Strategy suggestion library.

Breaks complex tasks into smaller, manageable steps to reduce cognitive load.

Uses pictures, symbols or words to show the sequence of the day, reducing anxiety and working memory load.

Helps learners name, understand and manage their emotions through calm, validating adult conversations.

Introduces key words and concepts before whole-class teaching so learners can access new learning with more confidence.

Provides a brief, structured start and end-of-day check-in with a key adult to support regulation, relationships and readiness to learn.

Builds planned opportunities for movement and sensory input into the day so learners can regulate and stay ready to learn.

Models new learning step-by-step with the class, then gradually removes support so learners can work independently.

Shows learners what they are doing now and what is coming next to support attention, understanding and smooth transitions.

Provides structured, supported activities and clear routines at break and lunch to reduce anxiety, conflict and isolation.

Uses calm adult presence and low-key prompts near the learner to support focus, behaviour and confidence without drawing attention.

Breaks tasks into clear steps with visual checklists so learners can plan, start and finish work more independently.

Provides different ways for learners to show what they know (e.g. typing, scribing, diagrams, voice notes) when handwriting or physical recording is a barrier.

Uses clear, concrete language and quick check-backs so learners genuinely understand instructions and key ideas.

Builds in planned partner talk so learners can rehearse ideas orally before sharing with the class or writing.

Uses a simple, regular communication system between home and school to share key information, successes and concerns.

Uses concrete objects and visual models to make abstract maths concepts easier to understand and remember.

Builds language skills by modelling slightly longer, more accurate sentences based on what the learner says, without putting them on the spot.

Adjusts seating, lighting, sound and visual access so learners with vision or hearing needs can fully participate in lessons.

Provides highly structured phonics teaching with lots of overlearning so learners can read and spell words more accurately.

Uses a step-by-step, agreed plan and a trusted "safe base" in school to support learners with anxiety-related non-attendance.

Builds hand strength and control through short warm-ups and adapted tools so handwriting and practical tasks are easier and less tiring.

Builds in extra thinking time and carefully reduced task load so slower processors can show what they know without overload.

Uses personalised, visual stories to explain tricky social situations and what the learner can do to cope and succeed.

Creates a classroom culture where mistakes are normal, safe and useful, so learners are more willing to have a go.

Plans rest breaks, pacing and reasonable adjustments so learners with medical needs can access learning without exhaustion.

Designs tasks with different entry points so all learners can work on the same objective at a level that's achievable but challenging.

Uses brief, structured check-ins that focus on what's going well, coping strategies and small next steps for wellbeing.

Reinforces speech sound targets in everyday classroom talk and activities, in line with SaLT guidance.

Uses short, structured movement sessions to build balance, coordination and core strength for better posture and participation.

Builds in quick review routines so learners regularly retrieve key knowledge from memory, strengthening long-term learning.

Provides structured frames and vocabulary support so learners can organise ideas and express themselves more clearly in writing.

Uses a consistent mix of speech, signs, symbols and gesture so learners have multiple ways to understand and express themselves.

Focuses on what happens before behaviour, adjusting triggers and environments so learners can cope and succeed.

Gives learners a discreet, agreed way to ask for help or a short break so they can stay regulated and in class.

Adjusts lighting, noise and visual clutter so the classroom feels calmer and more accessible for learners with sensory needs.

Uses visual frameworks and simple icons alongside words to help learners understand, organise and remember key ideas.

Teaches story structure using visuals and rehearsal so learners can understand and retell events more clearly in speech and writing.

Uses topic prompts, visual rules and turn-taking routines to help learners join, maintain and end conversations appropriately.

Creates a guided peer support group to widen a learner's social network, problem-solve difficulties and promote inclusion.

Builds planned movement breaks and clear time limits into lessons so learners with ADHD-type profiles can regulate and sustain focus.

Uses clear, visual timetables and predictable routines to reduce anxiety and support autistic learners to navigate the day.

Uses simple visual scales to help learners notice, label and share how they feel, and link this to agreed regulation strategies.

Uses structured, relational conversations after incidents to repair harm, rebuild trust and agree practical next steps.

Combines short fine-motor warm-ups, adapted equipment and layout supports to make handwriting more comfortable and legible.

Builds frequent, meaningful chances to make choices using symbols, objects, photos or AAC so non-verbal learners can influence their day.

Uses a step-by-step exposure plan, starting with non-verbal communication, to gently build speaking confidence in specific settings.

Creates planned, private routes for learners who mask in school to share worries with a safe adult and agree small support steps.

A graded gross motor skills programme to develop balance, coordination and core stability through short, structured activity circuits.

A structured fine-motor skills programme to improve hand strength, dexterity and control for everyday school tasks and handwriting.

A graded motor skills programme to develop body awareness, coordination and pre-handwriting skills through structured activities.

A trampoline-based physical intervention, delivered by trained staff, to develop movement, balance, body awareness and sensory regulation.

A structured programme to help pupils understand their arousal levels and use sensory strategies to get to a 'just right' state for learning.

An individualised sensory programme, designed by an occupational therapist, to provide the right type and amount of sensory input across the day.

Structured small-group numeracy programme to secure key number concepts and calculation skills.

Concrete, visual maths intervention using Numicon shapes to strengthen number sense and calculation.

Goal-focused numeracy intervention to build confidence, key skills and a positive 'I can' mindset in maths.

Structured maths programme using concrete resources and consistent language to build deep conceptual understanding.

Early numeracy intervention to secure foundational counting, number and pattern skills.

Short, focused sessions before and after lessons to prepare learners for new content and reinforce key concepts.

Planned, spaced repetition of key skills and knowledge to secure learning and build automaticity.

A structured physical literacy programme to develop core strength, balance, coordination and motor skills for learning.

Small-group sessions using word maps to deepen understanding of key curriculum vocabulary.

Structured sessions using mind maps to organise ideas, link concepts and support revision.

Explicit teaching of how to break tasks into manageable steps, sequence actions and manage time.

Structured play sessions to build joint attention, looking, listening and shared focus with an adult or peers.

Play-based sessions to teach turn-taking, waiting and simple game rules with adults and peers.

Coaching-style sessions helping adults use responsive strategies to support early communication during play and routines.

Structured role-play sessions to practise everyday social communication, problem-solving and perspective-taking.

Small-group activities to build rhyme, blending, segmenting and sound awareness as a foundation for reading and spelling.

Targeted activities to improve listening, holding information in mind and following multi-step instructions.

Primary mindfulness sessions using the Paws b curriculum to support attention, emotional regulation and wellbeing.

Mindfulness sessions for KS3–KS5 learners to support stress management, emotional regulation and focus.

Structured teaching of touch typing to support access to written work for learners who struggle with handwriting.

Practical road safety training to build safe crossing skills and independent travel awareness.

Planned use of the sensory room to help learners regulate alertness, emotions and readiness for learning.