Six modules. One consistent framework.

Make the shape of the day do the regulating, so learners spend capacity on learning rather than on uncertainty.

• Start-of-day grounding: a short, predictable settling sequence for tutor time or lesson entry.
• Transition previews: consistent advance notice of what changes next and what the first step is.
• End-of-day calm-down: a closing routine that lets learners leave regulated, not escalated.
• Predictable language scripts: shared cue phrases every adult uses in the same way.
• Instruction scaffolding: one step at a time, in the same order, with written or visual backup.
• Cognitive load reduction: chunked tasks, processing time and reduced display clutter.

Give staff and learners a shared, calm toolkit for the moments when feelings run high.

• Calm Cards: simple written guidance for overwhelm, anxiety, sensory overload and stress.
• Reset scripts: short staff scripts for de-escalation that protect dignity and avoid demands.
• Guided practices: brief breathing and grounding practices, with written alternatives.
• Movement breaks: planned, low-stigma options to reset before overload peaks.
• Sensory choices: optional background sounds, quieter seating — and silence as a valid choice.
• Grounding sequences and trauma-informed communication for calm, safe responses.

Build high-quality inclusive teaching into everyday planning rather than bolting it on afterwards.

• Sensory profiles: agreed, learner-specific adjustments visible to all staff.
• Accessible instructions: short, concrete, sequenced, with processing time built in.
• Visual scaffolds and predictable communication across subjects and staff.
• Neurodiversity guides for staff learning and shared understanding.
• Unconscious bias training so responses to behaviour are fair and consistent.
• Scaffolding techniques and flexible pathways so learners can show understanding in different ways.

Develop emotional literacy and safe reflection as taught skills, aligned with personal development expectations.

• Mood reflections: brief, private check-ins that help learners notice their own patterns.
• Grounding activities suitable for tutor time and PSHE, subject to school review.
• Emotional literacy prompts that build vocabulary for feelings without forcing disclosure.
• Wellbeing curriculum modules as starting points for a reviewed school programme.
• Safe reflection practices: learners can always decline, and nothing is shared by default.

Structure support around the graduated approach so early identification leads to reviewed, evolving provision.

• Assess → plan → do → review cycles with clear review dates and recorded outcomes.
• Sensory preferences and communication profiles kept current and shared appropriately.
• Predictable routines and visual supports documented as part of provision, not left to chance.
• SEND pathway templates for consistent recording of adjustments and responses.
• Transition support for phase changes, new staff and new environments.
• Escalation routes to the SENDCO and external professionals when adjustments are not enough.

Give leaders a credible, honest picture of regulation practice without increasing staff workload.

• Regulation consistency logs: are agreed calm responses used by every adult?
• Wellbeing trends and sensory adjustment records reviewed in context.
• Staff training completion for neurodiversity and unconscious bias learning.
• SEND adaptations and graduated approach reviews in one accountable cycle.
• Inclusion checklists and behaviour consistency logs for self-evaluation.
• Evidence dashboards (planned): an institutional view is a proposed development, not live today.