooked rice, dyed with food colouring and placed on a drum. In this activity, there is no demand to eat yet pupils are exposed to something that might be used in kitchen. It has a dry texture which is usually easier to tolerate than wet. It does have small grains but tends to leave little residue on the hands without the need for wiping them which makes it easier to mange than some other tactile and messy play activities such as flour. Placing the rice on the drum means that when you bang the drum it bounces, a fun cause and effect activity for those pupils that enjoy playing at this level! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611243717887-DKWT44SCSA8ILKWI6FJE/IMG_6728.jpg Inspiration, Ideas & Planning - Food Play - Grow Your Own…. You don’t have to have green fingers or even a garden to experience the joy of digging up your own vegetables. Fill a box with soil and bury some root vegetables to find. Even better if….. the carrots still had their leafy tops on. Top tip - if you know someone with a vegetable garden or an allotment, ask if you can borrow a full potato plant to bury. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611243298810-ESAGTLOHVR1UN71TBHO9/Copy%2Bof%2BIMG_8503.jpg Inspiration, Ideas & Planning - Food Play - Food Science. Pull apart a pumpkin and look inside! Exploring food within activities that there is no demand to eat empowers pupils to participate calmly in an activity which is going to challenges their senses. Pumpkins are a tricky texture to manage at first because of the wet and stickiness that can get stuck to your fingers. However, if you play with the same pumpkins throughout the week, they gradually dry out and those with tactile hyperresponsivity can find them easier to manage. Even better if… The Pupils used wheelbarrows to collect pumpkins from the playground! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1612302732612-N5FG3RN1VDATJTTFVFN3/IMG_4376.jpg Inspiration, Ideas & Planning - Food Play - Cause and Effect. Hooking up some household kitchen appliances to switches can be a great way to capture the attention of pupils who love big cause and effect experiences. These activities obviously have to be used under closer supervision (as do all). The sound of a popcorn machine or blender might be very loud for some pupils, but we have actually found that by using a switch to put the pupil in control of turning it on and off helps them to take part and enjoy this activity too. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611320493896-9EPSGN7SFWGM9V13HBBZ/IMG_0978.jpg Inspiration, Ideas & Planning - Food Play - Bake. Whenever we are having food fun, the idea is for pupils to get involved at every stage of the process. As with any playful interaction, educators must follow the lead of the pupils and respond and interact in a way that will enhance their learning. This will not necessarily equate to perfect bake but that is ok! Cheat and use cake mix bags or have some ready made cakes to taste what you have made. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611243174859-NDZ50U6UKX9RYU93H185/IMG_1113.jpg Inspiration, Ideas & Planning - Food Play - Imaginary Play. No food in sight but pupils will get the chance to explore utensils used during mealtime routines. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1612302561749-EYB3RYAHAXANPXRQTZKD/IMG_4556.jpg Inspiration, Ideas & Planning - Food Play - Taste. A very big step to overcome BEFORE a pupil might take food into their mouth to taste it, is to be happy to touch it with the very tip of their finger. Food based play can support children to improve their experience and response to a range of sensory experiences which are commonly experienced when feeding and during meal time routines. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1612544292893-JBXQFONJMTVH6ZLKCO87/IMG_4635.jpg Inspiration, Ideas & Planning - Food Play - Tell Stories. There are lots of stories written about food. The Very Hungry Caterpillar, Spot Bakes a Cake, Supertato, Super Daisy, Goldilocks and the Three Bears, Jack and the Beanstalk, Handa’s Surprise, can all be turned into story trays to inspire pupils to explore different smells, tastes and textures in a safe, playful way. https://www.thespringboardcurriculum.co.uk/blog/carousel-play-incorporating-switch-accessible-play monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611261358699-NFGZAS5E87EEZK3GL89H/Switch+Accessible+play+%281%29.png Inspiration, Ideas & Planning - Switch-Accessible Play Activities https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611259099952-HPO6UNGBFFPCXQ6Q8YE4/IMG_2986+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - The switch is placed flat here and secured to a board. This set up is used for pupils who have good gross motor use of their arms and can press a switch using their whole hand. For pupils who repeatedly ‘tap’ the switch, move it further away from them so they have to make a really intentional reach to press it. