Physical and sensory needs for 0 to 5 year olds

To help manage this need you can:

• use activities that are stress reducing, for example:
• games
• dance
• colouring
• gardening
• animals
• forest school
• monitor to see whether the symptom is persistent
• keep a log and analyse pattern or trends to identify triggers - follow setting procedures and speak to the Special Educational Needs Coordinator (SENCO) or safeguarding lead regarding your concerns if issue persists
• liaise with a heath visitor
• remember that pain can affect children in many ways - autistic children and those who have social communication differences or who have experienced trauma may experience pain in different ways to people who are neurotypical

Soiling

Soiling could be due to:

• development - exploring the sensation
• sensory stimulus - the pupil likes the feel
• not toilet trained
• abuse

To help manage this need you can:

• meet with parent carers to identify potential trigger times and activities
• conduct a sensory audit of the setting or school environment
• share strategies and advice with all members of staff to support the children’s sensory profile
• access staff training (possibly through the sensory integration network)
• work together with other professionals to share strategies and advice to support the child’s sensory diet
• identify activities which help the child regulate - use proactive strategies to support regulation before dysregulation occurs
• consider the impact of break times, dinner time and transitions - work with the child to develop strategies which help them feel ready to learn
• consider using a low arousal approach
• consider using individual workstations
• build resilience using timers

To help manage this need you can:

• develop the child’s core stability, perhaps through using a wobble cushion, exercises, and games
• ensure correct seating position with appropriately sized table and chairs - practitioners to discuss any specialist equipment needs with the most appropriate professional
• provide physical activities to support development of gross motor skills, for example:
• throwing
• catching
• hopping
• scootering
• riding a trike and so on
• offer opportunities for child to cross the mid-line such as:
• waving
• scarves
• ribbons
• pompoms
• provide a variety of opportunities for mark making, such as water and paint brushes, mud and sticks, wet and dry sand before progressing on to using more formal mark making tools such as pencils, crayons - pencil grips and sloping boards may support the use of these more formal tools
• develop fine motor skills, for example hand and arm exercises, such as:
• dough disco
• specialist scissors
• pegboards
• threading
• play dough
• pincer grip activities like placing pegs onto washing line or sorting with tweezers
• provide sequencing and organisational skills, for example:
• first next boards
• visual timetables
• clear and consistent routines

There are possible indicators for this need. The child may:

• mishear words or instructions and need reinforcement and reassurance before beginning task
• have fluctuations in attention, may struggle concentrating
• have difficulty in understanding peers in group discussions or in noisier environments
• have delayed language

To help manage this need you can:

• be aware the child may use lip-reading and visual cues to support their hearing - ensure that they are face on when you are giving instructions and try not to move around the room whilst talking
• be aware of non-verbal communication including eye contact, body language and facial expressions
• use visual reinforcement (pictures and other visual prompts), to support learning as well as pointing and gestures
• use visual timetables and visual cues, such as sand timers, to support sharing
• be aware that during physical games and activities, particularly in large open spaces, it will be more difficult to follow instructions so planned activities may need to be adapted
• consider that words spoken on an audio or visual recording may need a person to repeat what is being said
• consider the environment for example carpeting, soft furnishing, rubber feet on the table and chair legs and so on will reduce noise
• seat away from any source of noise for example the window, corridor, fan heater, projector, the centre of the room
• provide prompts for good listening behaviour: sitting still, looking, and listening
• encourage child to ask when not sure what to do
• establish quiet spaces within the environment, particularly for specific listening work
• ensure all staff and visitors who work with a child are aware how best to support - they should be familiar with the child’s one-page profile and individual plan
• arrange for adults to have appropriate training, for example:
• British Sign Language (BSL)
• Makaton
• Say it, Sign It
• work together with other professionals to share strategies and advice to support the child
• employ techniques to monitor and support all children with noise levels
• give the child a warning regarding fire alarm testing - fit a flashing alarm to be accessed visually

To help manage this need you can:

