2024 Age 4-7: Foundation/Key Stage 1 Feedback from Day 2

Sutton

Foundation Stage

Child 1

A Year 2 child ( I think this is a mistake in the write up as it’s for Reception kids) with no official diagnosis. He is intelligent and physical. He struggles with the PSE elements in the classroom. His parents have different approaches. PE day is a trigger for him.

Teachers found it was helpful to give him time to release his physical energy. Sorting objects, having a basket for transitions and social stories helped to calm him. While sorting objects, he was able to have conversations about his behaviour.

Child 2

A four-year-old child with poor speech who can’t cross his legs. He is unable to follow a two-step instruction. No other diagnoses.

The class teacher gave him lots of praise and clear, simple instructions. He enjoyed 1-1 time with a familiar adult and responded well to having a reward for his achievements.

Child 3

A five-year-old child. He met developmental milestones early. Mum works and struggles at home and dad is absent. He struggles with being told what to do and with sitting still. He has no official diagnosis.

He responded well to a reduced timetable. It made a difference when the adults worked together with a consistent approach, got to know his triggers and planned how to intervene. They picked their battles. They also liaised with mum, which was helpful. Giving choices worked well along with calming down time, being with a trusted adult, using a weighted blanket and fiddle toys. The class teacher made an OT referral.

Year 1/2

Child 1

A six-year-old child who school refuses due to wanting to be with mum. He dysregulates and becomes jealous of mum giving attention to others. Dad is absent. Mum fled from dad’s violence and moved a lot. She has suffered trauma and is anxious.

After meetings with the educational psychologists, it was decided that the child have a 12-week adapted timetable at a special unit with a plan to reintegrate him back slowly into school. Using visuals were helpful.

Child 2

A child who lacks emotional and social skills and shows no empathy. He hurts children, is clever, aware of what he is doing and doesn’t see what is wrong with his behaviour. He is controlling at home and at school, has compulsive habits and emotionally dysregulates. There is a question regarding possible ASD.

He responded well to Wellbeing support and a referral to ‘Paving the Way’. Having the same familiar adults available to him helped. Friendship support was effective too. The class teacher built a relationship with the parents, which helped them to be less in denial about their child’s behaviour.

Child 3

An overlooked girl who has autistic siblings and is a young carer. She is bullied and struggles with friendships, although some children show empathy towards her. All adults in the school are aware.

A family support worker and Emotional Literacy Support Assistants (ELSAs) have been involved. The child was helped with having support just for her and was given special roles in school. The class teacher had regular meetings with the parents, checking in on their wellbeing and what support they could access.

Child 4

A seven-year-old girl who was held back a year. English is an additional language for her. She struggles with emotional regulation. Mum resists support to help her daughter to make new friends. She has recently had a new baby.

She was assessed by the Educational Psychologist. Using the zones of regulation, access to theraputty and a timer all helped with her emotional regulation. She received lunchtime support to transition into Year 2. She had adult supervision and was put in a learning support group. There was a focus on building independence. She also has a social emotional group who are her friends.