Information to aid understanding of a child’s sensory needs should be shared with parents/carers and staff.
Whole staff training.
Creation of a One Page Profile which is shared with all staff. Ensure staff are aware why these adaptations are needed and that the child does not receive consequences for engaging in sensory regulating behaviours or avoiding certain activities.
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.
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.
Mindfulness may support some children to feel calmer.
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/wobble cushions
- Busylegz footrest
- Movement breaks
- Fiddle/fidget toys
- Ear defenders (use of ear defenders for limited periods to reduce impact on language development)
- Chewelry
- Putty/Theraputty
- Therabands
- Rocking chair
- Swings
- Stepping
- Visual support- sand pouring, liquids. sprinkling trays
- Peanut ball
- Dance Sack
- Liquid timer
- Sand timer
- Gym/therapy ball
- Mini trampoline
- Body board
- Weighted blankets/coats/bags
- Cups and curly straws for oral feedback
- Messy play available in areas of provision
- Scented hand creams.
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.
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.
Opportunities for regulating activities throughout the school day, e.g. class mindfulness activities or movement breaks.
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.