Meeting needs in Physical and Sensory

SEND Graduated Response Toolkit

Meeting needs in Physical and Sensory

The video materials below explore some of the issues around meeting the needs of children and young people with sensory and/or physical needs.

The following pathway will help you to plan a graduated response to meet the needs of children and young people with Communication and Interaction difficulties.

High quality teaching and differentiation that meets the needs of all children

What I might do:

High quality teaching differentiated for individual pupils is the first step in responding to pupils who may have SEN 

SEN Code of Practice 6.37

  • Environment is planned taking into consideration the physical and sensory needs of all CYP to provide optimum learning conditions e.g. playground and classroom layout, display, signage and lighting, use of blinds. IWB/ displays should be clear for all CYP, a dark pen should be used when writing on the board Good role models /peer support
  • Opportunities to develop social and emotional relationships
  • A range of alternative equipment may be used e.g. sloping board / bar magnifier / pencil grips / chairs /non-slip mats / foot rest / weighted blanket/ backpack / Fidget toys/chew toys/ ear defenders/ coloured overlays
  • Consideration of CYP learning style. Teachers verbalise work written on the board.
  • Use of ICT / and auxiliary aids e.g. iPads, enlarging texts, View Finders, hearing loops/ adaptive keyboards/ radio devices etc
  • Risk assessments - transport arrangements/Access audit for school trips/personal care facilities on trips
  • Alternatives to written recording
  • Movement breaks
  • Specific programmes included in core offer e.g. jungle journey / Motor skills United / Dough Disco / Funky Fingers
  • Staff awareness training of relevant medical conditions on a ‘needs to know’ basis

Further resources

A child in your class might have mild hearing loss

This video contains tips on how to teach children with mild hearing loss

Desired outcomes: 

  • Able to access the mainstream curriculum independently

  • Increased confidence and self-esteem

  • Positive engagement and participation in learning

  • Improved social inclusion

  • Progress and attainment in line with stage of development and general ability

Preventative Services you may request

  • VI Team
  • HI Team
  • Occupational Therapy
  • Child Development Service
  • Advisory Teaching Team (QEST) 
  • Educational Psychology Team
  • Health Visitors

SEN Support

When would you move to SEN support?

Where a pupil is identified has having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle; Assess, Plan, Do, Review

Code of Practice 6.44

Where there is a lack of adequate progress despite identified and targeted differentiation. 

Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances. 

This can be characterised by progress which; 

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

Further resources for targeted interventions

Oldham's ADHD pathway

How might you put in place an SEN support plan?

The teacher and SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review

Code of Practice 6.48

  • What has the assessment identified as particular areas of need? 

  • What has the assessment told you about strengths and needs, barriers to and gaps in progress? 
  • What is the child’s view? 
  • What is the parent/carer view? 
  • What outcomes are you looking for? 
  • What are the identified changes and additional interventions? 
  • What are the adaptations needed to achieve the identified outcomes? 
  • How will these will be evaluated? 

What does an SEN support plan look like and how can it be implemented?

The class teacher should remain responsible for working with the child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved… the SENCO should support the class teacher in the further assessment of particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Code of Practice 6.52

A good SEN Support Plan should include the following; 

  • Outcomes
  • Actions
  • Who is responsible
  • By when 

Examples of SEN Support plans

Examples of One Page Profiles

A good SEN Support plan may include a provision map or personalised timetable for the pupil showing frequency and duration of specific interventions 

Interventions should be well founded and evidenced based. 

Interventions should last a minimum of 6 weeks 

Information on researched interventions can be found at:- 

Reviewing outcomes using a person-centred approach

Refer to Person Centred Toolkit for further guidance on choosing appropriate person-centred tools to help gather the information needed.)

The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents.

Code of Practice 6.54

The SEND Code of Practice suggests that the progress towards meeting planned outcomes should be tracked and reviewed regularly, at least termly. 

What does good support look like? 

What is ‘reasonable’ in terms of a balance between individual/small group and whole class access? 

Take each outcome:

  • What has specifically been done in relation to the outcome? i.e. smaller hopefully SMARTER outcome 
  • Baseline - this could be a behaviour, a feeling or a skill
  • Intervention
  • Evaluation
  • Next outcome

The plan below is a good example of how interventions have been reviews with outcomes in mind.

Requesting an EHCP assessment

Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.

Code of Practice 6.63

The code of practice says that SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes.

Refer to Oldham guidelines for requesting an EHCP assessment

Have there been regular reviews showing how the teacher, working with the SENCO, has revised the SEN Support plan in light of the child /young person’s progress and development- agreeing on any changes to support and outcomes in consultation with the parent /carer and pupil on what is working well, as well as what needs to be changed? 

Are difficulties severe and persistent despite high-quality teaching, regular attendance and specific targeted intervention over time?