Primary Tools
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STEP 1: OBSERVE & UNDERSTAND
Use this well by:
- Observing across different times of day, not just during difficulty
- Noticing patterns linked to environment, demand and transitions
- Avoiding assumptions about motivation or intent
This step is about patterns, not proving a problem.
Sensory Observation & Screening Toolkit
STEP 2: LISTEN – HEAR THE CHILDS VOICE
Use this well by:
- Completing when the child is calm and regulated
- Accepting non-verbal responses (drawing, choosing, pointing)
- Valuing what helps as much as what is hard
STEP 3: IDENTIFY SUPPORT STRATEGIES
Use this well by:
- Choosing a small number of strategies linked to observed need
- Prioritising predictability and prevention, not crisis response
- Matching strategies to school routines, not just “tools”
Remember: Too many strategies at once makes it harder to know what is helping.
STEP 4: PLAN – CREATE A SHARED PLAN
Use this well by:
- Writing in plain language all staff can follow
- Being specific about when and how strategies are used
- Sharing with all key adults and families
Consistency matters more than perfection.
SENDCO GUIDANCE
Use this well by:
- Following the step-by-step guidance to move from identification to implementation
- Working collaboratively with parents, teachers and the child
- Focusing on a small number of agreed priorities
- Embedding strategies consistently before reviewing impact