Right, thought I ought to add some of the things we/school are trying, following on from various meetings...
The wobble seat seems to be doing well, DS seems to think it helps in class.
We're doing small bursts of writing/letter formation practice (no more than 5 mins unless he's really into it) that have a reward linked in - things like him making up his own trump cards, and then we play a game with them afterwards.
Positive requests, so 'Please can you sit on your bottom and look at me' rather than 'Don't keep sticking your feet in the air'. Only really realised the difference when a lovely lady from the local support charity came round and pointed out that if you give a 'Don't do this or that' then he might not automatically remember what he should have been doing instead and needs a specific reminder.
His teacher is making up a basket of things at the back of the class so that if he really can't get 'on task' with the class activity, then he can have a quick break with something like maths blocks so that he's still 'on task' with something educational and productive. Continuous provision I think she called it.
She's keeping her marking for his work very short and specific, including symbols rather than words in some cases, so when they look over it to correct it, he isn't spending ages working out what it says.
Visual things round the classroom, eg visual timetable. I also want to look up visualaids.com when my computer will let me.
And I've started making some rules 'Always Rules' that we'll go over in the situations they apply, e.g. not sliding down the muddy bank when I pop in to pick up DS2.
That and getting eye contact before giving instructions.
All seems to be going ok and his teacher's been great