⚠ Interactive demo — no real data is saved. Recordings vanish on close. Login passwords are public. For a real pilot in your school, visit tryminoo.co.uk →
🏫 Built for the ISP era · UK SEND Reform 2026

Helping every child learn their way

TryMinoo is a SEND-first support delivery and evidence platform — adaptive learner tools, digital planning, specialist collaboration, and inspection-ready reporting. The platform learners use daily; the evidence writes itself.

Digital ISP workflows
Tiered support framework
Transition evidence
Family & specialist collaboration
Ofsted-ready reporting
SENDCo Dashboard — Spring 2026
🧒
Sunny P. · Year 4
Targeted Plus · Speech & Language · Sensory
Regulation score 72% ↑
Review due
47
SEND learners
12
EHCPs active
4
Reviews due
✓ ISP plans active ↑ 3 progressing well ⚠ 2 at risk
📊
Ofsted-ready reporting
Export inclusion evidence in one click

Built for the UK SEND Reform

Schools White Paper 2026 — ISPs, digital plans, tiered support, £4bn investment

1.7M
SEND pupils in England
£4bn
Government SEND investment
2029
ISP mandate deadline
60k
New specialist places
Platform overview

One platform for the whole SEND support journey

Today's schools use fragmented tools. TryMinoo unifies planning, intervention, learner support, and evidence.

🗣️
Communication & AAC
Symbol-supported AAC board, sentence building, repair strategies, and vocabulary targets aligned to learner profile.
🧘
Sensory & Regulation
Calm-to-Continue pathways, break tools, low-arousal layouts, and automatic overload detection with adaptive responses.
🎯
Adaptive Intervention
First-Then flows, micro-win scaffolding, and task-adapted activities that respond to learner state in real time.
📋
Digital Support Planning
ISP and EHCP-aligned digital records — barriers, adjustments, specialist input, targets, review cycles, all in one place.
📈
Evidence & Reporting
Auto-generated dashboards, barrier→intervention→impact matrices, timeline views, and Ofsted-ready export packs.
🤝
Team & Family Collaboration
Shared notes, specialist sign-off, home-practice prompts, family updates, and transition pack builder.
ISP tiered support

Aligned to the new four-tier framework

TryMinoo supports all four levels — from universal classroom adjustments to complex specialist-led provision.

Tier 1
Universal
Quality-first teaching, differentiation, whole-class strategies, and inclusive classroom design.
No plan required
Tier 2
Targeted
Small-group intervention, reasonable adjustments, targeted strategies. Requires a digital ISP.
Digital ISP
Tier 3
Targeted Plus
Specialist involvement (SLT, EP, OT), enhanced ISP with specialist goals and evidence requirements.
Enhanced ISP + Specialist
Tier 4
Specialist
Complex needs requiring statutory support. EHCP continues; TryMinoo is the digital delivery layer.
EHCP + TryMinoo
Explore the demo

Choose your role

Each role has its own purpose-built view. Click to explore.

🧒
Learner
AAC board, First-Then flows, Calm-to-Continue, Learner Mode
👩‍🏫
Teacher / TA
TA control strip, strategies, live session logging
📊
SENDCo
Dashboard, provision maps, reviews, evidence, compliance
🩺
Specialist
Caseload, goals, session notes, plan sign-off
👨‍👩‍👧
Family Portal
Home practice, progress snapshots, messaging
🧒
Sunny P.
Year 4 · Targeted Plus · Session 3 of 5 this week
Regulation72%
✓ Ready to learn
🦊
Hi, I'm Foxy!
Tap me to choose a buddy
How are you feeling today?
Tap a face to tell us how today is going
Tap symbols to build a sentence…
Recent sentences will appear here so you can repeat or change them.
⌂ Home
⚡ Quick phrases
🏆 Today's wins
Finished for today?
Tell your teacher you've finished and sign out safely.
My learners today
SP
Sunny P.
Targeted Plus · Yr 4
MW
Marcus W.
Targeted · Yr 4
AC
Amelia C.
Specialist (EHCP) · Yr 5
RA
Riya A.
Targeted Plus · Yr 3
LO
Leo O.
Targeted · Yr 6
ZM
Zara M.
Targeted Plus · Yr 3
OT
Oliver T.
Specialist (EHCP) · Yr 6
Status key
Regulated & engaged
Needs check-in
Support needed now

