Similarly, by having circle time after break each day, the time it takes pupils to change shoes, hang jackets and wash hands, allows for PSAs to hoist our non-ambulatory pupil onto the floor mat so he can take part, and creates an expected routine that makes taking part easier for pupils with autism

(if you haven't come across bucket time for pupils with autism, I HIGHLY recommend it, we have found it game changing in our ASG)

But I also use this time as a tool to ensure that I can deliver a 5 minute "bucket time" session with the whole class, as it supports the flexible transition of an autistic pupil into the activity- the classroom is calm and quiet and pupils can resume reading easily if more time is needed

When I worked on supply, one of my favourite schools that I worked in had a whole school policy that the classes have 20 minutes of independant reading after lunch every day, from P1-7. This is something I have implemented in my class because I love it and think it builds a wonderful reading culture

Teaching in a P1-3 class with multiple complex ASN pupils on individualised timetables, the daily routines are essential for effective learning, and by attaching parts of the day to operational routines (such as break and lunch) expectations are easy to predict and manage for both pupils and staff.