How-to-Help-Your-Child-at-Home (ID 1174)

• Speech, Language and Communication Needs
  Speech, Language and Communication Needs

  At Bredgar C of E School, we work alongside a range of professionals to support children with their speech, language and communication needs. Within school, we deliver Speech Link interventions, Language Link interventions and bespoke speech and language support for our children with additional needs. Within all classes, you will find Language Through Colour resources which support children with word order, sentence structure and language building. If you would like to support your child at home with speech, language and communication difficulties, please follow the link to further resources and information. 

   

  https://www.kentcht.nhs.uk/childrens-therapies-the-pod/speech-and-language-therapy/school-aged-language/

   

• Sensory Circuits and Sensory Support
  Sensory Circuits and Sensory Support

  Sensory Breaks at Bredgar C of E School

  At Bredgar Church of England School, we recognise that children sometimes need a movement or sensory break to help them regulate their bodies, refocus their attention and feel ready to learn. Sensory breaks are short, purposeful opportunities for children to pause, move, reset and return to learning feeling more comfortable and prepared.

  Sensory breaks are not a reward or a consequence. They are a supportive strategy that can be particularly helpful for children who find it difficult to manage sensory information, maintain attention or regulate their energy levels. Activities may include movement, stretching, breathing, heavy-work activities, a quiet space or other individualised sensory strategies.

  We aim to help children recognise what their body needs and gradually develop independence in choosing strategies that work for them. Our approach is personalised, as every child responds differently to sensory experiences.

   Supporting sensory regulation at home

  Families can support sensory regulation by building small opportunities for movement and calm into the day:

  Movement breaks – jumping, stretching, dancing, walking or playing outside.

  Calming activities – slow breathing, quiet time, reading or listening to music.

              A calm space – somewhere comfortable and quiet where your child can take time to reset.

             Sensory play – drawing, building, playdough, water play or other activities your child enjoys.

  Predictable routines – helping children know what is happening next can reduce uncertainty.

  Notice the signs – look for changes in energy, concentration, behaviour or body language that may suggest your child needs a break.

            Talk about what helps – when your child is calm, explore which activities help them feel comfortable and ready to continue.

  Most importantly, sensory breaks should be supportive rather than something a child has to “earn.” By working together, home and school can help children understand their sensory needs, develop effective regulation strategies and build confidence in managing themselves.

  Small breaks can make a big difference.

• Visuals
  Visuals

  Visual Supports at Bredgar C of E School

  At Bredgar Church of England School, we use visual supports to help children understand information, follow instructions, manage routines and feel confident about what is happening next. Visual information can make spoken language clearer and easier to process, particularly for children who benefit from additional processing time, have communication needs or find changes and transitions difficult.

  Visual supports are used across the school day and are adapted to meet individual children's needs. These include visual timetables, now-and-next boards, labelled areas and resources, visual reminders, task checklists, symbols, photographs and step-by-step instructions.

  Visual timetables help children to understand the structure of their day and prepare for changes or transitions. Now-and-next visuals can help children understand what they need to do now and what will happen afterwards. Labelling classrooms, equipment and areas around school helps children develop independence and understand where things belong.

  We also use visuals to support rather than replace spoken language. Staff can point to a symbol, picture or written reminder while giving an instruction, helping children to connect the spoken word with a visual representation. This can reduce the amount of language a child needs to process at one time and support them to follow instructions more independently.

   Supporting visual understanding at home

  Using simple visuals at home can make everyday routines easier and more predictable. You don't need anything complicated—a few photographs, pictures or words can make a big difference.

   Create a visual timetable
  Show the main events of the day, for example:

  Wake up → Get dressed → Breakfast → School → Home → Dinner → Bath → Story → Bed

  Try a Now & Next board
  This can be particularly helpful when a child needs encouragement to complete a less-preferred activity:

  NOW: Put toys away
  NEXT: Watch TV

   Use visuals for routines
  Break routines into simple steps, such as getting ready for school:

  Get dressed

  Brush teeth

  Pack bag

  Put shoes on

  Coat on

  Ready to go!

       Label important places and items
  Labels and pictures can help children understand where things belong. Try labelling drawers, toy boxes, cupboards or areas such as toys, books, shoes, coats and school bags.