Sunny P. — Session 3

Tap Start Session to begin logging

📋 Today's strategies
  • ✓Use visual schedule before transitions
  • ✓Offer First-Then for tasks over 10 mins
  • ✓Reduce verbal load — use gesture + symbol
  • ✓Check regulation before group tasks
  • ✓5-min movement break if overloaded
  • ✓Prompt AAC board for all requests
"Continue pausing after requests — give 5 seconds before re-prompting." — Ms Taylor, SLT (Mon 21 Apr)
🎯 Active targets
  • ▶Uses AAC to make 2+ requests per session without prompting
  • ▶Completes First task with <2 adult prompts
  • ▶Self-regulates using calm tools ×1 per day
  • ●Joins group activity for 10+ minutes
  • ○Initiates social interaction unprompted
📓 Session log 0 entries
Start a session to begin logging
No entries yet. Start a session and tap the control strip buttons.
Free-text note
Dashboard — Spring Term 2026
Spring Term 2026 · Greenfield Primary School
Good morning, Ms James
Loading your priorities…
📊 Cohort at a glance
📋 Support tier breakdown
🚨 Actions required
🔴 Urgent 0 items
🟡 Needs attention 0 items
🟢 Platform insights This week
📊 Barrier distribution learners may have multiple
📈 Learner progress — Spring 2026
⚡ Quick navigation
LearnerYrBarrierTierPlanNext reviewEvidenceRiskActions
🏫 Whole-school provision map 7 learners
Click any learner card below to view their full provision plan, APDR cycle, and specialist input.
📅 Annual Reviews 1 overdue
OVERDUE
Riya A.
Targeted Plus · Yr 3
Overdue
28 Apr
Amelia C.
Specialist (EHCP) · Yr 5
5 days
12 May
Sunny P.
Targeted Plus · Yr 4
19 days
15 May
Oliver T.
Specialist (EHCP) · Yr 6
22 days
🔄 Intervention Reviews 3 due
25 Apr
Marcus W. — SEMH group
6-week block ending
2 days
30 Apr
Zara M. — SLT small group
Term review
7 days
8 May
Leo O. — AAC programme
Half-term checkpoint
15 days
🚀 Transition Flags Yr 6 cohort
Leo O.
Transition pack not started
Yr 6 → Yr 7 · Sept 2026
Urgent
Oliver T.
Pack 60% complete
Specialist school confirmed
In progress
👥 Missing inputs
⚠
EP report awaited
Amelia C. · specialist sign-off
Chasing
⚠
Family input not received
Marcus W. · 2 reminders sent
Chasing
✓
SLT notes received
Sunny P. · 18 Apr
Complete
LearnerYrTierBarrierInterventionSessionsKey data pointImpactNext step
🚀
Select a learner to build their transition pack
Transition packs are available for Year 6 learners moving to secondary or specialist provision in September 2026.
Communication
AAC Core Vocabulary Programme
12-week structured programme building core vocabulary. TryMinoo-integrated — tracks symbol use per session automatically.
12 weeksSLT recommendedTier 2–4
Communication
Language for Thinking
Small-group comprehension and reasoning language programme. EEF: moderate impact, low cost.
20 sessionsGroup 3–4Tier 2–3
Regulation
Zones of Regulation
Emotional regulation via four colour-coded zones. Integrates with TryMinoo Calm-to-Continue.
Whole schoolSEMH evidenceTier 1–3
Regulation
Sensory Circuit
Daily movement-based programme (alerting → organising → calming) before learning activities. 10–15 mins.
Daily · 10 minOT ledTier 2–3
Attention
First-Then Scaffolding
Visual task-completion structure reducing demand. Built into TryMinoo — set up from the TA control strip in seconds.
Daily useTryMinoo nativeTier 1–3
Social
Social Stories™
Bespoke narratives explaining social situations. TryMinoo stores and displays stories in the learner view.
BespokeTier 2–4
Social
Lego-Based Therapy
Collaborative play in defined roles (Engineer, Supplier, Builder) developing social communication and joint attention.
Weekly 45 minEEF evidenceTier 2–3
Literacy
Precision Teaching
Daily 5-min fluency drills on specific skill deficits. High evidence for learners with processing or memory difficulties.
5 min dailyHigh evidenceTier 2–3
Literacy
RAMP Reading Accelerator
10-minute daily paired reading programme. EEF: +5 months reading age. Suitable for learners with processing difficulties.
10 min dailyEEF +5 monthsTier 2
📎 SMART Target Bank — 240 pre-written targets
COM-01
[Name] will use AAC device to make a request independently, without adult prompting, in 4 out of 5 opportunities across 3 consecutive sessions.
COM-07
[Name] will use a repair strategy (gesture, pointing, drawing, or alternative symbol) when communication breaks down, in 3 out of 5 observed opportunities.
REG-03
[Name] will identify their regulation zone and select an appropriate calming strategy independently, on 3 out of 5 occasions when dysregulated.
ATT-02
[Name] will complete a structured task of up to 15 minutes using a First-Then visual support, with no more than 2 adult prompts, across 4 consecutive sessions.
SOC-05
