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Body Boosters and brain breaks
Thank you for purchasing Body Boosters and Brain Breaks!
Here you'll find all the extra content exclusive to those who have bought Body Boosters and Brain Breaks.
How Body Boosters & Brain Breaks supports strong provision
Body Boosters & Brain Breaks is designed to make sensory and movement-based support simple, practical and easy to use.
Choose your setting below to explore five ways the cards can support key areas of provision and current Ofsted priorities.
Ready to start your subscription?
For just £12/month your school can have a digital version of the cards, with a picker tool to create circuits! Along with more ideas for sensory support.
Minimum subscription of six months, rolling thereafter. For use solely by the pruchasing school and their staff. MAT and school cluster offers available separately, email lisa@bluejaywellness.co.uk for details.
Early years
Yoga Classes for All Levels
1. Inclusion & SEND
What Ofsted is looking for
Settings identifying children’s individual needs and barriers to learning and wellbeing, and adapting provision so that all children can participate and make progress.
How BBBB supports this
The cards give practitioners a bank of simple sensory-motor activities that can be selected and adapted around an individual child’s needs, rather than expecting every child to regulate and engage in the same way.
What this can look like in practice
A child who finds sitting for group time difficult is offered a short organising activity beforehand, helping them to settle and take part alongside their peers.
2. Regulation & routines
What Ofsted is looking for
Consistent routines and support that help children understand expectations, manage transitions and develop positive behaviours and attitudes.
How BBBB supports this
Short, predictable movement activities can be built into the day at points when children commonly need additional regulation, such as arrival, transitions or before quieter activities.
What this can look like in practice
The group completes two Body Boosters after outdoor play before moving into story time, helping children make the transition from energetic play to a quieter activity.
3. Welfare & wellbeing
What Ofsted is looking for
Children feeling safe, secure and supported, with their physical and emotional wellbeing understood and promoted.
How BBBB supports this
The Alerting, Organising and Calming categories introduce children to different ways movement and sensory input can affect how their body feels.
What this can look like in practice
An adult notices a child becoming overwhelmed and offers a choice of two familiar calming activities, gradually helping the child begin to recognise what helps them feel more comfortable.
4. Engagement in learning
What Ofsted is looking for
Children being able to access an ambitious curriculum, engage with experiences and build knowledge and skills from their individual starting points.
How BBBB supports this
For some children, meeting sensory and movement needs can make it easier to engage with play and learning. BBBB gives practitioners practical strategies that can be used before or between activities.
What this can look like in practice
A child who regularly wanders away from a focused activity completes a short movement activity first and is then better able to engage with the experience.
5. Consistent adult support
What Ofsted is looking for
Staff understanding children’s needs and using appropriate, consistent approaches to support them.
How BBBB supports this
The cards provide a shared bank of strategies that different practitioners can pick up and use without lengthy preparation, helping effective support to become part of everyday provision.
What this can look like in practice
Rather than regulation strategies being known by one member of staff, everyone in the room knows which activities a particular child responds well to and can use them when needed.
PRIMARY
1. Inclusion & SEND
What Ofsted is looking for
Schools identifying and removing barriers to learning and participation, particularly for pupils with SEND and others who may need additional support.
How BBBB supports this
The cards give staff practical sensory-motor strategies that can be adapted to individual pupils and incorporated into everyday school life.
What this can look like in practice
A pupil who struggles to regulate on arrival has a short sequence of organising activities they can complete before joining classroom learning.
2. Behaviour & regulation
What Ofsted is looking for
An environment in which pupils understand expectations, behave positively and receive effective support where they experience barriers to doing so.
How BBBB supports this
BBBB encourages staff to consider what may be happening underneath behaviour. Sometimes a pupil needs alerting input; sometimes they need organisation; sometimes calming is appropriate.
What this can look like in practice
A pupil who becomes increasingly restless during a lesson is offered a purposeful movement break before dysregulation escalates, allowing them to return to the task.
3. Personal development & wellbeing
What Ofsted is looking for
Pupils being supported to develop their wellbeing, confidence and ability to understand themselves.
How BBBB supports this
By experiencing different types of sensory and movement input, pupils can begin to notice how activities affect them and identify strategies that help.
What this can look like in practice
Rather than an adult simply telling a pupil to “calm down”, the pupil begins to recognise that pushing, pulling or resistance activities help them feel more organised.
4. Access to learning
What Ofsted is looking for
All pupils being supported to access high-quality curriculum and teaching, with barriers identified and addressed appropriately.
How BBBB supports this
Sensory regulation is not separate from learning. For pupils who experience sensory or regulation barriers, a short targeted activity can help create the conditions they need to participate.
What this can look like in practice
A teacher uses a two-minute whole-class movement activity after a long period of concentration before beginning the next lesson
5. Consistent whole-school support
What Ofsted is looking for
Approaches to inclusion and pupil support being understood and implemented effectively across the school rather than relying on isolated practice.
How BBBB supports this
Because the activities are ready to use and require minimal set-up, the same language and strategies can be used by teachers, teaching assistants, SEND staff and pastoral teams.
What this can look like in practice
A pupil has familiar strategies they can use whether they are in their classroom, working with a TA or accessing a nurture or sensory space.
secondARY
1. Inclusion & SEND
What Ofsted is looking for
Schools understanding the barriers individual pupils face and making effective adaptations so that pupils with SEND and other needs can participate and achieve.
How BBBB supports this
The cards provide simple sensory-motor strategies that can form part of reasonable, practical support without requiring specialist equipment or lengthy preparation.
What this can look like in practice
A pupil who finds the sensory demands of the school day difficult uses a short organising activity at an agreed point before returning to lessons.
2. Behaviour & regulation
What Ofsted is looking for
Pupils being supported to meet high expectations for behaviour, with schools understanding and addressing barriers where additional support is needed.
How BBBB supports this
The cards give staff an alternative to seeing every restless, withdrawn or dysregulated response simply as a behaviour issue, providing practical strategies that may help pupils regulate.
What this can look like in practice
A pupil who is struggling to concentrate uses a brief movement strategy during an agreed break rather than reaching the point where they need to leave the lesson completely.
3. Personal development & wellbeing
What Ofsted is looking for
Pupils developing confidence, resilience, wellbeing and the knowledge and skills that help them navigate school and wider life.
How BBBB supports this
The Alerting, Organising and Calming categories provide a simple framework for exploring the connection between movement, sensory input and how we feel.
What this can look like in practice
A young person experiments with several activities and recognises that resistance-based movement helps them feel more focused before a lesson they find particularly demanding.
4. Access to learning
What Ofsted is looking for
Pupils being able to participate in curriculum and teaching, with appropriate support where individual needs create barriers.
How BBBB supports this
BBBB activities can be used strategically around the school day to support readiness to learn, concentration and participation without becoming an additional programme pupils need to complete.
What this can look like in practice
A SEND pupil uses an agreed two-minute movement activity between lessons before entering a classroom where sustained concentration is required.
5. Independence & self-regulation
What Ofsted is looking for
Young people increasingly developing the skills, confidence and self-awareness they need to manage themselves successfully.
How BBBB supports this
Rather than regulation always being something an adult does to or for a pupil, the cards can help young people explore, identify and eventually select strategies that work for them.
What this can look like in practice
A pupil recognises that they are becoming under-alert and independently chooses an appropriate alerting activity from a small selection agreed with staff.