Sensory and Physical
Sensory
What you might see
You might see a child or young person who:
- Does not always respond to sounds or voices
- Does not always respond when their name is called
- Finds it difficult to listen or join in when there is a lot of background noise
- Takes longer to understand what is being said
- Has unclear speech or finds it difficult to express themselves
- Becomes frustrated or disengaged when communicating with others
- Tires easily during listening activities
- May not always have their hearing equipment with them
- Wears hearing aids or cochlear implant processors
What you can try
Speak with parents/carers if you have concerns about hearing and encourage them to seek advice (e.g. via a GP)
Refer to the Hearing Support Team where hearing needs are identified
Gain the child’s attention before speaking and ensure they know you are talking to them
Face the child and do not cover your mouth when speaking
Position yourself at the child’s level and nearby, including during outdoor activities
Reduce background noise where possible (e.g. turn off unused equipment, avoid music during focused tasks)
Use quieter spaces and smaller groups for adult-led activities
Seat the child so they have a clear view of the adult and any visual materials
Repeat and rephrase what others say (e.g. peer contributions)
Check hearing equipment daily (e.g. batteries/charging, cleanliness, working order)
Seek guidance from a Teacher of the Deaf or parents/carers on equipment use where needed
Contact parents/carers if hearing equipment is not brought to the setting
Use assistive listening devices (e.g. radio aids) where provided
Support the child to develop independence in using and managing their hearing equipment
Involve the child in simple equipment checks and routines where appropriate
Use visual supports alongside speech (e.g. objects, photos, symbols, gestures, Makaton or BSL, visual timetables)
Provide picture communication resources to support understanding and expression
Model and extend the child’s language during play and routines
Follow advice and strategies from specialists (e.g. Teacher of the Deaf, Speech and Language Therapy)
Label the environment using symbols and signs to support understanding
Model turn-taking and support small group interactions to develop social communication
Explain rules of games clearly to support inclusion
Provide access to books, toys and resources that reflect hearing differences
Share positive resources about hearing differences with children and families
Recognise that listening can be tiring and provide regular listening breaks (e.g. quiet time)
Support use of equipment through encouragement, praise and practical solutions (e.g. clips, headbands)
What you might see
You might see a child or young person who:
- Has eyes that look different (e.g. colour, alignment or movement)
- Seems unsteady or less coordinated when moving around
- Moves very close to books, objects or screens to see them
- Has difficulty seeing things clearly, especially at a distance
What you can try
Follow advice and strategies from the Vision Support Team (e.g. environmental audits for indoor, outdoor and transition spaces)
Ensure the environment is well-lit, with minimal glare and clutter, and is organised clearly
Use high-contrast colours and clear labelling to support navigation
Share the child’s individual management plan with all staff to ensure consistent support and access
Use multi-sensory approaches to support learning (e.g. combining visual, auditory and practical experiences such as real objects and demonstrations)
Check understanding regularly during activities
Engage with training from the Vision Support Team to develop staff confidence in supporting vision needs
Monitor the child’s progress and adapt support strategies as needed
Contact the Vision Support Team if there are changes in the child’s needs or further advice is required
Work in partnership with parents/carers and other professionals to support independence skills
Involve specialist services (e.g. Habilitation Team) where appropriate to support mobility and independence across home and the setting
What you might see
You might see a child or young person who:
- Shows signs of both hearing and vision differences (see the sections on hearing and vision)
What you can try
Use strategies from both the hearing and vision sections to support access
Ensure communication is accessible, taking into account both hearing and vision needs
Provide accessible resources, including tactile elements, to support understanding and information gathering
Support mobility and orientation by clearly defining spaces and learning areas
Follow guidance from environmental audits to adapt the setting
Work with specialist professionals (e.g. Teacher of the Deaf, Qualified Teacher of Vision Impairment) for advice and support
Seek further specialist assessment where needs go beyond ordinarily available provision
Physical
What you might see
You might see a child who:
- has difficulty using their hands for small tasks compared to other children of the same age.
- finds mark making, letter formation, handwriting, or presentation difficult.
- struggles to pick up small objects using their fingers (pincer grip).
What you can try
Reduce the amount of writing needed to show learning.
Use writing frames, sentence starters, cloze activities, lists, mind maps, highlighted notes, or verbal questioning instead of extended writing.
For older pupils, provide copies of notes or PowerPoint slides where helpful.
Offer alternative ways for children to record their work, such as using a tablet, laptop, or other ICT.
Provide different types of keyboards and mice, including large key keyboards or one-button mice.
Allow extra time for children to complete tasks.
Build in regular fine motor activities within the classroom, such as using a fine motor box.
Include short hand or finger exercises and breaks during learning or writing tasks.
Provide activities that encourage children to practise handwriting, letter formation, and fine motor skills in motivating ways, including classroom jobs.
Offer a range of adapted equipment, such as pencil grips, adapted scissors, or ridged rulers, for children to choose from.
Provide different mark making tools such as chunky brushes, chalk, pens, and crayons.
Allow children to mark make on a range of surfaces, indoors and outdoors, including chalkboards, light boxes, sand, or pathways.
Provide opportunities to mark make on vertical surfaces.
What you might see
You might see a child who:
- finds it difficult to use cutlery independently.
- struggles to carry a food tray safely.
- has difficulty opening food packets or containers.
What you can try
Encourage independence at lunchtime, such as pouring drinks, serving food, or scraping plates.
Plan fine motor activities that support eating skills, for example practising cutlery use in play or roleplay areas.