      Give visual reminders
  Instead of repeating an instruction several times, try a visual reminder:

  Coat on
  Bag ready
  Shoes on
     Wash hands

        Prepare for changes
  If something different is happening, use a picture, photograph or simple written message to prepare your child in advance.

  “Today is different. We are going to Grandma's after school instead of going straight home.”

       Help children understand “how long”
  Timers, countdowns or a simple visual countdown can help children understand when an activity will finish or when it is time to move on.

   A few key principles

  • Keep visuals consistent
  • Use the same symbols or language regularly.
  • Say the instruction while showing the visual.
  • Give children time to process the information.
  • Use visuals proactively, rather than only when a child is struggling.
  • Gradually encourage independence by allowing children to check their own timetable or visual reminder.

   At Bredgar...

  Our aim is for visual supports to help children become more independent, confident and successful. When children know what is happening, what is expected and what is coming next, they are better able to engage with learning and manage the routines and changes that are part of school life.

  “When we make the invisible visible, children know what to expect.”

• Zones of Regulation
  Zones of Regulation

  How we use Zones of Regulation at Bredgar C of E School

  At Bredgar Church of England Primary School, we use Zones of Regulation to help children develop an understanding of their emotions, recognise how they are feeling and learn strategies to support their wellbeing and readiness to learn.

  The approach provides children with a shared language for talking about emotions. Through the four colour-coded zones—Blue, Green, Yellow and Red—children learn that all emotions are okay and that we can experience different feelings throughout the day. Being in a particular zone is not considered good or bad; instead, we focus on understanding what our body and emotions are telling us and identifying what might help.

  Children are supported to recognise their emotions, identify triggers and notice physical or behavioural signs, before choosing appropriate strategies to help them regulate. These might include taking a sensory break, using a calm space, practising breathing techniques, talking to a trusted adult, moving their body, or using other individualised strategies.

  At Bredgar, Zones of Regulation is embedded within our inclusive approach to wellbeing and SEND provision. Staff use consistent language across the school so that children can communicate how they are feeling and adults can respond with understanding and support. We recognise that every child is different, and strategies are therefore personalised to meet individual needs.

  Our ultimate aim is to help children become increasingly confident and independent in understanding and managing their emotions, developing the skills they need to feel safe, build positive relationships and engage successfully in learning.

  At Bredgar, we don't expect children to always be in the Green Zone—we help them understand their zone and give them the tools they need to move forward.

   

  Zones of Regulation at Home

  Simple ways to support your child

  The Zones of Regulation can be a really useful way to help children talk about their feelings, understand their emotions and discover strategies that help them feel ready to cope with the day.

  Remember: no zone is a “bad” zone. We all experience different zones, sometimes several in one day.

    1. Talk about the zones regularly

  Don't wait until your child is upset to talk about emotions. Chat about the zones when everyone is calm.

  • “I wonder which zone you might be in right now?”
  • “How is your body feeling?”
  • “I think I might be in the Blue Zone because I'm feeling tired.”
  • Talk about characters in books or TV programmes and which zone they might be in.

    2. Model it yourself

  Children learn a lot from hearing adults talk about their own emotions appropriately.

  For example:

  “I'm feeling a little frustrated because I can't find my keys. I'm going to take a few deep breaths and try again.”

  This shows children that everyone has emotions and everyone needs strategies sometimes.

    3. Help your child notice their triggers

  When your child is calm, explore what situations might make them move between zones.

  Think about:

  • Busy or noisy environments
  • Changes to routines
  • Feeling hungry or tired
  • Difficult tasks
  • Arguments with friends or siblings
  • Worry about something happening

  Understanding triggers can help children recognise them earlier.

    4. Create a personal “toolbox” of strategies

  Work with your child to find strategies that genuinely help them.

  These might include:

   Deep breathing
   Going for a walk
   Drawing or colouring
   Listening to music
   Reading
   Having quiet time
   Getting a drink
   Physical activity
   Talking to someone
  Finding a calm space
   Having a cuddle, if they want one

  Practise strategies when your child is calm, so they are familiar when they need them.

