All children benefit from Universal Support, which means high-quality, inclusive teaching and simple classroom adjustments to help everyone learn. If a child needs more help than this, they may receive SEND Support, which is extra, tailored support such as individual plans, targeted interventions, and advice from specialists. SEND Support ensures children with additional needs can make progress and thrive.

General advice for all the needs in this category:

• Talk to the child/young person to find out what they feel is best for them
• Consistent routines, provide pictures, symbols or photos to support understanding.
• Multi-sensory approach to learning, this could be in the form of visuals, actions and movement to support learning.
• Small group work when required
• Manage fatigue, not just with rest breaks it could be a movement break/brain break.
• Risk assessment without being risk adverse – young people with physical disabilities can experience some risk taking.
• Promote independence
• Accommodate equipment for posture, there needs to be adequate space within the classroom to use and access equipment easily.
• Reasonable adjustments to the environment and facilities – ramps, handles, height adjustable furniture, technology
• Adapted resources – scissors, writing equipment, wobble cushions, writing slopes
• Flexible delivery of the curriculum, this can include pre and post teaching of new subjects, chunking information.
• Prompts for organisation for the child which will support their independence, for example prompt sheets on desks or on bags of what the young person requires.
• Additional time for processing, learning and responding to instructions and requests.
• Opportunities to develop social and emotional relationships.
• Movement breaks
• Supervision at unstructured times when required.
• Ensure that, in conjunction with health professionals, any individual health care plan is maintained and arrangements for any specific training from health professionals are put in place, this can include epilepsy, bladder and bowel, gastrostomy feeding, diabetes, manual handling for example.

Universal support for Sensory and/or Physical Needs

Every school, health setting, social worker and community support worker will:

• Have an ethos of inclusivity, where reasonable adjustments are made to support the inclusion of children and young people who have sensory or physical impairments.
• Have staff who understand sensory and/or physical needs or access to professionals who can provide support. This support is available from:
  • Health professionals
  • Advisory Teachers
  • Educational psychologists
  • Outreach services
• Have designated time to make adjustments and have resources that support accessing the curriculum.
• Be skilled at gaining the child’s voice and adapting practice to support their needs. The child or young person will be able to identify what they need to be successfully supported.
• Always promote independence for the child or young person.
• Have systems in place to record information that can inform changes of need in the young person and be given time to liaise with colleagues to provide an holistic approach in meeting the child or young person’s needs.
• Feel supported in delivering any self-care or intimate care to young people who require support in this area.
• Take a multi-agency approach to supporting children and young people with sensory or visual impairments and consider the family’s social care needs.

SEND Support strategies and interventions

Physical Needs (PN)

• Use the Child and Family Health Devon website to gain information on:
  • Balance
  • Walking difficulties
  • Normal movement in babies
  • Playing in different positions
  • Fatigue
  • Developmental milestones
  • Fine motor development
  • Functional skills
  • Posture
• Mobilisation around school. Review if access to classrooms could be easier; time to move to different areas of the school.
• Leaving lessons before or after peers to avoid busy corridors.
• Access arrangements: are there stairs, ramps, heavy doors?
• Avoiding falls, considering trip hazards, moving between different surfaces.
• Risk assessment without being risk adverse; children and young people can attempt things for themselves.
• Changing and intimate care environment needs to be appropriate, consider the disposal of sanitary products, does there need to be an area for changing or can toileting take place in the toilet.
• School-based manual handling training can be provided by the physiotherapy team.
• Daily tasks such as dressing, toileting and eating and changing for PE needs to be considered. Does the young person need access to different dining facilities?
• Play. All types of play can be beneficial for supporting co-ordination, balance, fine and gross motor skills. Ideas on different play activities can be found on the Children and Family Health Devon website. If there is a therapy programme in place, then discuss play opportunities to support the therapy with the Physiotherapist.
• Access to activities that support gross and fine motor development can be found on the Children and Family Health Devon Website.
• Classroom equipment and tools should be adapted to so that a child/ young person can access learning more easily; for example tablet/laptop for recording information instead of writing.

Hearing Impairment (HI)

• Follow programmes delivered by the hearing impairment (HI) advisory team. Referrals are usually suggested by the audiology service, advice for the HI service is available on the local offer Torbay Hearing Support Service – Family Hub
• Positioning in class, please consider if the impairment is on the left or right and position the child/young person accordingly.
• Accessing learning: Can learning be presented differently with more visual prompts?
• Social opportunities are important; support the child/young person in unstructured times.
• Background noise can be distracting so be aware of any environmental noises.

Visual Impairment (VI)

•  Torbay VI (Visual Impairment) Service – Family Hub Advisory Teacher is available for advice. Referrals can be made directly or generated through the ophthalmology service when the child/young person has appointments.
• The Habilitation service supports a child or young person who has a visual impairment with a range of skills which includes mobility, self-care skills, independent living skills. Referral is made through the MASH referral and the Children with Disability Team.
• Positioning in the classroom; a child with a visual impairment should ideally sit at the front of the class.
• Lighting, consider if the sun shines in a window at certain times of the day. If the lighting in the class is causing glare, some lights can have a flicker which a child/young person with a visual impairment might find distracting.
• Adaptions to text – can text be made bigger to make it easier to read?
• Use of technology which can include laptops, iPad. They can be linked to the class whiteboard to allow the young person to access the class learning and digital books. The Advisory teacher for Visual Impairment will be able to advise and support with this.
• Use of coloured paper/overlays
• Audio descriptions and immersive readers (with headphones) can support when there is a high emphasis on reading text.
• Awareness of reflections and glare: Some laminating pouches can add glare to a document therefore using matt pouches will reduce that glare.

Habilitation training programmes and advice including:

• Habilitation provide specific assessment
• Advice for parents and professionals
• Visual impairment specific orientation strategies
• Safe movement and travel including public transport
• Age-appropriate independent living skills
• Equipment recommendations for practical subjects
• Environmental advice for setting
• Staff training
• Peer awareness training.

Sensory Sensitivities

Sensory integration is based on the concept of how the brain organises and interprets sensory information. Sensory-based interventions are activities that occur in the child/ young person’s natural environment and aim to have an effect on self-regulation, attention or behavioural organisation.

Utilise the Sensory Differences Workshop – Children and Family Health Devon website amongst others to consider sensory differences for each of the senses below:

• Tactile
• Movement (planning and balance)
• Auditory
• Visual
• Taste
• Olfactory

Children and young people can have needs in more than one area of the Code of Practice SEND_Code_of_Practice_January_2015.pdf and therefore it is important to consider the other toolkits:

• Neurodiversity
• Cognition and Learning
• Communication and Interaction

It is understood that some children and young people will have restrictive eating behaviours associated with their sensory needs, therefore advice can be sought from the Neurodiversity toolkit.

View and/or download the full Sensory and Physical Needs Toolkit