My way to a good day

Support with referral

What you need:

• Access to word processing software, such as Word or Pages

What to do:

1. Rather than thinking about the ‘worst days’, think about what makes a child’s day good. What helps them to thrive, to engage and to learn? Note these under the heading ‘What does a good day look like?’.

2. Think realistically about what things need to be in place for a good day. For example, the child might need particular resources to engage, such as fidget toys or noise-cancelling headphones. Note this under the heading ‘What might I need to have a good day?’. Here, you can begin to think about what you can and cannot provide.

3. Consider the risks that can hinder a day from being good. For example, if a child cannot communicate their needs due to a lack of visual support. Note these down under the heading ‘What are the risks to a good day?’.

What’s in it for the children?

It is quite common to be told to describe children on their ‘worst days’ when seeking support for developmental differences. While the intention is to highlight how significant the child’s needs are, it can also focus on the child as a problem to be fixed. This activity helps to switch the narrative from problem to potential.

Taking it forward

● Use this framework when talking with parents and carers.