A Typical Session

Morning Session

9.45 -10am. Arrival - saying ‘hello’ to adult from Puzzle Pre-school.

Hanging up coat on own peg.

Adult ensures visual timetable is used from start of session. Use of PECS and other means of communication are actively planned for and adult language is pitched to match the level of understanding for each child. 

9.45 - 10.15am. Choosing Time - choice of play activity – construction play, small representational, home corner, puzzles, threading, shape number or colour activities, in main teaching room. Activities are linked to language theme for the week/half term. Each child has one to one support from an adult. 

10.15am. Circle Time – led by specialist teacher or speech and language therapist - shared attention, listening and language skills as well as social interaction skills in a small group.  The language/curriculum theme for the week will be explored using songs and simple activities/tasks for the whole group to participate in. 

10.30am. Work Activity - pre-planned individual activities, breaking each child’s individual Education Plan targets into small steps (planned by Specialist Teacher and Speech and Language Therapist). These are usually table top activities each child is taught by a member of the staff team, one to one, who will then write up the child’s responses to the tasks. (For 3-4 children - other 3-4 do play activity in soft play and then messy play rooms.) 

11 am. Play Activity (in messy playroom) - choice from no more than 3 or 4 activities on offer which will include such things as: painting, cutting and sticking, play dough, water, sand, followed by: Play Activity in Soft Play Room (for 3 -4 children). The 3-4 children who do ‘messy play’ first then do their ‘work’ session,

11.20 am. Drink and Snack Time - lots of communication and social skills to learn! 

11.35 am. Toilet Time (or toilet training skills!) 

11.35/40 am. Outside Play - in the fenced and gated garden if fine or indoor movement session if wet. 

11.50 am. Story – led by specialist teacher or speech and language therapist - short, simple story or interactive story with visual aids to help understanding. Goodbye Song/choosing a song. 

12 noon Parents return and spend time talking to Puzzle staff about the morning’s activities. A home/school file will go between home and Puzzle Pre-school and, in addition, parents are welcome to phone Alex or Lesley-Ann about any concerns or queries.

Afternoon Session

12.15pm. Choosing Time: toys and books in the main teaching room. 

12.30pm. Toilet time/wash hands, lunch time and cleaning teeth after lunch. 

13.00pm. Outside Play - in the fenced and gated garden if fine or indoor movement session if wet. 

13.15pm. Music Group Time – to share time as a group, to develop shared attention skills, to develop an appreciation of music, to use music as a means of expression. 

13.30pm. Sensory/Movement session – developing social contact, body awareness, communication and movement skills. To experience physical stimulation as well as relaxation. 

13.45pm. Curriculum Activity related to theme for the half-term/week – for example, cookery, gardening, craft. 

14.00pm. Toilet time/wash hands/snack time. 

14.15pm. Story Time. 

14.30pm. Parents return for ‘talking time’ with staff. 

14.45pm. Home During each session children will receive one to one teaching/therapy under the direction of the Specialist Teacher and/or the Speech and Language Therapist. 

In addition, either the Speech and Language Therapist or the Teacher will lead the small group sessions. Learning Assistants will be trained to work one to one with children in both structured activities using behaviourist principles and more interactive/naturalistic play sessions. The full range of curriculum areas appropriate for an early years setting will be offered. An environment that promotes learning for this particular group of children will be created by controlling the overall level of stimulation, adopting a communication-based curriculum, pacing activities to teach attention and group learning skills and working from the child’s interests.