Sensory

Information to aid understanding of a child’s sensory needs should be shared with parents/carers and Early Years practitioners. Information can be found on ISCAN website and in Tameside’s sensory toolkit.

Development of a sensory passport 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.

Access to sensory room or calm, quiet space. Spaces can be created by zoning off part of the room or using a small pop-up tent with reduced noise and lighting. Provide regular movement breaks and a calming activity at the end of the day. See ISCAN advice for support in sensory regulation.

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.

Refer to the Tameside sensory toolkit for advice, strategies and tools.

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.

Development of a transition plan for children starting pre-school or moving between Nursery and Reception.

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:

Complete a school environmental checklist using the checklist available in Tameside’s sensory toolkit.

Access to a bank of sensory resources including wobble cushions, Theraband, focus tools, a doodle book. See ISCAN for advice on implementing these and other strategies to support concentration.

Set up movement breaks that children can access independently once familiar e.g. at the back of the room.

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

• Supporting sensory regulation in school.
• Proprioception advice.
• Sensory strategies to support concentration.

Advice sheets and videos

• 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 (see ISCAN advice).

Access to sensory room or calm, quiet space. Spaces can be created by zoning off part of the room or using a small pop-up tent with reduced noise and lighting. Provide regular movement breaks and a calming activity at the end of the day. See ISCAN advice for support in sensory regulation.

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. Child could use an individual desk at the back of the class for independent or focused activities.

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), Tameside Outreach Support Service (TSOSS) or Barnardo’s family hubs.

Training to develop staff and parent/carer understanding of sensory needs.

Plan individual and small group activities focusing on sensory play such as proprioception and vestibular 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.

Follow the ‘do’ and ‘review’ process from within the sensory toolkit. 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 education and activities of daily living. 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 Tameside Outreach Support Service (TSOSS).

Staff and parents/carers to access further training to develop increased understanding of sensory needs and behaviours e.g. via ISCAN Occupational Therapy (OT)or Barnardo’s family hubs.

Access to sensory room or calm, quiet space. Spaces can be created by zoning off part of the room or using a small pop-up tent with reduced noise and lighting. Provide regular movement breaks and a calming activity at the end of the day. See ISCAN advice for support in sensory regulation.

Training around sensory needs Tameside Outreach Support Service (TSOSS), Tameside Educational Psychology Service (EPS), ISCAN Occupational Therapy (OT).