Provide adapted or age appropriate cups and cutlery with good grips.
Ensure seating supports good posture and safe use of cutlery.
Reduce the need for children with physical difficulties to wait in long queues at lunchtime.
What you might see
You might see a child who:
- finds it hard to follow the steps involved in getting dressed.
- struggles to put clothes on the right way round.
- has difficulty managing fastenings such as buttons, zips, or laces.
What you can try
Talk with parents/carers about reasonable uniform adjustments, such as easy fastenings or looser clothing.
Allow extra time and provide appropriate support when children are changing, for example, for PE.
Teach dressing skills step-by-step within familiar and supportive routines.
What you might see
You might see a child who:
- has difficulties with movement or mobility compared to other children of the same age.
- appears physically vulnerable or cautious during movement or play.
- has difficulty with balance during play activities.
- struggles to bend down and pick objects up from the floor.
- is hesitant or anxious when approaching new outdoor or play equipment.
- may be unsure or anxious when managing changes in level, such as steps, slopes, or uneven ground.
What you can try
Teach and reinforce simple safety rules, such as holding a handrail when using stairs, as part of everyday routines.
Adapt PE activities by allowing extra time, more space, and using equipment that is easier to grip or catch.
Provide time and space for outdoor play and breaktimes, including safe opportunities to practise moving over different surfaces.
Allow children to move at their own pace around the setting.
Reduce walking distances and provide rest breaks when needed, for example on school trips.
Adapt seating where needed, such as providing chairs with arms, footrests, or seating near exits.
Offer a small chair as an alternative to floor sitting where appropriate.
Make reasonable adjustments to ensure full access to the school environment and curriculum. This includes adapting routes around the school (e.g. lifts, alternative routes or shortcuts) and, where necessary, ensuring classroom locations are accessible (e.g. allocating ground floor classrooms where lift access is not available).
What you might see
You might see a child who:
- is still developing independence with toileting routines and is below age-expected levels.
- needs more support than expected to manage toileting independently.
- is not stable when sitting on the toilet.
- has difficulty wiping themselves after using the toilet.
- is unable to pull clothing up or down independently for toileting.
What you can try
Plan personal care support in partnership with the child and their family, with respect for privacy, dignity, and self-esteem.
Use visual cues and quiet verbal prompts to support toileting routines.
Ensure staff are available to support discreetly if needed, for example following an accident.
Use equipment such as toilet trainer seats or steps to support independence.
Make sure taps, soap, and paper towels are easy for children to use.
Provide appropriate toilet facilities, such as lower toilets or grab rails, where needed.
Resources
Practical Resources
Practical Resources
- National Deaf Children’s Society (NDCS) – information, advice and resources to support deaf children and young people and those who work with them
- BID Services – support, information and services for people with hearing loss
www.bid.org.uk - PDNet Accessibility Toolkit – supports schools with accessibility planning and developing inclusive environments
- ERIC (Intimate Care Guidance) – guidance and resources to support toileting and personal care
- Awareness Materials – resources to support staff and pupils to understand a range of medical, sensory and physical needs and promote inclusive practice
Guidance and Policy Resources
- Supporting Pupils with Medical Conditions at School (DfE) – statutory guidance for schools on supporting pupils with medical needs
- Management Plans (Hearing Needs) – guidance and example plans to support pupils with mild and unilateral hearing loss
Mild Hearing Loss
Unilateral Hearing Loss - Personalised Management Plans – developed by specialists (e.g. Teacher of the Deaf or QTVI) outlining strategies and support required in school
- Personal Care Matters – guidance to support effective and dignified personal care (link to be added)
- Sickle Cell and Thalassaemia Guidance – guidance to support pupils with specific medical conditions (link to be added)
- Medical Needs Policy Template – example template to support schools in developing their own policy (link to be added)
Specialist Support and Tools
- Deaf Awareness Training – supports staff to develop understanding of hearing needs and inclusive classroom practice
- Additional Sensory Training – training to support understanding of hearing, vision and physical needs may be provided by specialist teams
- PDNet Training – professional development to support understanding of physical disability and inclusive practice
- Assistive Listening Devices (e.g. radio aids) – support access to spoken language in the classroom. Daily checks of audiological equipment should be carried out by a trained member of staff, with independence promoted where appropriate
- Environmental Audits – assessment of the school environment to identify and implement adjustments to support access and inclusion
- Assistive Technology – may include iPads, laptops and specialist software to support access to learning, communication and independence, guided by specialist advice
- Specialist Additional Curriculum (Vision) – supports development of skills such as use of low vision aids, independent learning, organisation and safe movement around school
- Habilitation Support – supports development of mobility, independence and life skills for pupils with vision impairment, following referral from a QTVI
- Assistive Equipment and Adaptations – may include specialist seating, writing aids or adapted resources to support access to learning and independence
Support Available
- Sensory and Physical Support Team (SPST) – provides specialist advice, assessment and support for children and young people with sensory and physical needs Specialist SEND Support Services – Local Offer Birmingham
- Teacher of the Deaf (ToD) – provides personalised advice, assessment and management plans for pupils with hearing needs
- Qualified Teacher of Vision Impairment (QTVI) – provides assessment, environmental advice and guidance on curriculum access, assistive technology and independence skills
- Habilitation Specialist – supports pupils with vision impairment to develop mobility, independence and life skills
- SEND Occupational Therapy (BCHC) – advice, strategies and resources to support physical development, sensory processing and functional skills