Sensory

SKILL	WHAT TO DO Identifying and supporting need	ASKING FOR HELP Starting Assess, Plan, Do, Review	WHEN MORE HELP IS NEEDED Targeted support
Sensory	Individual child: Information to aid understanding of a child’s sensory needs should be shared with parents/carers and Early Years practitioners. Development of a one-page profile which is shared with all Early Years practitioners. Introduce new activities or play equipment in a multi-sensory way to the child e.g. by showing, listening, saying, looking, writing, drawing. Use observation in a variety of settings and contexts e.g. home visits, indoor and outdoor play to notice how the child responds and make changes to environmental aspects such as lighting, noise level, smell and tactile materials. Provide an area such as a calm, quiet space by zoning off or using a small pop-up tent. Talk with parents/carers about the child’s preferences and provide materials and play equipment that they enjoy using at home. Have a corner, area, box or bag with sensory activities and toys that the child can use at any time. Include ideas and resources such as: Move ‘n’ sit or wobble cushions. Wobble feet Busylegz footrest Movement breaks Fiddle/fidget toys. Ear defenders (see ear defender guidance) Enbob floor chair See ISCAN for guidance documents on strategies to support engagement and participation in the classroom, strategies to support sensory regulation in school. Include specific activities to provide sensory feedback for the child e.g. lifting and tidying outdoor play equipment away, putting on a backpack, using a weighted blanket (see weighted blanket guidance). If children are unwilling to touch certain play materials, offer alternatives such as tools in the sand, zip bags filled with messy play items, cling film over Play Dough etc. Considerations for good transitions between rooms, and how to plan and prepare for these, e.g. opportunities to walk with an adult, repeating the process, moving towards more independence, talking the child through the route, noting key points, textures or space to feel for. Advice for transition planning can be found at: SEN and Disability in the Early Years Toolkit. Development of a transition plan for children starting pre-school or moving between Nursery and Reception. Classroom/Early Years room: Consider creating low stimulus areas in the setting, using neutral backgrounds for displays, minimising hanging items in the carpet area and paying attention to the colours of equipment and décor. Whole school/Early Years setting: Whole staff training to support understanding of sensory needs. ISCAN Occupational Therapy (OT) universal sensory advice, support and training via their website covering the following: Training modules Introduction to sensory processing. Creating a sensory friendly school environment. Sensory detective at school. Sensory strategies to help with focus and attention. Strategies to support physical education. Strategies to support practical subjects. Advice School environmental checklist. Supporting sensory regulation in school. Proprioception advice. Sensory strategies to support concentration. Advice sheets Supporting readiness for play and learning (physical and sensory combined). Supporting sensory processing differences with dressing. Supporting sensory processing differences with eating and drinking. Supporting sensory processing differences with toileting. Useful websites for schools/Early years settings: ‘KIDS’ (Kids Independently Developing Skills) offers resources to support development across physical and sensory needs. Sensory inclusive schools offer practical sensory resources.	Increase activities meeting the child’s sensory needs in the day, e.g. with regular movement breaks, sensory play activities/circuits, use of a beanbag or specific chair, weighted blanket (see weighted blanket guidance) or pop-up tent. Provide a small calm, quiet space, e.g. a small pop-up tent or room with reduced noise and lighting. Provide a workstation and/or set up a low stimulation area for targeted small group or individual activities. Use a privacy board on a group table or a personal table with few distractions but informative visual information and support. If appropriate, complete an initial sensory checklist. There is no scoring necessary. This tool can be used to help adults to identify areas where a child may be over or under responsive. Increase the child’s tolerance of certain messy play activities slowly, e.g. start off with dry sand and slowly add liquid, use a favoured toy in the sand tray etc. Implement strategies and advice given by professionals, such as ISCAN Occupational Therapy (OT) and Tameside Outreach Support Service (TSOSS). Training to develop staff and parent/carer understanding of sensory needs. Plan individual and small group activities focusing on sensory play such as resistance activities e.g. pushing heavy play equipment, leaning into a wall, using resistance bands and peer massage. Increased use of sensory resources, as appropriate e.g. fidget or chew resources (chewelry), putty, Therabands, weighted equipment (see weighted blanket guidance) and ear defenders (see ear defender guidance) etc. Consider adapting unstructured provision in the setting.	Carry out environmental audits and implement appropriate modifications in the setting. Devise a bespoke sensory diet for the child using the sensory assessment checklists and implement it. Continue to liaise with any health professionals, as appropriate, and involve parents/carers in planning and reviews. Seek advice from the appropriate health professional should the child have a diagnosis that affects their participation in play and physical activities. More specialist advice can be found online. Special Educational Needs and Disability Co-Ordinator (SENDCo) to support the key person in planning and using differentiated activities and more specialist strategies and resources to support the child. Ongoing monitoring and reviewing of specific strategies and advice given by professionals, such as ISCAN Occupational Therapy (OT) and the Tameside Outreach Support Service (TSOSS). Staff and parents/carers to access further training to develop increased understanding of sensory needs and behaviours. Access to sensory room or space. Training around sensory needs Tameside Outreach Support Service (TSOSS), Tameside Educational Psychology Service (EPS), ISCAN Occupational Therapy (OT).