[Name] will participate in a small-group activity (2–4 peers) for 10 minutes minimum, taking turns twice, with no more than 2 adult prompts, across 3 consecutive sessions.
Review consent records, recordings, contributors, and audit logs for the Voice Pack feature. Use this panel to action safeguarding concerns, manage withdrawn consents, and respond to subject access requests.
0
Active voice packs
0
Total recordings
0
Contributors
0
Active consents
0
Flagged / removed
Voice packs by learner 0 packs
LearnerContributorsRecordingsConsentLast activityActions
Combined audit log All consent, recording, and safeguarding events across the school
🔐
UK GDPR Compliant
All personal data processed under UK GDPR (2018) and DPA 2018. Your school is data controller. TryMinoo acts as data processor under a signed DPA.
🏴󠁧󠁢󠁥󠁮󠁧󠁿
UK Data Residency
All data stored in AWS eu-west-2 (London). No data leaves the UK. Encrypted at rest (AES-256) and in transit (TLS 1.3). Penetration tested annually.
📋
SEND Code of Practice
Platform built around the SEND Code of Practice 2015 APDR cycle. ISP and EHCP templates reference CoP sections. Review cadences align with statutory timelines.
🗑️
Data Retention & Deletion
Data retained for school relationship duration + 7 years. Pupil records can be deleted on request. Full audit log maintained throughout.
👥
Role-Based Access Control
Learner, TA, teacher, SENDCo, specialist, family, and admin roles with granular permissions. No user sees data beyond their authorised scope.
📜
Ofsted Readiness
Exportable inclusion strategy reports, provision mapping evidence, and intervention impact data formatted for Ofsted inspection and LA audit requirements.
📋 Compliance checklist — Greenfield Primary
✅
Data Processing Agreement signed
Signed 14 Mar 2026 · Valid until 14 Mar 2028 · Download PDF
✅
Privacy notice published on school website
Template provided — confirmed published 15 Mar 2026
✅
Parent/carer consent collected for family portal
39 / 47 families consented · 8 outstanding — reminder sent 20 Apr
⚠️
Staff data protection training
31 / 40 staff completed · 9 outstanding — deadline 30 Apr 2026
✅
Annual security review
Completed Jan 2026 · No critical issues · Next: Jan 2027
✅
Specialist data sharing agreements
NHS SLT & EP service: in place · CAMHS: pending
For SENDCos & Senior Leaders
School: Greenfield Primary
SENDCo: Ms James
Last audit: Spring 2026
Provision Audit — Self-Evaluation Tool Spring 2026
Rate your school's SEND provision across eight key areas. Scores generate a RAG summary and priority action list to share with governors and senior leaders.
0
Strengths
0
Developing
0
Priority areas
—
Overall score
📚
Teaching & Learning
Quality-first teaching, differentiation, adaptive pedagogy, inclusive classroom practice
—
1 — BeginningSEND learners receive the same input as peers with minimal adjustment. Staff rarely adapt resources or delivery for specific needs.
2 — DevelopingSome differentiation in place but inconsistent across classes. TAs often withdraw learners rather than adapt in-class.
3 — EstablishedMost staff confidently differentiate for SEND learners. Strategies are documented in ISPs and shared with all adults working with the learner.
4 — ExemplaryAdaptive teaching is embedded school-wide. All staff understand and apply individual strategies. Learning is evidenced and outcomes tracked against targets.
Your rating:
📋
Assessment & Planning
ISPs, EHCPs, APDR cycle, target-setting, evidence-gathering, baseline assessment
—
1Plans are generic or outdated. SMART targets not consistently used. Evidence is sparse or anecdotal.
2Plans in place but not regularly updated. APDR cycle understood but not consistently followed. Some evidence collected.
3All learners have current, specific plans. APDR followed termly. Evidence systematically collected and linked to targets.
4Plans are co-produced with families and learners. Evidence is real-time (e.g. TryMinoo session data). Outcomes demonstrably inform next planning cycle.
Your rating:
🏛
Leadership & Governance
SENDCo strategic role, SLT engagement, governor oversight, SEND policy, budget allocation
—
1SENDCo is primarily administrative. Governors have limited understanding of SEND obligations. No named governor for SEND.
2SENDCo reports to SLT but not a strategic member. Governor oversight is periodic. SEND policy reviewed but not acted upon.
3SENDCo is a strategic leader. Named governor for SEND with regular oversight. Budget is allocated purposefully and tracked.
4SENDCo at leadership table. Governor SEND committee meets termly with impact data. SEND strategy is embedded in the School Development Plan.
Your rating:
👩‍🏫
Staffing & CPD