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611259071043-OMKZ7QDW4F8O064N25ZY/IMG_3228+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Here the switch is mounted in an upright position to enable the pupil to use a small movement of their wrist/hand to activate it. This is useful for pupils who are unable to lift up their arm and press a flat switch. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1610914214282-7LLAE6WWLL9Q48FLJ9NH/IMG_1617.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Spaghetti Lights (Space) https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1610914212317-C0PMU2HOPB5LH5OGPFPI/IMG_2532+%283%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Melting Snowman (Christmas) https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611258617315-TVB3PPW318MAP0PR8HI0/IMG_3100+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Bubble Machine (Water - bubbles) https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611258617513-4L2CYOWSGGMVA5CMJXQ6/IMG_3277+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Robot (Magic - Magical Monsters) https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611258744252-4TOVCVZ84T3KU0M919IC/IMG_2986+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Light up toy (Bonfire) https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1611258624259-WYTUXUUOE1W5UMPZRJSM/IMG_3350+%281%29.jpg Inspiration, Ideas & Planning - Switch-Accessible Play Activities - Fan + windmills (In the Garden) https://www.thespringboardcurriculum.co.uk/blog/food-fun-mince-pies-other-pastry monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608752463902-O4A797M4XX92KOW4RRSA/IMG_5547.JPG Inspiration, Ideas & Planning - Food Fun - Learning Opportunities. During cooking activities, our intention is not to teach pupils to cook. Cooking activities provides pupils will the opportunity to show evidence for learning in all of the core curriculum areas of cognition, communication, physical and sensory and personal, social and emotional development, depending on their personal learning journeys. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608756275985-1P635U7LF6IU2475P2Z8/7ca510de-d025-4a1b-83eb-80e347ccba2e.jpg Inspiration, Ideas & Planning - Food Fun - Evidence for Learning. Grasping objects placed in palm. Briefly moving hands or feet when in contact with a substance, toy or material. Tracks moving objects. Independently moves to a play activity and briefly engages. Pours from one container to another. Points to objects as they count. Examples taken from The Springboard Curriculum: Assessment Framework. Cognition, Inner to Outer Learning Circles. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608752156266-L4Q1J1TCOO6IPIYIQP5S/IMG_5546.JPG Inspiration, Ideas & Planning - Food Fun - Make a mess. Pupils who find feeding challenging often dislike tactile (touch) experiences. Be prepared to make a mess and to show pupils that it is ok to be messy. BUT also show them how to cope with being messy - for example by having flannels available to wipe hands. Be prepared to change the environment in response to a pupil to facilitate their engagement. It might be too challenging for them to cope with that much messy flour on the table but they maybe interested in the pastry dough. Wipe away the flour to reduce the challenge and support them to engage. Interacting with food using utensils (such as a rolling pin, spoon or cutter) is progress towards interacting with food by touching it with a finger. Celebrate and record the small successes! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608756802096-VRTA9HGHWXVX6184A031/IMG_2721.jpg Inspiration, Ideas & Planning - Food Fun - The process not the product. Whenever we are having food fun, the idea is for pupils to get involved at every stage of the process. As with any playful interaction, educators must follow the lead of the pupils and respond and interact in a way that will enhance their learning. This will not necessarily equate to perfect pastry but that is ok! Cheat and buy some ready rolled pastry so that you can roll, cut, fill and taste what you have made. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608750487524-DUOH4B8WXJ1F5229OPWX/IMG_2674.jpg Inspiration, Ideas & Planning - Food Fun - Three simple ingredients. Rubbing together butter, flour and eggs will make a pastry dough. If you are worried about pupils playing and interacting with raw egg, replace it with water. It is the process that is important not the product! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608751873683-TRI7WWF81PRG5VJZM6EW/IMG_5531.jpg Inspiration, Ideas & Planning - Food Fun - Play in different ways. It is the process not the product. Use your knowledge of what your pupils like to interact in a way that is motivating for them. Flour creates a great surface for mark making, or even building flour castles to crash down. Be creative in how you play and interact with the flour and other ingredients! https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608751031125-TQ4G55VWVXVWNDH0XLGE/IMG_5523.jpg Inspiration, Ideas & Planning - Food Fun - Capture Attention. Flour is a dry sensory ingredient and most pupils with sensory feeding challenges find flour less threatening because it is dry and can quickly and easily be wiped off if it gets onto hands. Sieving flour from a height creates a fabulous visual effect as it falls. Shake flour from a height to entice over those pupils more reluctant to take part. Start and stop the shaking and observe if the pupils requests for “more” or for the activity to continue. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608751178605-AU0TB7MOF9AAIERIHV5C/IMG_5542.JPG Inspiration, Ideas & Planning - Food Fun - Exaggerate. Shaking flour from a height appeals to so many different pupils. Give it a go and see how they respond! Does it attract their attention? https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608752569928-BDVBVP95684OJX6EGAZT/IMG_5551.JPG Inspiration, Ideas & Planning - Food Fun - Evidence for Learning. During the activity of making mince pies, pupils might show evidence for learning, for example by: Tolerating fully supported food exploration. Responding differently to wet and dry tactile experiences. Smelling food. Using hands to smear food. Opening mouth for spoon. Requesting for more of preferred food. Bringing food to mouth. Engaging in food related play. Examples taken from The Springboard Curriculum: Assessment Framework. PSED, Inner to Outer Learning Circles. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608755887977-OZADGNCXUYCBRWARJKML/IMG_5553.JPG Inspiration, Ideas & Planning - Food Fun - Evidence for Learning. Turning head or eyes towards visual stimuli. Communicates for interactions to continue. Has a consistent way of making a choice. Looks or reaches towards photos, pictures or symbols to communicate for different purposes. Focuses attention for up to 20 minutes at a time. Examples taken from The Springboard Curriculum: Assessment Framework. Communication, Inner to Outer Learning Circles. https://www.thespringboardcurriculum.co.uk/blog/planning-for-play-christmas monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608306999496-ASVL4TVA2NGG8ZCQYSMM/Copy+of+Copy+of+Communication+in+the+Classroom.png Inspiration, Ideas & Planning - Planning - Christmas https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608308269992-7OUJFTJ9NP8BN3O76E8W/IMG_2758.jpg Inspiration, Ideas & Planning - Planning - Christmas - What can Educators Do? Educators can model sequences of play within the activity such as filling and emptying or setting places using the tea set. They can pour cocoa pops from a height for pupils to observe, using ‘ready steady go’ to build anticipation. Educators can wait for children to draw them into the activity and allow the child to lead the play. They can model using the communication board to comment on the activity. They can facilitate pupils to direct the play using individualised communication systems (words, signs and/or symbols). https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608309539029-5VKHRXZ94KCNJL69X0T4/IMG_2666.jpg Inspiration, Ideas & Planning - Planning - Christmas - How can Pupils Learn & Develop? They can develop their gross motor skills by ripping paper. Pupils can learn to open gifts independently ready for Christmas day! They can respond to different highly motivating objects and show preferences when the presents are opened. Pupils can role play being Father Christmas and giving out the gifts to people. They can develop their fine motor skills and coordination by using both hands together. They can follow single word instructions to give a gift to a named person. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608309050586-M95BKB0ZU1UWST5GPB89/IMG_2634.jpg Inspiration, Ideas & Planning - Planning - Christmas - What can Educators do? Educators can model opening a present. They can offer hand over hand support to pupils to teach them how to open the presents. They can model awe and wonder as the present is opened. Educators can create a game where they or children pretend to be Father Christmas and give out the presents. They can offer choices between highly motivating objects once the presents are opened. They can structure the activity to teach a pair or small group of children to wait and take turns. They can provide the relevant single symbol so children can do a symbol exchange to request a present, whilst keeping the presents out of reach. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307465919-TN2J1LLKNO074TJ0XCVJ/IMG_2555%2B%25281%2529.jpg Inspiration, Ideas & Planning - Planning - Christmas - What can Educators Do? Educators can position the switch appropriately for each individual pupil, including using individualised switch set-ups for particular pupils. They can sabotage the activity by unplugging the switch to provide an opportunity for pupils to communicate for help. Educators can draw attention to the effect of pressing the switch by singing a relevant song each time it is activated or modelling awe and wonder. They can ensure that every pupil has the switch positioned effectively to enable them to press it efficiently and develop intentional movement. They can press the switch for the pupil so they respond to the effects. They can adjust the settings on the latching box in order to challenge individual pupils (for example, pupils at an early stage of cause and effect would benefit from