Free School Resource

Ready to Learn Toolkit

Practical support for those moments when a pupil is not yet ready to learn.

The Ready to Learn Toolkit provides primary school staff with four ready-to-use movement activities, helping pupils regulate, reconnect, and transition back into learning with confidence.

Explore the Activities

No payment or sign-up required. Practical activities staff can use immediately.

When to use the Ready to Learn Toolkit

Every School Has Moments Like These

A pupil becomes overwhelmed, leaves the classroom or needs support from a member of staff before they are ready to return to learning. The difficult question is often:

“What can we do with them now?”

✓ A pupil becomes emotionally overwhelmed.
✓ A child needs a short period away from the classroom.
✓ A teaching assistant is supporting a pupil to regulate.
✓ A pupil needs help preparing to return to learning.

The Ready to Learn Toolkit provides four simple, structured movement activities that staff can use during these moments.

Choose an Activity

Select the activity that best matches the pupil’s needs. Each activity takes approximately 3–5 minutes and can be adapted for different ages and abilities.

Balance & Breathe

Purpose:
Help slow breathing, increase body awareness and support the pupil to regain control.

Equipment:
None.

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How to play:

  1. Ask the pupil to stand with both feet still.
  2. Lift one foot slightly from the floor.
  3. Breathe in slowly through the nose for four counts.
  4. Breathe out slowly for four counts.
  5. Lower the foot, swap sides and repeat.
  6. Complete five controlled breaths on each side.

Adaptation:
If balancing is difficult, keep both feet on the floor or hold a wall or chair for support.

Why it may help:
The pupil has to focus on controlled breathing and body position, helping redirect attention towards a predictable physical task.

Cross Crawl Reset

Purpose:
Redirect attention through a simple, repetitive cross-body movement challenge.

Equipment:
None.

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How to play:

  1. Stand with feet shoulder-width apart.
  2. Touch your right hand to your left knee.
  3. Touch your left hand to your right knee.
  4. Continue slowly for 20 repetitions.
  5. Repeat while counting backwards from 20.

Adaptation:
Complete seated, reduce the repetitions or count forwards instead.

Why it may help:
Cross-body movements encourage coordination and attention, helping pupils redirect their focus onto a structured physical task.

Target Focus

Purpose:
Encourage concentration and emotional control through a simple aiming challenge.

Equipment:
Beanbag or soft ball and a target.

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How to play:

  1. Place a hoop, bucket or floor marker a short distance away.
  2. Give the pupil five throws.
  3. Pause for one deep breath before every throw.
  4. Count successful throws together.
  5. Move the target slightly closer or further away if needed.

Adaptation:
Use a larger target, roll the object instead of throwing it or shorten the distance.

Why it may help:
Providing a clear goal and immediate success can help pupils shift attention away from strong emotions and towards purposeful action.

Rhythm & Reach

Purpose:
Encourage calmness through slow, predictable movement and rhythm.

Equipment:
None.

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How to play:

  1. Stand comfortably with feet shoulder-width apart.
  2. Reach both hands above your head.
  3. Lower your hands slowly while breathing out.
  4. Reach to the left, then to the right.
  5. Repeat the sequence five times before finishing with three slow breaths.

Adaptation:
Complete the activity seated or encourage the pupil to mirror an adult.

Why it may help:
Slow, rhythmic movement provides structure and predictability, helping some pupils reduce their pace and regain a sense of control.

Before Returning to Class…

Movement is only one part of regulation. Before returning to learning, take a moment to consider whether the pupil is genuinely ready to re-engage.

✓ Has their breathing slowed and become calmer?
✓ Can they communicate calmly with an adult?
✓ Are they ready to listen and follow simple instructions?
✓ Do they feel ready to return to learning?
✓ Does the supporting adult feel they are ready?

If the answer to one or more of these questions is no, it may be beneficial to allow the pupil a little more time before returning to class. Every child regulates at a different pace, and rushing the process can make it harder for them to re-engage successfully.

Remember…

The goal isn’t simply to return a pupil to the classroom quickly. The goal is to help them return feeling calm, safe and ready to learn.

For statutory guidance on supporting pupils with special educational needs and disabilities, see the

SEND Code of Practice
.

These Four Activities Are Just the Beginning

The Ready to Learn Toolkit provides four practical movement activities that schools can begin using immediately.

If you’re looking for a complete movement-based intervention, Diverse by BYKSG gives schools everything they need to confidently deliver structured SEND interventions that support pupils across all four broad areas of SEND.

✓
Practitioner Training
✓
150+ Movement Activities
✓
Assessment & Progress Tracking
✓
Ongoing Support for Schools

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