TA deployment, staff training, specialist knowledge, coaching and supervision structures
—
1TAs deploy reactively. Little SEND-specific CPD. Staff knowledge of individual needs is limited to those who work directly with the learner.
2Some CPD delivered. TA deployment improving but not yet strategic. Knowledge doesn't always transfer between adults or settings.
3Structured CPD programme. TAs deployed according to need, not timetable. Regular briefings ensure consistent approach across adults.
4All staff trained in specific strategies per learner. TA deployment evaluated for impact. Coaching and peer observation embedded. CPD mapped to SEND outcomes data.
Your rating:
👨‍👩‍👧
Family Engagement
Co-production of plans, home–school communication, family involvement in reviews, carer support
—
1Families informed but rarely involved. Reviews happen to families rather than with them. Communication is one-directional.
2Families invited to reviews. Some home–school communication. Families don't always understand the plan or how to support at home.
3Plans co-produced with families. Regular two-way communication. Families receive practical home-support guidance and are given accessible updates.
4Families are genuine partners. They contribute to assessment, set priorities, and receive real-time progress data (e.g. via family portal). Carer wellbeing is actively considered.
Your rating:
🩺
Specialist Collaboration
NHS SLT, EP, OT, CAMHS, LA SEND team — referrals, joint working, recommendations into practice
—
1Referrals made but follow-up is minimal. Specialist recommendations sit in reports and don't reach classroom practice.
2Some joint working. Recommendations shared with SENDCo but not always embedded in plans or communicated to TAs.
3Specialists contribute to plans. Recommendations are translated into classroom strategies. SENDCo coordinates specialist input systematically.
4Specialists are integrated into the team. They access the same platform as school staff, see session data, and sign off goals. Outcomes from specialist input are tracked and evidenced.
Your rating:
🏫
Environment & Resources
Physical accessibility, sensory environment, communication aids, adaptive technology, resource allocation
—
1Limited accessible resources. Environment not adapted for sensory needs. Communication aids are not available or used inconsistently.
2Some resources in place but not embedded in daily routines. Accessibility is addressed reactively rather than by design.
3Classrooms adapted to meet identified needs. Resources matched to learner profiles. Low-arousal spaces available. AAC and visual supports embedded.
4Universal design principles applied across the school. Digital and physical resources reviewed annually. Budget allocated to evidence-based tools. Environment audited against sensory profiles.
Your rating:
🚀
Transition & Continuity
Phase transitions, mid-year moves, EYFS to KS1, KS2 to KS3, managed moves, information handover
—
1Transitions are stressful and poorly supported. Key information is not reliably shared. New staff/settings start from scratch.
2Some transition planning in place. Key documents shared but not always received or acted upon by the receiving school or year group.
3Structured transition plans for all SEND learners. Pre-visits arranged, receiving staff briefed. Plans and evidence transferred in advance.
4Transitions are fully planned and learner-led. Digital transition packs include video, voice, what-works guides, and family input. Receiving school confirms receipt and actions.
Your rating:
Monitor the quality of SEND provision across the school year. Use this alongside your audit to prepare for Ofsted inspection and to report to governors.
📋 Ofsted inspection readiness
SEND information report published on school website
Updated annually — includes Local Offer, referral process, and outcomes data
Statutory
✓
SEND policy reviewed and ratified by governors
Ratified: Nov 2025 · Next review: Nov 2026
Statutory
✓
Accessibility plan in place and published
Covers 3 years: 2024–2027. Reviewed annually.
Statutory
All EHCPs reviewed within statutory timescales
1 overdue — Riya A. Review now urgent
Statutory
✓
SENDCo holds National Award for SEN Coordination
Ms James: NASENCO achieved 2023
Required
Evidence of impact of SEND provision on learner outcomes
TryMinoo dashboard provides this — export before inspection
Inspected
Pupils with SEND make progress in line with peers
Analyse assessment data by SEND cohort and compare
Inspected
✓
Staff can describe how they meet individual SEND needs
ISP strategies visible on TryMinoo TA view — use for staff walks
Inspected
✓
Families report being informed and involved
Family portal active · Evidence of co-production in plans