a ‘timed’ setting whereas more able pupils may be able to turn the device on/off on a latched setting using a single switch). https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307521877-EJ0TNPC1TCZDFH72VB3M/IMG_2532.jpg Inspiration, Ideas & Planning - Planning - Christmas - How can Pupils Learn & Develop? Pupils can notice a significant change happening nearby when an adult activates the switch-operated toy. Pupils can develop their understanding of cause and effect on a timed, direct or latched setting depending on the switch toy and setting selected. Pupils can use the symbol board provided to comment on the activity. Pupils can use gross motor intentional movements to create a significant and motivating effect. Pupils can observe the effects of their own actions. Pupils can request help or try to find alternative solutions if the adult sabotages the activity in some way. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608308219736-7T4OMCR9DFBMU5ORE35P/IMG_2724.jpg Inspiration, Ideas & Planning - Planning - Christmas - Resources Tuff spot tray Cocoa pops Pompoms Tea set https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608308570163-IQ9Q66JYJVU7IA03WPXY/IMG_2780.jpg Inspiration, Ideas & Planning - Planning - Christmas - How can Pupils Learn & Develop? They can respond to the smell and taste of cocoa pops and other sensory experiences of the activity. Pupils can develop sequences of play using the available resources such as having a picnic, making ‘drinks’ for others or filling and emptying. They can accept when something highly motivating is finished when they need to move on to another activity. They can demonstrate conceptual knowledge in the context of a play based activity such as matching, labelling colours; 1:1 correspondence and/or counting. They can demonstrate two-key word level understanding such as give me the red spoon or the big plate. Pupils can engage in role play activities involving themselves and others such as making hot chocolate for the adults. They can use objects appropriately within play. They can observe cocoa pops falling and request for more when it stops (assuming this is motivating to them and the adult pauses). Pupils can explore the activity whilst in a supported standing position at the table. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307856190-IC0F1FKEUDFMUI2CD560/IMG_2572%2B%25281%2529.jpg Inspiration, Ideas & Planning - Planning - Christmas - Resources Shredded paper Bottles with bells inside Magnets https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608308032164-AR98GNRF3XZEUHMYLDXI/IMG_2574.jpg Inspiration, Ideas & Planning - Planning - Christmas - How can Pupils Learn & Develop? They can explore objects and respond to their actions using gross motor movements, such as moving their hands in the shredded paper, reaching for objects, shaking and banging. They can take turns with an adult using a sound making object. They can turn towards sounds made by the adult in different places. They can explore using magnets to move the bells within the tubes. They can knock down the bottles and respond to the effects of their action. Pupils can maintain independent sitting whilst exploring the activity. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307708078-FDW0J54VGH8X8G9GSS9H/IMG_2456.jpg Inspiration, Ideas & Planning - Planning - Christmas - Resources Selection of highly motivating toys as ‘gifts’. Wrapping paper Large bag if desired https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307909468-2HXIX6P5XIBH8H3W9SY4/IMG_2576.jpg Inspiration, Ideas & Planning - Planning - Christmas - What can Educators Do? They can hide the bottles in the shredded paper for pupils to find. Educators can wait for the pupils to direct them using words, signs and symbols. Educators can model using the magnets to move the bells inside the tubes. They can stand the bottles up for pupils to knock down with a crash! They can model language using words, signs and symbols during the activity. They can shake the noisy bottles in different positions for pupils to turn towards sounds or locate sounds. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1608307305667-1PBYFIDHE3CVCXS80D0C/IMG_2495.jpg Inspiration, Ideas & Planning - Planning - Christmas - Resources Switch accessible Santa, snowman or other Christmas themed toys with strong effects (we have purchased some battery-operated electronic toys and then adapted them to be switch-accessible toys ourselves) Latching box for mains operated toys (ours is from Inclusive Technology) Mounting board and any mounts needed by individual pupils Switch (and specialised switches if needed for individual pupils) https://www.thespringboardcurriculum.co.uk/blog/class-timetables monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606492793503-QPYB1TSU3E1GH0FD7WRX/IMG_2074.jpg Inspiration, Ideas & Planning - Class Timetables - Sensorimotor https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606492929679-DIIU60KX3HGLIUI0OP7J/IMG_1319.jpg Inspiration, Ideas & Planning - Class Timetables - The Bucket https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606493754847-NCLCQXB0C2OTMXDDFP9Q/IMG_1382.jpg