Physical and/or Sensory

High-Quality Teaching and Inclusive Provision for meeting Physical, Sensory and Complex Medical Needs:

• Develop a whole-setting approach to supporting children with physical, sensory and medical needs by:
  • Ensuring there is a Medical Needs, Fair Access, and Accessibility Policy (separate from the SEND policy), which clearly identifies the key staff responsible for its implementation.
  • Ensuring practice is guided by the ICF framework and the F-words (Function, Family, Fitness, Fun, Friends, Future) to promote a holistic, inclusive approach across the setting.
• Plan for meeting CYP's needs using person-centred and collaborative approaches such as:
  • Making reasonable adjustments to key policies (e.g. attendance, behaviour, uniform, punctuality) in line with individual CYP needs.
  • Prioritising ongoing, effective communication with families and specialists to ensure a collaborative approach.
  • Actively involving CYP and their families in decision-making and planning, with flexible timetabling to support fair access.
• Create an inclusive environment for all CYP by:
  • Ensuring the accessibility of the physical environment for all.
  • Keeping shared spaces and corridors clear to support ease of movement.
  • Ensuring learning spaces are well-organised, uncluttered, and arranged to enable accessibility.
  • Planning environments based on cohort needs (e.g. seating arrangements, lining up procedures).
  • Conducting accessibility audits, checking:
    • Visibility of step edges and stair contrast
    • Clearly defined pathways and boundaries
  • Using Occupational Therapy (OT) audits to adapt environments effectively.
• Ensure that the curriculum is planned to be inclusive of CYP with physical, sensory or medical needs by:
  • Promoting independence and social inclusion.
  • Supporting resilience and social-emotional development.
  • Using technology and multi-sensory approaches to maximise access.
  • Including clear modelling and explicit instruction.
  • Utilising standard (non-specialist) technology where appropriate and consider referral to Access Through Technology (ATT) for specialist advice.
  • Embedding movement and sensory breaks throughout the day.
  • Ensuring materials are adapted and prepared in advance so all CYP can access learning simultaneously.
• Plan for personalised support for CYP with physical and sensory needs by:
  •  Implementing recommended adjustments from professionals, including small aids such as toilet supports, writing slopes, wobble cushions, fidget tools, gym balls, and scooter boards
• Ensure assessment informs individualised support plans, detailing provision required for access to learning, including:
  • Carrying out and regularly reviewing individual risk assessments to ensure safe access to learning and wider activities.
  • Providing supervision during unstructured times
  • Supporting the administration of medication
  • Providing support for personal care (e.g. toileting, mealtimes)
  • Providing support for specific medical needs (e.g. diabetes management, catheter use)
  • Environmental adjustments (e.g. ramps, handrails)
  • PEEPs (Personal Emergency Evacuation Plans)
• When planning learning beyond the learning environment, ensure this has been planned and prepared for by:
• Carrying out early risk assessments for extracurricular activities, trips, and visits.
• Making reasonable adjustments to ensure equal access and participation.
• Promote independence and challenge for CYP with physical, sensory or medical needs for example by:
• Ensuring learning activities have an appropriate level of challenge to develop independence.
• Using strategies such as backward chaining to scaffold learning effectively.
• Ensure staff are aware of all CYP's needs, have access to up-to-date Care Plans and have ongoing training aligned with the medical needs of CYP.
• Further information and guidance can be found below:
  • NASEN Teacher Handbook: SEND.
  • Supporting the achievement of hearing-impaired children in early years settings
  • Early years Support: RNIB.