Inspected
Learners with SEND feel safe and included
Learner voice exercise — survey or informal conversation
Inspected
🔄 Monitoring cycle — this year
Autumn Term
✓ SEND register updated
✓ ISPs issued to all staff
✓ TA deployment reviewed
⟳ Pupil progress meeting
Spring Term
✓ Provision audit completed
✓ Annual reviews underway
⟳ Governor SEND report
✗ SEND info report update
Summer Term
○ Transition packs completed
○ End-of-year impact report
○ CPD needs analysis
○ Budget planning for Sept
Your SEND development priorities linked to the School Development Plan. Add, edit status, mark complete, and track strategic actions across the year.
SEND Development Plan — 2025–2026 5 actions
Priority areaActionLeadBy whenSuccess measureStatusActions
Track CPD, identify knowledge gaps, and plan training across your school. Linked to provision audit scores.
31/40
Staff with SEND training this year
6
CPD sessions delivered
3
Priority training gaps
Recommended CPD — based on your audit
!
Adaptive teaching for SEND — whole school
Addresses: Teaching & Learning score · Priority: High · Provider: nasen
~
AAC in the classroom — TA training
Addresses: Communication support · Priority: Medium · Provider: Ace Centre
~
Sensory processing — practical strategies
Addresses: Staffing & CPD score · Priority: Medium · Provider: OT service
✓
SEND Code of Practice — leadership briefing
Addresses: Leadership & Governance · Priority: Low · Provider: In-house
Staff training log
Staff memberTrainingDateStatus
Ms JamesNASENCO AwardJun 23✓
Mr Patel (TA)AAC foundationsJan 26✓
Ms OseiAdaptive teachingFeb 26✓
Mr ClarkeAdaptive teachingPendingDue
Ms RahmanZones of RegulationMar 26✓
Key statutory and non-statutory frameworks, DfE guidance, and research to support your SEND development work.
Statutory
SEND Code of Practice 2015
The statutory framework governing SEND provision in schools, including the APDR cycle, EHCP process, and school duties to learners with SEND.
Statutory
Equality Act 2010
Duty not to discriminate against disabled pupils. Reasonable adjustments duty. Accessibility planning obligations for governing bodies.
2026 Reform
Schools White Paper — SEND Chapter
2026 reform introducing ISPs, four-tier framework, Inclusive Mainstream Fund, and specialist place expansion. Key dates and obligations for schools.
2026 Reform
ISP Implementation Guide
DfE guidance on implementing Individual Support Plans. Covers digital plan requirements, review cadences, and co-production expectations.
Guidance
Inclusive Mainstream Fund — How to Apply
£1.6bn fund for schools providing enhanced SEND support. Eligibility criteria, application process, and allowable spend categories.
Guidance
Effective TA Deployment — EEF Guidance
Evidence-based guidance on deploying teaching assistants to maximise impact for SEND learners. Includes deployment models and monitoring frameworks.
Guidance
nasen — Leading SEND in Schools
Practical guidance for SENDCos and SLT on strategic leadership of SEND provision, governance, and school improvement planning.
Research
Ofsted SEND Research Review 2023
What inspectors look for in SEND provision. Five areas of focus: curriculum, assessment, behaviour, professional development, and leadership.
Research
EEF — Special Educational Needs in Mainstream Schools
Systematic review of interventions that improve outcomes for SEND learners. High-impact, evidence-based approaches by barrier type.
Statutory and recommended policies for SEND provision. View status, review dates, and access editable templates.
📋
SEND Policy
Ratified: Nov 2025 · Next review: Nov 2026 · Governor approved
Current
♿
Accessibility Plan
3-year plan 2024–2027 · Due statutory review Jul 2027
Current
🏥
Supporting Pupils with Medical Conditions
Ratified: Jan 2025 · Next review: Jan 2026 — Due for review
Review due
🤝
Behaviour & Exclusions — SEND Addendum
Added: Sep 2025 · Covers: adjustments for SEND learners in behaviour procedures
Current
📄
Mental Health & Wellbeing Policy
Not yet adopted — recommended for schools with SEND learners with SEMH needs
Missing
🌍
EAL & SEND — Dual Identification Guidance
Recommended where EAL learners are also on SEND register
Missing
TryMinoo captures the daily delivery layer — sessions, AAC use, regulation events, and TA observations. It plays nicely with the assessment systems your school already uses. Connect your existing summative tracker below and TryMinoo will feed daily evidence into it automatically.
🔗
Daily evidence → summative levels — automatically
Stop double-logging. Every session you run in TryMinoo — AAC requests, prompted/unprompted responses, calm-event resolutions — feeds your existing assessment system as evidence against the levels you already track.