Inspiration, Ideas & Planning - Class Timetables - Snack https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606493054471-DXVKNJDTBVQP2OZ0I3OY/The+Local+Community+%282%29.JPG Inspiration, Ideas & Planning - Class Timetables - Outdoor https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606493991209-GAQQ3UPM6TM2U409TSWJ/IMG_1380.jpg Inspiration, Ideas & Planning - Class Timetables - Carousel Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606494199073-O746QYTA3Z0GDN4X4GU8/Eats%252Befficiently%252Band%252Bindependently%252Busing%252Butensils..jpg Inspiration, Ideas & Planning - Class Timetables - Dinner https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606493001039-8VGYK7TVB7D509RO2FYC/IMG_1278.JPG Inspiration, Ideas & Planning - Class Timetables - Art https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606493819341-9YPHQM5AOKFP6JYV4H4V/IMG_1376.jpg Inspiration, Ideas & Planning - Class Timetables - Circle Time https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606328223565-Y2SL49U9T1T9ZL1D7FEK/Copy+of+Untitled+Design.png Inspiration, Ideas & Planning - Class Timetables https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1606328875794-2J3E4Z43XVDMS4VVO3C3/IMG_2594.jpg Inspiration, Ideas & Planning - Class Timetables Image captured from The Springboard Curriculum. Inclusive Special Education in the EYFS and KS1. (Millward & Osman 2020). https://www.thespringboardcurriculum.co.uk/blog/planning-for-carousel-play monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605285400163-KI8CUD0AJ1DXP09WD64Y/IMG_2042.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - Resources Tuff spot tray. Mirror insert for tuff spot tray. Range of interesting shiny coloured objects, including pairs and sets of objects for matching and sorting. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605304238152-NB1SU63STQUTP2NFVCEU/IMG_1562.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - Resources A selection of visually interesting spinning toys which are activated using different gross motor movements. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288386785-U0S22Q3MI871IPUHS5CG/IMG_1656.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - Resources Spaghetti lights and light source. Latching box. 1-2 switches and a velcro board. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605287805292-E7JQ1UHEKC4N0YGPWST8/IMG_1746.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - Resources Selection of light up toys with different effects - ours are from “Cheap Disability Aids”. Dark area of classroom - we use an activity arch from Cosy with black/shiny reversible cover. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605286410960-UDZNCRX03VJAQ8OHK45J/IMG_1754.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - What can Educators do? Educators can offer a pupil a choice of light-up toy. They might include a highly desirable and an undesirable toy or 2 highly desirable ones depending on the pupils current level of learning. Educators can take a turn “my turn” before stopping the toy to create an opportunity for a pupil to show anticipation or initiate a request for “more!”. They can support language development of “stop” and “go”! by turning the lights on and off. They can move the toys around the floor space to facilitate rolling, crawling, reaching and grasping. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288273783-AD5A0PTMD75AY7PYJI9V/IMG_1617.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - What can Educators Do? They can control the setting of the switch to be direct, timed of latched. They can add a second switch. They can sabotage the activity and unplug the switch to provide a challenge. They can model engagement and awe of the changing colours. They can place the switch for a pupil to develop functional and intentional movement. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288066219-F0JRXGMYQFGAXQJ9NVZC/IMG_1864.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - What can Educators Do? Educators can drop the balls into the water from a height and watch them SPLASH…wait for communication and repeat. They can support a pupil to stand or play at the water table. They can encourage enjoyment of engaging in wet, sensory play by offering a smaller, safer amount in the sieve or container. Fill up the container and pour it out. They can blow the balls to watch them move across the water. Support a pupil to take steps towards the water table by moving the pupil’s chair slightly away from it. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605287658105-M60F0JW2W3SC5Z9VVXJZ/IMG_2028.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - How can Pupils Learn & Develop? Pupils can explore objects by reaching for, handling, banging, shaking. They can build towers and knock them down. Place objects with control and take them in and out of containers. They can make requests and choices for motivating things. They can match and sort objects and colours. They can observe the effect that they and others can have. They can enjoy interactions, seek attention and have fun. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288126237-LEEGNX4W9Y3V0B3UOWUK/IMG_1881.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - How can Pupils Learn & Develop? Pupils can enjoy the sensory experience of water play. They can move their hands in water and show awareness of the experience. They can fill and empty containers. They can place the balls in and out of the water tray. They can push to make them roll along the table They can pull themselves to stand at furniture. They can giggle to show enjoyment of the activity. They can choose to participate by moving over to the activity. They can label colours or count objects. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288191119-PSPYEGHMA2USFB5APB80/IMG_1884.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - Resources Water tray which is accessible for all pupils. Glow bracelets in balls or bottles (ensure these are taped shut or that children are unable to open them). Ladle or a spoon. Containers. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605287449477-FSOXAE0DYD5DXFP53IWJ/image.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - What can Educators do? Educators can build towers for pupils to knock down. They can hide motivating objects in boxes or underneath tinsel. They can make a noise in a start & stop game by rubbing or dropping the beads onto the tuff spot. They can play peek-a-boo by hiding under the tinsel. They can involve several pupils in a turn taking game. They can use intensive interaction and copy the actions and engagement of pupils. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605639035226-G6G48I54CL4LZ0RUIWH5/Copy+of+Communication+in+the+Classroom.png Inspiration, Ideas & Planning - Planning - Light & Sound https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605287864379-I9KOCQ4X9WPU5QQK4QUY/IMG_1696.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - How can Pupils Learn & Develop? They can show anticipation of a repetitively presented stimuli. They differentiate between symbols to request for more. They can turn their head to track objects. They focus their attention. They can use gross or fine motor movements to activate toys. They smile in response to an effect. They can roll or crawl to reach the toy that they want. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605304317422-IJHULBOP1TE5DXMFQED7/IMG_1569.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - How can Pupils Learn & Develop? They can fixate their gaze on a spinning toy. When lying on their tummy, they can lift their head to watch a motivating toy or activity. They can roll to move to reach a desirable toy. They can repeat a gross motor movement that has an effect, for example swiping. They can learn to push. They can use different actions to activate objects appropriately. For example pushing buttons and spinning. They can calmly leave a motivating activity to go to the toilet before returning. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605288460332-MUII9HJZQM9C2LF3WNY6/IMG_1630.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - How can Pupils Learn & Develop? They can turn their head to locate the lights. They can develop intentional gross motor movements. They can show problem solving to make the lights work. They can show awareness of cause and effect. They can request for help (if an adult has added a challenge and sabotaged the activity!). https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605304280255-UHJT8RJXILXVF3AWH0FG/IMG_1561.jpg Inspiration, Ideas & Planning - Planning - Light & Sound - What can Educators Do? Educators can move the toys onto the floor for floor based learning. They can move the position of the toys in relation to the physical strengths and challenges of each pupil. They can initiate a turn-taking game. They can model and offer different toys and observe subtle communication attempts that indicate enjoyment or a request for more. https://www.thespringboardcurriculum.co.uk/blog/f9pa29qwshq17ynzpuako1xgm2k1c4 monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105823296-BE8KQ0X88M77UUXIDC2B/IMG_2355.jpg Inspiration, Ideas & Planning - A Total Communication Environment - Symbol & Gesture "Pour" Supporting "pour" with the activity of pouring. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105820005-2FNMC4PKRT4KJ94TXZZ9/IMG_2327.jpg Inspiration, Ideas & Planning - A Total Communication Environment - Single Symbols https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105868887-WDX9M7SB84CPRVJZV6JR/IMG_2308.jpg Inspiration, Ideas & Planning - A Total Communication Environment - A Contrasting Background https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105868054-UXSO6X5TVAEKKCZH7B0O/IMG_2269.jpg Inspiration, Ideas & Planning - A Total Communication Environment - Symbols & Objects https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105897460-K0IA9TAKHY5PH06ZLHST/IMG_2256.jpg Inspiration, Ideas & Planning - A Total Communication Environment - Communication Board https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605105050652-EJ6IYYFYW4EC3PE3T596/Facilitate+communication+at+each+activity+throughout+the+day+by+making+communication+boards.