Used targeted observation of child’s executive function skills in and outside the classroom, including self-regulation/inhibition control, working memory, sustained attention, task initiation, planning/prioritising, organisation, time management, persistence, and flexibility, to build a picture of their strengths and needs.

Use of observation data and targeted assessment to clarify strengths and needs (e.g. Digit memory test, Working Memory Rating Scale (WMRS), Automated Working Memory Assessment).

Further promote and embed metacognitive talk when working in smaller groups (i.e., explore thinking around a task, how to plan, prepare and use strategies to approach a task with children and ways to monitor levels of understanding).

Use technology and ICT-based resources to support planning, organisation, and retention (e.g., voice activated software, talking tins/post cards/pens Clicker 8, dictation apps on iPad/photos/videos QR codes.

Use target-setting with groups and/or individual children around self-regulation and organisation strategies (personalising approaches outlined in Getting Advice column). Cue individual children to remind them of the skill or behaviour they are practising (e.g., listening, waiting, or asking questions when they do not understand).

Provide small group-based support to develop and practice attention and listening skills (e.g., through games and activities targeted around focused, sustained, and joint attention skills).