• work with other professionals, for example the sensory support team or mobility officer to share strategies and advice to support the child and access to learning environment
• use technology and alternative visual resources
• ensure that staff have a good understanding of child’s level of vision and complete training through the sensory support team
• make additional resources available for inclusive play, for example a bell inside the ball so all can play together
• ensure time for a child to map the room and allow this to occur daily or when in - allow re-mapping to occur when furniture and resources change place to reduce confusion and potential injury
• consider lighting and position at group time or lunchtime for children and how it supports their vision
• provide uncluttered space and reduce display backgrounds to help the children focus on the appropriate object
• use auditory reinforcements and cues
• use talking books and literature or books in Braille
• provide labelling and pictures to denote the content of resources - labels need to be in a font and size that is clear to the child
• take account of mobility needs to ensure the child can access the whole environment
• provide access to visual aids at an appropriate height for the child
• consider using talking equipment and text-to-speech software
• provide access to quieter spaces when required

This need could mean that the child may:

• have aversion to certain food tastes and textures
• seek input from foods and food textures

To help manage this need you can:

• make sure staff recognise and plan for children’s sensory differences and needs and they understand the impact on children’s learning and emotional wellbeing
• use visual supports to support with choices and awareness of what is for lunch, snack, dinner
• have a consistent mealtime routine involving opportunities for positive adult role modelling and positive support for the child
• offer an element of choice for example peas or carrots
• allow and provide opportunities for the child to explore food texture with their hands
• ensure positive interactions between child and adult to build confidence at meal and snack times
• keep pressure to eat low, especially when trying new foods
• ensure that there are alternatives available at mealtimes and foods that suit a sensory preference
• plan carefully how the child will access meals and snacks to reduce stress and any pressure to eat
• consider substitutions to sand play if the child regularly puts items in their mouth - rice, lentils or flour may be used as an alternative

This need means that children may have a strong aversion to smells or indeed seek smells out.

To help manage this need you can:

• have staff recognise and plan for children’s sensory differences and needs ensuring they understand the impact on children’s learning and emotional wellbeing
• set up a ‘no scent’ zone free from air fresheners, flowers, perfumes and so on
• staff should consider the perfume or aftershave and other products that have a smell that they wear - do the cleaning materials used have a strong smell?
• provide scented playdough, pens, and toys to support sensory seeking needs
• allow the child opportunities to bake and cook to create different smells
• ensure staff are aware of smells from the outdoor environment, for example refuse collection - potential dysregulation is mitigated where possible

To help manage this need you can:

• make sure staff recognise and plan for children’s sensory differences and needs and understand the impact on children’s learning and emotional wellbeing
• ensure staff consider the foundation sensory systems of proprioception, interoception, vestibular and tactile - if these are operating in the optimal state for individual preferences, the child may be less likely to experience challenges within the other senses, dysregulation or avoidance - in the first instance educators should consider the environment or place and make reasonable adjustments to support the child
• consider the proximity of others - perhaps consider use of a carpet tile at group time, position child sits in
• allow the child to be at the front or the back of a line
• approach the child within their visual field
• consider the challenges that children may face with different floor surfaces; they may find it challenging to sit on the carpet
• ensure there are opportunities for children to engage in sensory play for example sand, water, oats, gloop
• make adjustments for uniform or clothing so that the child is comfortable and regulated

To help manage this need you can:

• ensure staff recognise and plan for children’s sensory differences and needs and understand the impact on children’s learning and emotional wellbeing
• consider the foundation sensory systems of proprioception, interoception, vestibular and tactile. If these are operating in the optimal state for individual preferences, the child may be less likely to experience challenges within the other senses, dysregulation or avoidance - in the first instance educators should consider the environment or place and make reasonable adjustments to support the child
• understand that proprioception is achieved from active use of the muscles: pulling, pushing, and carrying - it is also obtained from active movement (that is propelled by child): running, climbing, jumping - incorporate proprioceptive activities regularly during the day for example before a table-top or sedentary activity
• offer opportunities for the child to run, jump, join in weight bearing activities such as crawling, pushing and pulling games
• recognise that the child may seek further input via leaning and make adjustments to facilitate this
• understand that children may rock on their chair or place the legs on their feet to seek “grounding” - what opportunities are on offer to support this? For example, children may benefit from move and sit cushions or wedges to give feedback to sit comfortably
• use timers to support the start and finish of an activity
• provide sensory experiences to support children

To help manage this need you can:

• staff recognise and plan for children’s sensory differences and needs and they understand the impact on children’s learning and emotional wellbeing
• consideration is given to the foundation sensory systems of proprioception, interoception, vestibular and tactile - if these are operating in the optimal state for individual preferences, the child may be less likely to experience challenges within the other senses, dysregulation or avoidance - in the first instance educators should consider the environment or place and will have made reasonable adjustments made to support the child
• give the child daily opportunities to perform gentle stretches, rocking back and forth, slowly marching; consider yoga activities

To help manage this need you can:

• ensure staff recognise and plan for children’s sensory differences and needs and they understand the impact on children’s learning and emotional wellbeing
• consideration is given to the foundation sensory systems of proprioception, interoception, vestibular and tactile - if these are operating in the optimal state for individual preferences, the child may be less likely to experience challenges within the other senses, dysregulation or avoidance - in the first instance educators should consider the environment or place and will have made reasonable adjustments made to support the child
• be aware that interoceptive awareness can be:
• too big - strong, overpowering, too many signals noticed all at once
• too small - muted, don’t notice until intense or go completely unnoticed
• distorted - signals noticeable but not clear enough to give specific detail about exact location or type of feeling
• be aware that there are prompts for the interoceptive sense - adults in everyday practice talk about internal feelings (both physical and emotional)
• build mindfulness activities into daily routine

To help manage this need you can:

• ensure you have an updated toileting policy which applies to all children and can be shared with parents (see example in toileting pack) - this also outlines legal and safeguarding responsibilities
• to aid transition to school, meet with parent carers and their early years setting to find out the child’s routine including equipment, vocabulary, and motivators
• fill in an individual toileting care plan together to provide specific information for adults supporting, this is especially key in the first few weeks of settling (see example in toileting pack)
• if parent carers have not started toilet training yet, the research and guidance in the toilet training tips leaflet may be a useful starting point for gaining information, discussion and planning initial steps - during your conversation you may find that more specialist support is needed, and you can liaise with your school nursing team
• be aware that training is available for early years staff: ask your early years specialist advisory teacher (EYSAT) for dates

To help manage this need you can:

• arrange an early pre-entry meeting with parent carers to find out how the child’s needs impact on everyday life
• for early years settings, ensure that the provider insurance company is aware that child is attending and how the setting is meeting their needs
• ensure that transition arrangements have been put into place prior to the children start at the setting - this would include ensuring that the necessary adaptations are in place, such as:
• undertaking appropriate moving and manual handling training
• use of support equipment for example: work chairs, walkers, standing frames, hoists and so on
• ensuring that appropriate accessibility plans are in place for example a personal emergency evacuation plan (PEEP)
• undertake appropriate care training and, where applicable, use of hygiene suites
• procure and know how to use and maintain (where necessary) with operated life-skills and curriculum equipment
• use adapted equipment to facilitate access specific activities throughout the school day for example cutlery, crockery, scissors
• maintain progress, this would include having a detailed handover with the children’s previous key person or teacher to have a clear understanding of their strengths, developing coping strategies and any areas of need which may relate more broadly to their development or emotional wellbeing (such as opportunities to develop confidence or developing and maintaining friendships)
• keep a focus on promoting independence and resilience within planning and differentiation - provide accessible ‘stretch’ opportunities
• fill in a multi-agency record with details of professionals involved to contact for guidance and training
• contact the advisory teacher supporting physical needs in the sensory support team
• if the child is transitioning into school, make a referral to the Early Years Special Advisory Transition (EYSAT) team
• prior to starting school, contact professionals, parent carers and current early years setting to arrange an initial meeting: list equipment and training needed
• be aware that it is essential that training is planned in a timely manner as some requires multiple sessions - if the child is transitioning into school, professionals will need to schedule this in the 4 months from April and prior to the summer holiday
• identify or survey staff who can be trained: staff who would usually be in the classroom are ideal at this time although this will need reconsidering when the child moves into a new setting or year group - consider part-time and full-time staff, as multiple staff can be needed for some types of support
• to prepare for transition, arrange to visit to see the child in their current setting to see them in the environment and find out about useful adaptations
• with support of the above advisory teams, arrange a second meeting prior to school start - this may involve professionals and parents looking at the classroom and outdoor environment and the child may need to attend this meeting - a health care plan and risk management plan could be drafted within this meeting and shared with participants for amendments and additions
• seek advice from the Sensory Support team regarding sourcing equipment or adaptations to buildings
• be aware that it is advisable to devise a timeline for transition including training and resources to ensure preparations are in place for the child to start school in September