   5. Create a calm space

  A calm space doesn't need to be elaborate. A small, comfortable area can provide somewhere for your child to pause and reset.

  You could include:

  • A cushion or comfortable seat
  • Books
  • Drawing materials
  • Fidget or sensory resources
  • Visuals showing calming strategies
  • A Zones of Regulation visual

  The message should be “This is somewhere I can go to help myself feel better,” rather than a place for punishment.

   6. Use the language, not labels

  Instead of saying:

  ❌ “You're being naughty. You're in the Red Zone.”

  Try:

  ✅ “I can see that you're feeling really angry. You might be in the Red Zone. What could help you right now?”

  This keeps the focus on understanding and regulating emotions rather than behaviour being “good” or “bad”.

   7. Don't expect children to always be in the Green Zone

  The Green Zone isn't the goal all of the time. Feeling angry, worried, sad or excited is a normal part of life.

  Our aim is to help children:
  Recognise → Understand → Regulate → Choose a strategy → Get ready to move forward.

   8. Celebrate successful regulation

  Notice when your child uses a strategy independently.

  “You noticed that you were getting frustrated and chose to have some quiet time. That's a really helpful strategy.”

  This builds children's confidence and independence.

  ---

   A helpful reminder for families

  Connect before you correct.

  When a child is highly dysregulated, they may not be ready to talk, reason or solve a problem. First help them feel safe and calm. Then, when they are ready, talk about what happened and what might help next time.

• Wellbeing and Anxiety
  Wellbeing and Anxiety

  Supporting Wellbeing and Anxiety at Bredgar C of E School

  At Bredgar Church of England School, we recognise that positive wellbeing is an important part of children being happy, confident and ready to learn. We provide a nurturing and supportive environment where children know that their feelings matter and that there are trusted adults they can talk to when things feel difficult.

  We use a range of approaches to help children develop emotional awareness, confidence and resilience. This includes regular check-in times, where children have opportunities to share how they are feeling and let an adult know if something is worrying them. We also provide Talk Time, giving children a safe opportunity to talk through their feelings, worries or experiences with a member of staff who visits every Friday.

  Our trained ELSA (Emotional Literacy Support Assistant) provides individual and small-group interventions for children who may need additional support with their emotional wellbeing. ELSA sessions can help children to understand and express emotions, develop coping strategies, build self-esteem, manage worries and develop positive relationships.

  We also use approaches such as Zones of Regulation, sensory breaks and visual supports to help children understand their emotions, recognise when they may need support and develop strategies to regulate themselves. Where appropriate, we work closely with families and other professionals to ensure that children receive the right support for their individual needs.

   Supporting wellbeing and anxiety at home

  There are lots of simple things families can do to support children's emotional wellbeing:

   Make time to talk
  Create regular opportunities for your child to talk without feeling pressured. A chat in the car, during a walk or at bedtime can sometimes feel easier than sitting face-to-face.

     Listen before trying to solve
  Sometimes children simply need someone to listen and acknowledge how they feel.

  “That sounds like it was really difficult. I can understand why you might feel worried.”

       Create predictable routines
  Knowing what is happening next can help children feel safe and reduce uncertainty. Visual timetables and simple routines can be particularly helpful.

        Talk about emotions when children are calm
  Use everyday opportunities to discuss feelings and strategies. This helps children develop emotional vocabulary before they are faced with a difficult situation.

       Practise calming strategies
  Try breathing exercises, movement, drawing, music, reading, sensory activities or spending time outdoors. Practise these when your child is calm so they become familiar tools.

       Notice the positives
  Praise effort, courage and the use of helpful strategies rather than focusing only on outcomes.

        Prioritise sleep, food and movement
  Regular sleep, nutritious meals, fresh air and opportunities for physical activity can all contribute to positive wellbeing.

       Create opportunities to switch off
  Build in regular periods away from screens and provide opportunities for play, creativity, conversation and connection.

       Work together with school
  If your child is experiencing ongoing worries or changes in their behaviour, please talk to us. Sharing information between home and school helps us understand what a child may be experiencing and identify the most appropriate support.

      Our message to children

  At Bredgar, we want every child to know:

  “It is okay to talk about how you feel.
  You don't have to manage worries on your own.
  There is always someone who will listen.”