Lining up cars isn't a "red flag", it’s a logic. I’ve been the child that was told my play was "wrong"; now, as a teacher, I’ll show you the joy and purpose behind it. We’ll reframe "repetitive" behaviors as vital tools for staying calm and learning. Instead of "fixing" how children play, we’ll focus on what really matters: helping them feel safe and regulated.

We’ll swap compliance for co-regulation, using "second brain" tools to lower classroom stress. Connection > correction. Every time.

Target audience: SENCO’s / Leaders, Practitioners / Support staff, Parents & Carers, Local Authority Staff

Target Key Stage: EYFS and Year 1 

Settings Targeted: Nursery / pre-school / childminder, School, Alternative provision
SEND Focus: Autism, ADHD, AuDHD primarily although all neurotypes will be covered 
Related Policy: SEND Code of Practice, 2010 Equality Act 
Audience Stage: Level 1-2
Learning outcomes: 

• Spot the logic in play: Stop seeing "red flags" in patterns like lining up or spinning and start seeing the joy and regulation behind them.
• Build a "second brain": Set up simple visual routines and calm corners to help children move from "just surviving" to feeling safe and organized.
• Protect the "attention tunnel": Use gentle transition strategies so children don't feel derailed or stressed when moving between activities.
• Swap compliance for connection: Move away from sticker charts and use "Plan B" conversations to solve the real problems behind tricky moments.
• Value special interest play and using play to connect: Supporting neurodivegent  play as a real form of connection, letting children belong to the group without the pressure to play "properly."