DAF funding can be used in a number of ways.

The following is a list of suggested resources that providers may find useful in deciding how best to support a child within their setting.

Physical access

• Gates to outdoor area
• Landscaping to outdoor areas to improve safety and access. This could be in relation to reducing trip hazards, reducing steep gradients and creating smooth surfaces as examples.
• Ramps – if you are considering a ramp please read the regulations in respect of gradients. Access to and use of buildings: Approved Document M. The gradient table is on page 12
• Outside equipment different swing seat, adapted trikes, trikes with waist straps, resources to support to access the outdoor area
• Handrails and grab rails to support safe access
• Equipment for marking steps etc. To support children with a visual impairment
• High visibility jackets/bibs
• Push chair for trips e.g. [McClaren]
• Walker/rollator as suggested/recommended by involved therapist
• Chairs including those recommended by involved therapists. This would include low level seating to promote good posture. This does not apply for children who require more specialist seating that is bespoke to them. In these cases the funding will be applied for by the therapists involved with the child as this would often go beyond what the setting could provide.
• Soft play equipment
• Sitting wedges
• Corner seats
• Visual support for sitting e.g. carpet spot
• Big physio balls
• Different types of scissors (e.g. table top scissors)
• Gross motor skills equipment
• Hoists (Where this has been recommended by the therapist involved as part of a moving and handling plan)
• Recording switches or other assistive technology including alternative mouse/keyboard etc.
• Bibs/dribble bibs
• Complete waterproof suits etc.
• Chunky crayons/finger crayons
• Rulers with handles
• Rompa helmets (Only where this has been agreed as part of a risk assessment in agreement with parents and involved practitioners)
• Early Pencil grips

Communication and interaction needs

• Feelings faces
• Visual support
• Sensory tent
• Sensory toys
• Portable dividers –create different spaces
• Autism friendly materials – social stories book, weighted lap blankets
• Boardmaker/Communicate in Print CD or Ipad app.
• Assistive technology
• Sound area –headphones and DVD player etc. calming
• Communication support –Makaton symbols, choice boards,
• DVDs for songs, simple, picture books
• Big books and little books
• Story sacks
• Chunky books
• PECS books,
• Storage for symbols (boxes or shelves)
• ChewiChews etc.
• Mirrors for SLT
• Mini trampolines
• Persona dolls
• Specialist seating where recommended by an involved therapist as part of a postural support plan
• Feely bags
• Early language objects (doll, brush, cup etc.)

Resources for children with a hearing impairment

• Sign language books, cards and games
• Light and sound toys
• Interactive whiteboards,
• Soundfield system,
• Talking tins
• Acoustic modification
• Fabric for tables
• Soft furnishings (curtains)
• Hanging mobiles
• Acoustic clouds
• Carpet for a setting/rug
• Felt pads for bottom of toy boxes to reduce sounds
• Audio equipment
• Sign and write – part of communicate in print software
• Velcro
• Story sacks
• Listening games
• Ipad – communication/pictures
• Subscription to ‘Twinkl’

Resources for children with a visual impairment

• VI list – advice from the VI team will be given to settings to set out recommendations for individual pupils
• Environmental adaptations to support children with a visual impairment (as recommended by QHS or QTVI): hazards removed; edges of steps, other raised edges, playground equipment, fences, etc. brightly coloured or clearly marked; tables contrasting colour to floor; good quality blinds on windows, etc.
• High visibility jackets/bibs for staff on duty and friends of child with VI.
• Easy access to own things (with tactile markers if needed): end coat peg, top corner drawer, pen pot with own pens/pencils/ruler stuck to table, wall clip for long cane, etc.
• Visual/tactile indicator for seating position: carpet spot, cushion, etc.
• Equipment to encourage tactile exploration: Survival blanket/space blanket, tactile Vibrations Sensory Starter Tub
• Equipment to encourage visual attention to light: fibre optics, torches, glowing objects, flashing objects, UV Dark Den Multi-Sensory Glow Kit, etc.
• Equipment to encourage visual attention to objects: shiny and sparkly objects, objects with bold contrasting colours
• Colour tent, dark tent/cosy cave, sensory tent
• Be Active box
• Plain, high contrast backgrounds to place objects on/in: floor mat, backing board, cube (black for light or brightly coloured objects, white for dark objects)
• Simple voice recording equipment: talking tins, talking pegs, etc.
• Magnetic raised board/desk slope, with magnets for optimum positioning of materials.
• Equipment to support visual access to distance information and near texts, images etc.: e.g. CCTV, iPad with appropriate software, iPad stand, etc.
• Equipment to support recording: bold pens, soft (e.g. 6B) pencils, brightly coloured pens/pencils/paints, Perkins brailler, etc.
• Tactile learning materials: tactile books, brailled materials, tactile diagrams, German film, Wikki Sticks, ‘bump-ons’, tactile art materials, braille maths blocks, braille ABC blocks, etc.
• Numicom
• Bold, large print books and materials
• Large, brightly coloured balls, balls with bells inside
• Play equipment which does not rely on good hand/eye coordination, e.g. skipping ropes, etc.
• Interactive books with sound buttons, tactile features, etc.
• Sensory stories, story sacks, literacy and numeracy buckets
• Lazy susan
• Lightbox
• Subscription for 3-d books
• Scented equipment: e.g. playdough, pens and pencils
• High contrast tape
• Coloured glue sticks
• Vibrating toys and cushions
• Musical instruments
• Light and sound buzzers
• Giggly Wiggly balls/sensory balls
• Plate guard/plate surround
• Scooping bowl
• Dark room kit
• Simple Switches

Self-care personal / intimate care / medical

• Toilet access, changing table etc., changing mats, kneeling pads for staff, storage, toilet frames, toilet steps, toilet inserts, potties with arms/backs
• Feeding materials: non-slip mats, angled plates, cutlery, appropriate height tables, chairs, specialist cutlery, grasp bar, cups, mini food processor
• Secure box for medication, plus mobile box for trips etc.

Social, emotional and mental health

• Fidget toys
• Puppets
• Traffic light/feeling face fans
• Ear defenders
• Role play equipment
• Calming and de-escalation resources e.g. light/bubble tube, weighted blanket, sensory toys, sensory mood lights/fairy lights
• Dens/tents
• Dolls/soft toys
• A range of books focused on feelings and emotions
• Social skills fans/pictures (e.g. waiting/sharing/turn taking)

General child development resources

• Sensory toys
• Cause and effect toys
• Stage-not-age toys e.g. cause and effect, inset puzzles, shape sorters
• Large handled brushes
• Musical instruments/hand bells
• Light weight rattles
• Peg men/spring pegs
• Stacking toys with magnets
• Bubbles
• Switches and cause and effect toys
• Sensory materials
• Construction toys
• Treasure baskets – exploration toys
• Playdough
• Tactile materials/water beads/slime/semolina
• Posting boxes