Physical and Sensory Need

Physical and sensory needs cover a wide range of medical conditions in addition to those mentioned above. Some children with physical disabilities may be very cognitively able so the levels of support must be tailored to a person-centred needs analysis of each child’s needs and preferences, taking into account the views of children and their families.

Provision/Strategies applied at YJS

• Seated near front of class with clear view of teacher’s face and any visual material used
• Instructions delivered clearly 
• Check the lesson content has been understood, particularly when delivering new information, instructions or homework; and/or using unfamiliar vocabulary
• Repeating / rephrasing pertinent comments made by other pupils ensuring the student accesses those comments
• Be aware the student may use lip-reading and visual clues to support their hearing. Ensure that they are face on when you are giving instructions. Try not to move around the room whilst talking
• Be aware that during P.E. or Games lessons it will be more difficult to follow instructions and make adjustments to deliver instructions
• Words spoken on an audio/visual recording may need a person to repeat what is being said, provide written copy and/or use subtitles
• Carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise
• Seat away from any source of noise e.g. window, corridor, fan heater, projector, the centre of the classroom
• Encourage good listening behaviour: sitting still, looking and listening
• Encouraged children and young people to ask when not sure what to do
• A quiet working environment, particularly for specific listening work, reducing background noise and provide a good acoustic environment 
• All staff who work with a learner with HI should be made aware how best to support in school
• Adults working directly with child with HI to have appropriate training i.e. British Sign Language (BSL) if applicable
• Staff to work together with other professionals to share strategies and advice to support the child
• Appropriate safety and evacuation procedures are in place.
• Staff to work together with other professionals to share strategies and advice to support the child
• Reading apps
• Support in lessons to provide verbal description 
• Talking equipment for life skills / curriculum activities
• Support to promote full social inclusion and to develop social skills
• Support in practical lessons for Health & Safety
• Staff to work together with other professionals to share strategies and advice to support the child 
• Moving and handling training
• Accessibility planning
• Provision of accessible transport
• Reasonable adjustments in line with the Equality Act 2010
• Support equipment such as lockable medicine cabinets, first aid bags, fridges
• Rotated medication / care training
• Liaising with specialist colleagues for up to date training
• Clear bereavement training and policies
• Regular home school contact when/if learner is not in school to maintain ‘sense of belonging’ with peers and school community.
• Individual health care plans
• Sensory breaks
• Flexibility with uniform policy
• Consideration to the environment e.g. noise, room temperature, visual stimuli, proximity
• Flexible approach to transitions e.g. between lessons and to and from school
• Access to a safe haven.