The Observation is a structured 10-day assessment period. Its purpose is to understand your child carefully before any intervention plan is started.
Every child is different. Before deciding what support may be helpful, we need time to understand your child’s strengths, preferences, learning style, developmental needs, and areas of risk. We do not want to place unnecessary pressure on a child or begin intervention without a clear strategy.
During the first week, our priority is to help your child become familiar with the SENBOX environment and the teaching team.
We explore your child’s interests, preferences, communication style, behaviour, sensory needs, and response to different activities. We also observe what motivates your child and which teaching approaches help your child feel comfortable and engaged.
This stage is important because children learn best when they feel safe, understood, and respected.
During the second week, we focus more closely on your child’s current skills and developmental needs.
Depending on the child’s age and abilities, this may include:
communication and language
attention and ability to follow instructions
reading, writing, numeracy, and academic readiness
fine-motor and gross-motor skills
social interaction and play skills
self-care and daily living skills
emotional regulation
behaviour and safety awareness
independence and response to support
Teachers record what your child can do independently, what support is needed, and which strategies appear to be effective.
A child’s wellbeing must always come first. A child’s emotional and developmental needs are delicate. If a child is pushed too quickly or too strongly without a clear strategy, the child may become distressed, lose confidence, or develop negative associations with learning. Recovering from this can take additional time.
For this reason, SENBOX does not rush into intervention. We first observe, collect evidence, review the information carefully, and develop a structured plan.
After the 10 observation days are completed, the SENBOX team requires approximately 7 days to prepare a comprehensive report.
Our reports do more than simply state whether a child performed “well” or “poorly.” We provide an objective account of the child’s current situation. The report identifies:
strengths and existing abilities
areas where support is needed
possible developmental or behavioural risks
effective teaching strategies
the level of support required
relevant data and evidence collected during the observation period
The purpose is to give the family a professional, accurate, and transparent understanding of the child’s current needs.
Based on the observation report, SENBOX develops an Individualised Education Plan (IEP).
The IEP explains:
the priorities for your child
the goals we recommend
the teaching strategies we propose
the support level required
how progress will be measured
what SENBOX plans to do during the intervention period
The IEP is discussed with the family before intervention begins.
No intervention starts automatically after the observation.
We only begin working according to the IEP after the family has reviewed the recommendations and provided agreement and consent.
This principle is very important to us: your child is your child. Parents and legal guardians have the right to understand the proposed support, ask questions, and make informed decisions. No professional should attempt to influence a child’s learning, behaviour, or development without the family’s knowledge and consent.
The purpose of the SENBOX Observation is to create a careful, respectful, and evidence-based foundation for your child’s next steps.
After the family has reviewed the Individualised Education Plan and provided agreement and consent, the intervention period begins.
At SENBOX, intervention is not a collection of random activities. Each session is selected for a specific reason and linked to the goals identified in your child’s IEP.
The daily programme is organised into carefully planned learning blocks, usually lasting up to 15 minutes.
Short, focused sessions help children remain engaged while allowing the teaching team to balance different areas of development throughout the day. Each activity is adapted to the child’s current level and designed to build achievable skills step by step.
A single activity may support several areas at the same time. For example, a cooking activity may help a child develop communication, sequencing, fine-motor skills, safety awareness, independence, and daily living skills.
Nothing happens without a purpose. Time is not left to pass without direction. Childhood is a unique and important stage of life. We aim to turn everyday moments into learning opportunities and learning opportunities into skills that can support the child for many years.
Each child’s programme includes a balance of individual sessions, focused teaching sessions, group activities, and practical daily routines.
Depending on the child’s needs, the programme may include:
communication and language
academic learning
social interaction
play and group participation
toileting and personal care
food acceptance and eating routines
sleep-related routines and family guidance
emotional regulation
behaviour support
fine-motor and gross-motor development
independence and daily living skills
safety awareness
The goal is not only to help the child complete tasks inside the classroom. The goal is to develop practical skills that can improve the child’s quality of life at home, at school, and in the wider community.
SENBOX collects data throughout the intervention period.
Teachers record what the child is able to do independently, what support is required, how the child responds to different strategies, and how skills develop over time.
This information helps the team answer important questions:
Is the child making progress?
Is the current teaching strategy effective?
Does the support level need to be adjusted?
Is the child becoming more independent?
Are there new strengths or risks that need attention?
Which goals should be continued, adapted, or replaced?
Data helps us move beyond assumptions. It allows us to review the intervention objectively and improve the support provided to the child.
SENBOX teachers do not work alone and they do not guess the next step.
Each teacher works as part of a structured team. Teachers receive supervised training and ongoing guidance to help them understand how to instruct, support, and respond to each child appropriately.
The teaching team works together with the EDU team to review evidence, discuss concerns, monitor progress, and improve strategies. Where necessary, the programme also considers the perspectives of the family and other professionals involved in the child’s care.
There is a saying that it takes a village to raise a child. SENBOX follows this principle. To overcome barriers to learning, we must work together across different areas of expertise and provide consistent support around the child.
Families receive regular updates about their child’s activities and development.
However, daily updates alone are not enough. A list of activities or general comments cannot show whether an intervention is truly effective.
For this reason, SENBOX also prepares comprehensive progress reports. These reports show the child’s development between the beginning and the end of the reporting period. They describe changes in skills, independence, behaviour, communication, and support needs.
A professional progress report should not only say that a child had a “good day” or enjoyed an activity. It should help the family understand:
what the child has learned
what has changed over time
what remains difficult
which strategies are working
what evidence supports the conclusions
what the next priorities should be
Parents should never be expected to approve an intervention simply because they receive general updates or because the child appears happy. Families deserve clear information, objective evidence, and a transparent explanation of how the intervention is helping their child.
With SENBOX, progress is not assumed. It is observed, documented, reviewed, and explained.