Visual timetables are useful to support children because they can:

• help your child to see what activities they are going to be doing
• help them to understand the order in which things are going to happen
• visually represent what is going to happen throughout the day or within a specific activity
• help to reduce anxiety about the routine of the day.

Visual timetables are most commonly used with pictures or symbols, but they can also be used with the written word.

It is helpful to keep a set of symbols that you use to represent different activities. If you do not have these available, you can draw pictures on Post-it Notes, write on a whiteboard or use a piece of paper.

Visual timetables can be used for:

• a whole class of children
• a small group of children
• the whole family.

Many children with Speech, Language and Communication Needs (SLCN) may need and benefit from their own personalised visual timetable, even when a whole-class timetable is available.

How to introduce visual timetables

Visual timetables can be used in either a top-to-bottom or left-to-right format. A top-to-bottom format is often easier for children who have not yet learnt that reading moves from left to right.

• create a large strip of paper with Velcro down the centre, or across the middle if working left to right
• make sure you have symbols or pictures, with Velcro attached, available for the activities that are planned for the day
• make sure you have a finished box, bag or envelope at the end of the visual timetable where symbols can be placed when completed
• at the start of the day or activity, place the symbols on the visual timetable in the order they will happen
• when an activity starts, point to the symbol and say, “It’s time for…”
• when an activity has finished, say “…has finished” and place the symbol in the finished box
• show the next symbol and say, “It’s time for…”

Top tips for visual timetables

• always use spoken language alongside visual timetables
• use the visual timetable throughout the whole day
• once you have introduced visual timetables, make sure the visual timetable is always accessible
• at home, place it somewhere visible, such as on the fridge or a door
• at school, it can be attached to the child’s desk or workstation
• if your child asks when a favourite activity will happen, show them the visual timetable and point to the activities in the order they will happen
• include symbols such as “choosing time” or “free time” so your child still has opportunities to make choices
• adults should initially model how to use the visual timetable by removing symbols when activities are finished
• as children become more familiar with the visual timetable, encourage them to remove the symbols themselves and place them in the finished box
• this helps to develop independence
• always make sure the visual timetable is up to date and that completed activities have been removed
• if a child looks at the visual timetable, they should be able to see what is happening now by looking at the first symbol
• it is useful to have a finished box or envelope at the end of the visual timetable to hold completed symbols
• once your child understands how a visual timetable works, you can introduce symbols such as “surprise” or “special activity”
• this helps children learn that they will not always know exactly what is going to happen next while still maintaining a familiar structure
• for older children or children who can read, a visual timetable can be created using written words only
• a whiteboard can be used and the activity removed when complete
• visual timetables can also support routines with several steps, such as getting dressed or brushing teeth
• visual timetables can be used alongside other visual supports. See our advice sheets on working towards boards and first and then boards.