Wellbeing and personal development
My feelings check-in
Name or show a feeling, choose a way it might help to respond and identify a trusted person to talk to.
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SENCo and inclusion lead
Priya Patel
A predictable visual, calm instructions and clear steps can support a group, while adults adjust the activity to the purpose of the plan.
Explore the collectionA little about me
I lead special educational needs and inclusion support and teach a nurture group. I want plans to describe the pupil as a learner rather than reduce them to a label. The language should make sense to the family and be specific enough that another teacher can use it.
Consistency helps pupils know what to expect. A predictable visual, calm instructions and clear steps can support a group, while adults adjust the activity to the purpose of the plan. The teacher needs to understand what they are doing and what they should notice.
I look for resources that can be adapted to a particular support goal and reviewed as a team. A plan should be concise without losing the details that matter, and it should invite the family into the conversation. I value practical strategies that help adults work together across classrooms and make the pupil’s day more understandable.
How I approach a lesson
Describe the pupil’s learning without reducing it to a label.
Use consistent routines and clear visual support.
Write plans that families and teachers can both use.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Wellbeing and personal development
Pupil profile and transition summary
Share pupil-selected strengths, learning preferences, transition worries and practical goals identified by the pupil to help a new class team prepare relevant support.
Wellbeing and personal development
Regulation and break choice menu
Communicate a feeling or need for a break and choose an available option from a visual menu, using a gesture, symbol or speech.