Classroom Support Plan Generator

Start with what the pupil does well. Strengths and interests are the best way in to learning.

• Kind and caring
• Creative or artistic
• Musical
• Sporty or active
• Practical and hands-on
• Good with younger children
• Good with animals
• Funny
• Determined and keeps trying
• Strong verbal skills
• Good memory for things that interest them
• Helpful in class
• Enjoys routines and jobs
• Friendly and sociable

Many pupils with FASD learn something one day and seem to lose it the next. This is about how the brain stores and finds information, not effort.

• Knows something one day but not the next
• Finds it hard to remember instructions or routines
• Struggles to use a skill in a new setting
• Has gaps in basic skills, such as number or phonics
• Finds abstract ideas, such as time or money, hard
• Struggles to organise equipment and work

Good speech can hide difficulties with understanding. A pupil may repeat instructions back without being able to follow them.

• Needs extra time to process and answer
• Talks well but understands less than it seems
• Takes language literally
• Loses track of long or multi-step instructions
• Finds it hard to ask for help
• May say yes without understanding

Some pupils are very sensitive to noise, light, touch or busy spaces. Others seek out movement or do not notice pain, cold or hunger.

• Bothered by noise
• Overwhelmed by busy or cluttered displays
• Seeks movement or touch
• Finds busy times, such as assembly, lunch or corridors, hard
• Sensitive to clothing, smells or lighting
• May not notice pain, temperature or hunger

Attention can vary across the day and between subjects. Tiredness, hunger and stress all make it harder.

• Easily distracted
• Finds it hard to start tasks
• Struggles to stay on task for long
• Acts or calls out without thinking
• Loses focus when tired

Big reactions are often a sign that a pupil is overwhelmed, confused or anxious. Calm adults and predictable routines help most.

• Has big reactions to small events
• Becomes overwhelmed or shuts down
• Finds it hard to recognise or name feelings
• May cope at school, then release stress at home
• Finds losing, mistakes or criticism hard
• Repeats behaviours despite consequences

Changes, big or small, can be very hard. Planning ahead reduces anxiety and helps the pupil feel safe.

• Finds changes in routine hard
• Struggles to move between activities
• Finds the start of the day hard
• Unsettled by supply teachers or staff changes
• Finds moving between lessons or rooms hard
• Worried about moving class or school

Tests may show a pupil’s worst day, not what they can do. For formal exams, follow the access arrangements rules of the exam board.

• Extra time
• Rest breaks
• A reader, or questions read aloud
• A scribe or a word processor
• A separate, quieter room
• Questions broken into smaller parts
• Practical or spoken ways to show learning
• Reduced or adapted homework
• Word banks or visual prompts, where allowed
• Assess typical performance over time, not one test

Parents and carers know the pupil best. Regular, two-way contact helps everyone spot patterns early.

• A home and school book
• A short weekly email or phone call
• A quick chat at drop-off or pick-up
• Sharing good news as well as concerns
• Telling parents in advance about changes, trips or supply staff
• Parents letting school know about a poor night or changes at home