Development of more in-depth understanding of sensory needs and behaviour amongst all staff. Awareness of how a child’s sensory needs may change at different times/days and how to be responsive to this.

If appropriate, complete initial sensory processing audit and environmental audit checklists. Upload ‘AET sensory assessment checklist’ and ‘AET sensory audit tool for environments’ in place of links This sensory audit resource was coproduced with Bury young people.   

Develop understanding of sensory processing, for example using resources such a Sensory Dinosaurs which includes stories alongside practical strategies.

Consider whether it would be appropriate to allow an older child to leave lessons early when travelling between rooms or buildings to avoid large groups in corridors and enable extra travel time. 

Provide an item or object for a child to hold during busy transition times to help them to regulate their needs.

Provide access to small calm, quiet space, e.g. a small pop-up tent, wigwam, black-out tent, or room with low level noise and lighting.  Children could access this space when needed or show a card to the teacher when they need to use it.

Build access to activities which meet the child’s sensory needs into the day, for example: timetabled movement breaks, GoNoodle, Cosmic Kids Yoga, sensory circuits and access to other personalised sensory activities dependent on the outcome of the sensory assessments conducted. Children may need sensory input at different points during the day and opportunities for sensory input should not be limited to specific times. 

Consider access to a workstation or a privacy board to create a low distraction working environment for focused tasks.

If a child struggles with particular sensory materials, build up tolerance in activities slowly e.g. start off with dry resources and slowly add liquid.

Incorporate adaptations for sensory feedback into planning e.g. Include specific activities to provide sensory feedback for the child or young person e.g. lifting and tidying heavy equipment away, putting on a backpack, using a weighted blanket. If they are unwilling to touch specific objects, offer alternatives such as using tools or putting messy materials inside a sealed bag for children to interact with.

Plan individual/small group activities  dependent on the sensory needs identified such as state related resistance activities (activities to support the child to be more alert or calm) pushing against a wall, resistance bands and peer massage. These activities may form part of an individual 5 point scale or RAMP.

Use of Zones of Regulation to help children identify how they feel in relation to their sensory regulation.

Access to sensory integration equipment throughout the day to self-regulate in order to be in the optimum state of alertness and ready to learn. Children could have access to a box of different sensory items in the classroom that they can use to regulate their sensory needs (e.g. fidget toys, different textured fabrics, sunglasses etc).