Available integrations
B Squared — Early Steps
EYFS · Birth to Early Learning Goals
Available
Pupils working within Early Years Foundation Stage. Aligned to EYFS 2021 Framework and Development Matters 2020.
B Squared — Engagement Steps
Engagement Model · P1(i) to P6
Available
For pupils not yet engaged in subject-specific learning. Profiles Communication, Functional Movement, Cognition, Self & Emotions, Sensory.
B Squared — Primary Steps
National Curriculum · P4 to Year 6
✓ Connected
For primary pupils working below Age Related Expectations. Includes Pre-Key Stage Standards. Core, Plus, and Foundation packs available.
✓ Sync active — last sync 14 min ago · 7 learners mapped · 142 evidence points fed this week
B Squared — Autism Progress
Autism profiling tool
Available
Profile how a pupil's autism impacts them and their learning. Complements other frameworks — not a standalone assessment.
SOLAR
SEND assessment & reporting
Available
Cognition & Learning, Communication & Interaction, SEMH frameworks. Widely used for tracking progress against P-Levels and small-step assessment.
Earwig
Evidence-based assessment
Available
Photo and video evidence platform widely used in special schools. TryMinoo can push session videos and AAC captures directly to Earwig timelines.
Cornerstones — Curriculum Maestro
Curriculum + assessment platform
Available
Maps curriculum delivery to assessment outcomes. TryMinoo lessons can link to Cornerstones curriculum statements automatically.
Evisense (B Squared)
Evidence capture & sharing
Available
Captures photo, video, audio evidence linked to assessment frameworks. TryMinoo can push session evidence with framework tagging.
Other / Custom
Request a new integration
Request
Using a different assessment system? Tell us which one and we'll prioritise an integration. CSV import available now as a fallback.
📡 Live evidence feed — what we're sending to your connected systems Updated continuously
A real-time view of the data flowing from TryMinoo into your assessment trackers. Each row is a single evidence point automatically generated from class activity.
14:32Sunny P.AAC: 3-symbol request without prompt→ B² Primary · Comm 4.2
14:18Marcus W.Calm-to-Continue resolved (2 min)→ B² Primary · SEMH 3.1
14:05Riya A./s/ produced correctly 17/20 trials→ B² Primary · English 2.4
13:47Leo O.First-Then completed independently→ B² Primary · Comm 5.1
13:32Zara M.2-word phrase used in spontaneous play→ B² Primary · English 1.8
Build interactive lessons aligned to your curriculum and learner needs. Each lesson can include slides, activities, AAC symbols, and assessment tasks.
Saved lessons 3 lessons
📘
Phonics — Phase 3 digraphs (sh, ch, th)
Year 1–2 · 4 slides · Quiz activity · Created 14 Apr 2026
PhonicsAAC integrated
🔢
Number bonds to 10 — visual support
Year 1–2 · 6 slides · Sorting activity · Created 9 Apr 2026
MathsFirst-Then ready
🌿
Life cycles — plants and animals
Year 3–4 · 5 slides · Sequencing activity · Created 2 Apr 2026
ScienceCurriculum linked
25–29 April 2026
Mon 25 Apr
Tue 26 Apr
Wed 27 Apr
Thu 28 Apr
Fri 29 Apr
Support session
Review
Specialist visit
Lesson
Family meeting
Upload your school's curriculum documents. TryMinoo will map topics to learner ISPs, suggest lesson adaptations, and link evidence to curriculum coverage.
📤
Upload your curriculum
PDF, Word, Excel or CSV · drag and drop or click to browse
Each subject or year group as a separate file works best
Uploaded curricula
📚
English — KS2 Curriculum Overview
Years 3–6 · 24 units · Uploaded 12 Jan 2026 · Linked to 8 learner plans
Units — click to assign to learner
1.1Narrative writing — character development
1.2Poetry — imagery and metaphor
2.1Reading comprehension — inference skills
2.2Non-fiction writing — reports and explanations
3.1Grammar — sentence types and punctuationISP linked
3.2Spoken language — debate and discussion
🔢
Maths — KS2 Progression Map
Years 3–6 · 32 units · Uploaded 12 Jan 2026 · Linked to 12 learner plans
Units
1.1Number — place value to 1000ISP linked
1.2Addition and subtraction — mental methods
2.1Multiplication — tables to 12×12
2.2Fractions — equivalence and comparison
3.1Geometry — properties of 2D and 3D shapes
🌿
Science — KS2 Topic Sequence
Years 3–6 · 18 units · Uploaded 8 Feb 2026
Units
1.1Living things — classification and habitats
1.2Plants — growth, nutrition, reproductionISP linked
2.1Animals including humans — digestive system
2.2Rocks — types, fossils, soil
Shared resources available to all staff — visual supports, communication aids, sensory guides, printable materials, and templates uploaded by your school.

