Download Lunchtimes and playtimes

S omerset
V ision
S upport
T eam
Lunchtimes & Playtimes
Lunchtimes:
What might be difficult?
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Preparing for lunch e.g. going to the toilet and washing hands,
Lining up
Getting to the dining room along a busy, noisy corridor
Joining the dinner queue
Reading menus
Finding different foods on plate and using cutlery
Dealing with packed lunch e.g. inserting a straw into a drink box, opening a yoghurt
Finding coat/sunglasses/hat and getting to playground after lunch
Long playtime: possible isolation
How to help
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Make sure the child is familiar with the washroom layout by visiting the area at quiet
times
Find opportunities to practise the route to the dining room and from there to the
playground, with an adult and another child
Adult support may be needed to help with queuing for lunch and carrying food to the
table
Menus should be available in an accessible format (eg, large print, Braille)
Good liaison with parents and preschool will help to establish strategies for locating
foods, colour contrast of food with plate and use of cutlery
Encourage the child to be as independent as possible, whilst giving discreet help where
necessary
Make sure that anything needed for playtime is easily accessible to the child
It might be helpful to go out to play with a friend
Lunch time supervisors will be easily located if they wear fluorescent jackets
Supervisors should be aware if a particular child is likely to become isolated or lose sight
of their friends in the playground and give help where needed
If necessary, alternative activities could be provided indoors at lunch time
Playtimes:
What might be difficult?
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Finding and putting on his/her coat
Finding his/her way to the playground along a busy corridor
Unfamiliarity with the playground layout
Coping with noise levels
Bright sunlight/dim lighting
Changes in surface e.g. asphalt to grass
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Finding friends/adult help
‘Keeping up’ with games e.g. running, chasing
Joining in with games and understanding the ‘rules’
Lining up procedure at the end of playtime
How to help
 Allow plenty of time for the child to find their coat. This may mean leaving the
classroom a little early when the cloakroom is quieter
 Find times to practise the route to the playground
 Give the child opportunities to explore the playground at a quiet time with you and
a friend
 Point out landmarks e.g. a particular tree, a bench, a bin
 If noise is a problem, help the child to find a quiet area or consider the possibility
of an alternative activity indoors for a while
 Sunglasses and a cap may need to be worn on bright days and a shady area in
which to play
 It may help to pair up with a friend before going out to play
 The child with a visual impairment may need help to find his/her friends during
playtime
 Adult support may be needed to help the child join in with games successfully or
to suggest an alternative
 Procedures for lining up need to be explained and practised
 Adults will be easily identified if they wear fluorescent jackets
 All children, including those with a visual impairment, enjoy doing jobs and taking
messages