Sensory Processing

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Ensure a consistent, whole-setting approach to sensory support so strategies are applied predictably across environments and staff.
• Ensure staff have an understanding of sensory processing differences (e.g. through training on neurodivergence and the 8 sensory systems).
• Access training and guidance for staff to ensure consistent implementation of sensory strategies across the setting.
• Recognise that sensory processing differences may impact social, emotional and behavioural responses.
• Apply the SPELL framework (Structure, Positive approaches and expectations, Empathy, Low Arousal, and Links) to guide the development of supportive environments.
• Develop a sensory-friendly environment across the setting by addressing the "three Cs":
  • Clutter - minimise visual distractions
  • Cacophony - reduce background noise and improve acoustics
  • Comfort - optimise lighting, temperature, and ergonomics
• Create a low-arousal, structured environment that reduces sensory demands and supports attention and regulation.
• Embed consistent routines and predictable structures to reduce uncertainty and sensory overwhelm. 
• Provide additional sensory support during transitions or changes in routine, where sensory demands may increase.
• Use anticipatory strategies to prepare CYP for sensory changes or challenging situations.
• Be aware of individual sensory sensitivities (e.g. noise, light, visual input, smell) and adapt environments to minimise triggers, including careful consideration of the CYP's visual field.
• Use a graduated approach to sensory support, increasing structure, frequency, and individualisation based on level of need, including providing flexible options to meet sensory needs (e.g. choice of workspace, seating, equipment or activity format).
• Provide reasonable adjustments to support access (e.g. uniform flexibility, movement breaks, adapted timetables, lunchtime arrangements).
• Offer access to appropriate workspaces, including low-distraction or adapted workstations where needed.
• Adapt tasks and activities to account for sensory needs, enabling access to learning rather than expecting the CYP to adapt to the environment.
• Ensure access to calm, low-stimulation spaces to support regulation and recovery from sensory overload.
• Incorporate regular opportunities for sensory regulation (e.g. movement breaks, sensory circuits), delivered universally or through targeted provision.
• Provide opportunities to adopt a range of physical positions throughout the day (e.g. sitting, standing, and movement-based activity).
• Implement sensory-informed strategies within meaningful daily routines to support engagement and participation.
• Support CYP through co-regulation approaches (e.g. calm, attuned adult response, modelling regulation strategies) when experiencing sensory overload.
• Support CYP to recognise and communicate their sensory needs (e.g. through visuals, check-ins, or agreed signals).
• Encourage CYP to express preferences and make choices about sensory supports and environments.
• Further information and guidance on supporting CYP with sensory processing differences can be found here.

Targeted

• Carry out environmental audits and make adaptations to reduce sensory barriers (e.g. noise, lighting, visual input, and spatial organisation).
• Adapt tasks and activities to accommodate sensory sensitivities or sensory-seeking behaviours, enabling access to learning.
• Provide access to calm, low-stimulation spaces to support regulation and recovery from sensory overload.
• Implement individualised, sensory-informed strategies within daily routines to support self-regulation and engagement.
• Provide access to a range of sensory tools and supports (e.g. fidgets, weighted items, alternative seating), with explicit teaching to ensure effective use.
• Use structured, individualised sensory programmes (e.g. sensory circuits or sensory diets) where indicated to support readiness for learning.
• Provide structured, adult-guided opportunities to develop self-regulation using tailored sensory strategies (e.g. calming or alerting activities).
• Provide targeted adult support to coach and scaffold engagement in sensory-challenging activities and transitions, reducing support as independence increases.
• Deliver targeted teaching to develop awareness of sensory preferences and strategies, supporting increasing independence and self-advocacy.