Develop more in-depth understanding of sensory needs and behaviour amongst all staff. Awareness of how a young person’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.   

Consider whether it would be appropriate to allow an older young person 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 the young person 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 or room with low level noise and lighting.  Young people 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 young person’s sensory needs into the day, for example: timetabled movement breaks, Cosmic Kids Yoga, sensory circuits and access to other personalised sensory activities dependent on the outcome of the sensory assessments conducted. Young people 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 the young person 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 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 young people to interact with.

Plan individual/small group activities  dependent on the sensory needs identified such as state related resistance activities (activities to support the young person 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 young people 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.  Young people 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).