Links and resources for Settings


Social Story examples on returning to school during Covid 19 Pandemic

Coronavirus Social story from Grammarsaurus

Social Distancing at school from Grammarsaurus

Social Distancing at school (editable) from Grammarsaurus

School is opening-Cognus Limited

Going back to school after closures

Transition materials for vulnerable children and young people-from our colleagues at the Behaviour Outreach Support Service, Lincolnshire (BOSS)

Infant to Junior BOSS Transition Booklet

Infant to Junior BOSS circle guide

Infant to Junior key adult guidance


Primary to Secondary BOSS Transition Booklet

Primary to secondary BOSS Transition circle guide

Primary to secondary BOSS Transition key adult guidance


Post-16 BOSS Transition Booklet

Post-16 BOSS Transition key adult guide


Examples of adding visual structure

First Then pictures

First and then to show what is happening. Then could be a reward/motivator.

Simple visual scheduleA simple top-down visual schedule showing the whole school day. You could cover or remove sections as they are completed to show the day getting shorter. 

Timed visual scheduleA more complex visual schedule for those that can match times with a clock. Again cover or remove to show finished. 

Task list A task list for within a routine. The ticks are moved over as the tasks are completed. This could easily be adapted to mark off with a pen or be a simple written list for those reading at that level. 

Task sequence


Visuals can be sequenced to promote independence so that the child/young person can move indepedently onto the next step. It would be useful to cover or remove steps as they are completed so the child/young person can easily refer back to what is next.

Setting up a learning space-physical structure

WorkstationA learning space or workstation needs to be a defined area, free of clutter. The layout of furniture and equipment should give clues as to what is happening and what is expected. This picture indicates the child/young person will be working independently.

TEACCH approachHere is a workstation showing the use of the TEACCH approach. Tasks to be completed are in the green tray, when they are completed, they move to the red tray to show "finished". There could be one task in the tray or several depending on the child/young person's needs. This could be used alongside First/Then so once the task/s are completed, there is a reward/motivator for completion.

Sand timerSand timers can be very powerful. Open ended tasks can be more difficult to start as our children/young people are not sure of the expectation of how long to work for. Timers can support here-you work until the timer is finished. They can also be useful to forwarn of a transition point so they can prepare to stop a task or activity particularly if what they are doing is more preferable.



Please click on the links provided below:

What is the Special Educational Needs and Disability (SEND) Local Offer?

Free resources from the Autism Education Trust

Schools Autism Progression Framework

Schools Autism Standards

Schools Autism Competency Framework

Online Autism resources and Books

The National Autistic Society
Pathological Demand Avoidance Society (PDA)
Jessica Kingsley Publishers - Autism and related conditions

Sensory Integration Differences

Sensory Integration Network
Sensory Circuits

GHA WTT sensory profile of behaviour-school version (please read alongside our sensory integration policy. Advice is not designed to replace that from a qualified Occupational Therapist but based on our knowledge, skills and policy)

GHA WTT sensory profile of behaviour-family version

GHA WTT sensory strategy pack

Examples of completed sensory profiles and target arising Year 1 example, Year 3 example, Year 5 example

Sensory Processing Differences in Early Years-Leicestershire resource

Sensory Processing Differences KS1 to KS4-Leicestershire resource

Reasonable Adjustments for autistic pupils sensory differences- Andrew Cutting, NAS

Sensory envinronment Audit from the AET

SENCO resources

Senco Folder

Behaviour as Communication

It's the Little Things- Toolbox from ENABLE Scotland

Autism and Attachment

The Coventry Grid (Jan 2015)

Pupil Profiles/Passports

Sheff Kids- Communi-CRATE sheets

Transition resources (no one workbook fits all-WTT suggest you pick the best bits from each and adapt for the individual)

Finished at school guide

Arfur Moe's Transition workbook

NAS-Moving from primary to secondary school

ASD 567

Anxiety and Autism

Anxiety Tracker- A tool to share with families to detail anxious behaviours outside of school.

AET- How School stress can lead to school refusal and impact on family life

AET Tools for Teachers- The stress bucket

Mighty Moe Anxiety Workbook

Anxious child

Anxious feelings

Change and Anxiety- a blog post showing the ongoing impact of change

Where do I feel ?-emotion body map

Anxiety and Autism in the classroom- an article for Network Autism by Sarah Hendrickx

School Refusal

A guide to supporting to a child who is struggling to attend school 

An Evidence based guide to Anxiety in Autism-Autism Research Group-University of London

Useful information and resources available at


Pathological Demand Avoidance (PDA)

PDA in school

PDA-Options information sheet

Positive PDA booklet

Being Misunderstood-PDA Society

PDA Awareness Matters booklet

PDA- Supporting pupils- NASEN

Strategies for teaching pupils with PDA- from Autism Education Trust


Eating and Drinking

Dysphagia for people with Autism and Learning Disabilities (difficulties with chewing, swallowing and reflux)

PICA-What is it and what can you do to help- Options Autism help sheet


Developing Children/Young People's understanding of Emotions

Some great resources and links for emotional literacy on the ELSA site