Ms Taylor — Speech & Language Therapist

Greenfield Primary · Tuesdays & Thursdays · 8 active learners

🩺 SLT 📅 Next: Tue 29 Apr

Click any learner to view goals.

📊 TryMinoo data available: Session logs, AAC usage, Calm-to-Continue events, and TA observations sync from class sessions — your clinical notes connect directly to daily practice data.

Welcome, Priya & Raj 👋

Here's Sunny's learning this week — and how you can help at home.

Mon
✓
Tue
📚
Wed
📚
Thu
📚
Fri
—
🎤
Record Sunny's voice pack
Help Sunny hear your voice on their AAC board — the warmth of a familiar voice is shown to triple AAC use.
0/12
🔒 Your recordings stay encrypted on Sunny's school account · used only for Sunny · deleted on request · never used to train AI
🏠Home practice this week2 activities
🗣️
Vocabulary game — "More / Again / Finished"
During snack or play time, model these three words and encourage Sunny to use them. Wait 5 seconds after they request something before helping. Celebrate every attempt — it doesn't need to be perfect.
5–10 mins daily
🧘
Bedtime breathing routine
Try 3 slow breaths together at bedtime. Breathe in for 4 counts, hold for 2, out for 4. This supports the Calm-to-Continue work Sunny is practising at school.
3 mins nightly
📬 Messages from your child at school
No messages yet — when your child taps "I'm finished" they can send you a few words about their day.
📈 Sunny's progress this half-term
Using AAC to make requests
78%
Staying regulated during tasks
72%
Completing First-Then tasks
84%
Joining group activities
55%
💬 Messages from school
JS
Ms James (SENDCo)
Today, 14:30
Sunny had a brilliant session today — used the AAC board independently to request a book. That's a real milestone! Review meeting confirmed for 12 May at 9am.
MT
Ms Taylor (SLT)
Mon 21 Apr
Thanks for the home practice updates — the vocabulary work at mealtimes is really supporting what we're doing in group. Keep going with "more" and "again"!
Finished for today?
Sign out to keep your child's information secure on shared devices.