“Tommy started joining in with the actions… and throughout the day he repeats words from his favourite poems to the adults... We have really created a sense of community for him, whereas before it felt as if he was out on his own.”
Karoline Gray-Clarke – Resource Base Teacher – St Paul’s Primary School, Chippenham
The Need:
In both St Paul’s Primary School in Chippenham and St George’s Primary School in Tameside, the SEND Resource Bases were looking for ways to build connection, confidence, and communication among their children. Many of these children, including some who are preverbal or struggle to engage socially, often feel on the outside of group experiences. Both schools wanted to create a warm, inclusive environment where every child could feel part of a community, and where early communication could flourish through rhythm, repetition, and a shared experience.
What They Did:
At St Paul’s, the class teacher introduced Poetry Basket into their daily routine, using the videos and poems to create a consistent, welcoming rhythm. Children gathered to recite poems together, watching the videos as a group. One child, Tommy, initially stood alone at the glass door, looking outside. Gradually, the rhythm and repetition began to draw him in. First, he started copying the actions. Then he edged closer to the screen. Before long, he began echoing some of the words. Now, Tommy not only joins the group but helps set up the chairs, an active participant in something that once felt out of reach.
At St George’s, the teacher began using Poetry Basket at the start of the academic year. In the beginning, her class engaged but didn’t fully participate. Over time, as the poems became familiar and the actions more embedded, something began to shift. By Easter, the children stood confidently in their local church, performing The Little Seed in front of 250 children during a whole school assembly. They still needed support, but for a group who once struggled with large gatherings, this moment was transformative. They stood tall, recited proudly, and were met with a round of applause.
The Results:
Across both schools, Poetry Basket became more than a poetry programme, it became a bridge. At St Paul’s, Tommy’s journey from solitary observer to fully engaged group member illustrates the profound impact of shared language and routine. He found his place. At St George’s, the children’s performance marked a milestone in confidence and communication, showing just how far they had come.
For both teachers at St George’s and at St Paul’s, the consistent use of Poetry Basket has supported language development, built trust, and created a sense of belonging. What began as a simple daily activity grew into a powerful tool for inclusion, connection, and pride.
