Sensory and physical needs

Identify the activity and environment

Observe a specific lesson, corridor, lunch period or PE routine. Ask what the pupil finds uncomfortable and compare a quieter or differently organised version. Noise, lighting, clothing, movement, pain and fatigue can each affect participation. Do not infer a sensory diagnosis from avoidance alone.

Offer practical adjustments

Consider seating, reduced background noise, accessible materials, a predictable route or additional time for physical tasks. Ask whether an adjustment is comfortable and acceptable to the pupil. Follow relevant occupational therapy, physiotherapy, hearing or vision advice rather than prescribing a standard sensory programme.

A classroom example

A pupil misses instructions in a busy room. Move the explanation to a quieter point, face the pupil and leave the essential steps visible. Compare comprehension and independent participation. If discomfort continues, record the context and discuss it through the school’s usual support routes.

Protect access and dignity

Adjust the route into PE, practical work and trips without automatically excluding the pupil. For medical care, moving and handling, or personal care, use individual plans, appropriately trained staff and relevant professional guidance. Review fatigue, comfort and participation as well as completed work.

Further reading

EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice

General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.