+%281%29.png Inspiration, Ideas & Planning - A Total Communication Environment - Facilitate communication at each activity throughout the day by making communication boards. This pupil had observed his educators use communication boards at activities for several months before using them himself to communicate. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605194080898-N1XGWTLCWOZHRJIX1IQI/IMG_1372%2B%25281%2529.jpg Inspiration, Ideas & Planning - A Total Communication Environment - A visual timetable keyring of routine photos and symbols. Make it easier to differentiate your use of photos or symbols depending upon the needs of each pupil by laminating the photo and the symbol back-to-back. Organise them on the keyring in the order of your daily routine to access them easily throughout the day. Keep them with you all day by wearing a traders belt! The easier the access, the more consistently they will be used. https://www.thespringboardcurriculum.co.uk/blog/carouselplay monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605022645183-C733SOSRG790U7HV3PS9/Carousel+Play+%281%29.png Inspiration, Ideas & Planning - Carousel Play https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605022243339-ZWPAGBGUJE0QOKJSNYD0/IMG_3145.JPG Inspiration, Ideas & Planning - Carousel Play - Autumn Colours https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605022297607-NTW5E9BA2IKMKAI62L92/IMG_0158.JPG Inspiration, Ideas & Planning - Carousel Play - Autumn Leaves in UV https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605022242828-C5FZQ8QPEJ3JLLUPYFZG/IMG_3150.JPG Inspiration, Ideas & Planning - Carousel Play - Build a Scarecrow https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605022467154-050GD8CDAM59GBYKWAP3/IMG_3144.jpg Inspiration, Ideas & Planning - Carousel Play - Touch & Roll, Fill & Empty https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1605023221914-ESCRX0HIB0CUJHYO69S0/IMG_3154.jpg Inspiration, Ideas & Planning - Carousel Play - Blowing Leaves https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1604422574634-TWVQXT4LK9G9KPIMA1FI/09BEF7B6-8164-4412-992A-29B71B098AE2.jpg Inspiration, Ideas & Planning - Carousel Play https://www.thespringboardcurriculum.co.uk/blog/category/Therapy monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Learning+through+Play monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Terminology monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Switch-Access monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Education monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Speech+and+Language+Therapy monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Planning monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Routine monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Structure monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Special+Education+Teacher monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Special+Educational+Needs monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/category/Communication monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Timetable monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Therapy monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Terminology monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Sensory+Feeding monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Sensory+Development monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Complex+Learning+Needs monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Attention+Autism monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Mobility monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Therapist monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Teaching monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Profound+Learning+Needs monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/assessment monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Education monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Restricted+Diets monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Ball+Pool monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Severe+Learning+Needs monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Playfulness monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Speech+and+Language+Therapy monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Sensory+Integration monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Sensory+Play monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Communication monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Special+Educational+Needs monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Switch-Accessible+Play monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Food monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Valentine%27s+Day monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Total+Communication monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/UV+Light monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Celebrations monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Movement monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Planning+Ideas monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Teacher monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Early+Years monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/classroom monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Feeding+Therapy monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Routine monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Learning+Through+Play monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Gina+Davies monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Paddling+Pool monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Positive+Mealtimes monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Autism monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Play monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Physical+Development monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Gross+Motor+Skills monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Switch+Access monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/Inclusive+Education monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/The+Bucket monthly 0.5 https://www.thespringboardcurriculum.co.uk/blog/tag/ICT monthly 0.5 https://www.thespringboardcurriculum.co.uk/about-us daily 0.75 2020-11-27 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1602287603020-IBTQC2L11X5J2KOAS7NH/Laura%2BOsman%2BHeadshot%2B1.jpg About Us - Laura is a Highly Specialised Speech and Language Therapist, an Advanced Sensory Integration Practitioner and Qualified Teacher. She specialises in providing early intervention for pupils with severe and complex learning difficulties including Autism. Laura has worked in health and education, using knowledge and experience gained to integrate therapy and education to maximise pupils’ learning opportunities by inspiring them to play, communicate and learn. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1602287567806-4CGOJKJ7CAQWT4WDRXIA/Charlotte%2BMillward.jpg About Us - Charlotte specialises in working with primary aged children with complex physical, learning and communication needs and has done for almost 20 years. She has been a member of the senior leadership team for more than 10 years and supported 2 special schools to achieve outstanding ratings from Ofsted. Charlotte has been the Head of Centre at a Preschool for children with special educational needs, the inspiration behind the curriculum, since it opened in September 2016. Charlotte has spent her career as an education advocate for pupils with complex learning needs. 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Flowers: Sensory Play Planning https://www.thespringboardcurriculum.co.uk/store/p/on-the-moon-sensory-play-planning monthly 0.5 2025-02-17 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1697759147693-72NA4GZQMPIZZA14YYAG/On+the+Moon.png Store - On the Moon: Sensory Play Planning https://www.thespringboardcurriculum.co.uk/store/p/witches-and-wizards-sensory-play monthly 0.5 2025-02-17 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1697758651465-M216KIAQU1539KD8F9OF/Witches+and+Wizards.png Store - Witches and Wizards: Sensory Play Planning https://www.thespringboardcurriculum.co.uk/store/p/free-carousel-play-planning-superhero-rescue monthly 0.5 2023-10-19 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1685126654009-A6RIS7XCMB0ECBJRTJEB/Squarespace+Screenshot+2023-05-26+124312.png Store - FREE Superhero Rescue: Sensory Play Planning https://www.thespringboardcurriculum.co.uk/store/p/bundle-the-springboard-curriculum-and-assessment-framework monthly 0.5 2025-02-17 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1683928714896-9BVHSNBN7ZCWT0WR1OKN/Backpage+blurb.jpg Store - Bundle - The Springboard Curriculum AND Assessment Framework https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1683928726680-5K0TH5Y2JSGU4WJZPMUW/Screenshot+2022-03-14+173337.png Store - Bundle - The Springboard Curriculum AND Assessment Framework https://www.thespringboardcurriculum.co.uk/store/p/free-planning-attention-autism-stage-2-activities monthly 0.5 2023-05-26 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1685125630184-HOO11YQRPP6DDPIRCHEB/Squarespace+Screenshot+2023-05-26+122643.png Store - FREE Planning. Attention Autism: Stage 2 Activities https://www.thespringboardcurriculum.co.uk/store/p/assessmentframework monthly 0.5 2025-02-17 https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/ff185603-4752-4cc8-875d-64ff9185773f/Screenshot+2022-03-11+111837.png Store - The Springboard Curriculum: Assessment Framework. Inclusive Special Education from the Early Years and Beyond. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1683928104504-P2QQKB8O66RBLH6UPJ9H/Screenshot+2022-03-14+173337.png Store - The Springboard Curriculum: Assessment Framework. 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Inclusive Special Education in the Early Years Foundation Stage and Key Stage 1. https://images.squarespace-cdn.com/content/v1/5f7b81c3d350f248b24ed039/1683927722443-XMHTZNV1PIMNJ8072T52/Backpage+blurb.jpg Store - The Springboard Curriculum. Inclusive Special Education in the Early Years Foundation Stage and Key Stage 1.