nasen Connect Feature Edition 2025 - Issue 49

By Annamarie Hassall MBE, Chief Executive, nasen.

Welcome to the feature edition of nasen Connect.

This edition of nasen Connect is a timely one. The latest SEND in England data shows SEN at an all-time high, over 1.7 million pupils, comprising 482,640 EHCPS and 1,284,284 in need of SEND support. Settings tell us that support from an allied professional, a clinical or specialist practitioner makes all the difference for learners with SEND. Editor Ffion Robinson has secured insights from teachers and specialist OT practitioners alike to produce this bumper edition with practical strategies and links to providers of freeto-access resources and training, including:

• Page 20: Sensory Integration Education’s free resources and free course: Discover Sensory Processing and Integration

• Page 28: Sensory Inclusive Schools’ free resources

• Page 32: School OT’s free blog

• Page 36: Free sensory book sample with a self-assessment tool.

Please share your online copy of nasen Connect with your colleagues. Your feedback matters so do give us your feedback.

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REGULARS

FEATURES

17 / Supporting motor skills development through sensory movement breaks

Ali Neal, specialist occupational therapist, considers the importance of sensory movement breaks and shares a lesser-known consequence of challenges with praxis.

20 / Supporting personal care for children with sensory processing differences

Occupational therapist Dr Lelanie Brewer explains how sensory processing differences can impact personal care activities at school and provides insight into important considerations from a sensory perspective.

24 / Early years spaces where children thrive

Cheryl Warren shares her insight into how to create enabling early years spaces which meet the needs of all children, including those who are neurodivergent.

28 / Starting secondary school: a sensory perspective

Occupational therapist Beth Smithson provides an insightful and thoughtprovoking look at the sensory experience of transitioning to secondary school.

32 / Unlocking potential: occupational therapists as essential partners in whole-school SEND

Occupational therapist Faith Newton explores the ways OTs can use their skills and experience to help make schools inclusive.

36 / A whole-school approach to sensory wellbeing

Alice Hoyle reflects on why a whole-school approach is essential for enabling learning, emotional regulation and social interaction.

39 / The Education Resources Awards 2025 Find out who were the winners at this year’s event.

Welcome to the feature Membership Focus

There is a lot happening at nasen and we invite you to share our journey with us.

We now have over 160,000 members bringing passion and commitment to supporting our SEND initiatives; that is second to none and we thank you. You can follow our work and join in the conversation via our social media channels. This is a great way to ensure you keep up to date with what is going on in our important sector.

Instagram @nasen_org  TikTok  @nasen_org

LinkedIn  nasen  X (Twitter)  nasen_org

Important work across the sector

The nasen team, as always, has been out and about having an influential voice at a national level, including time spent at the House of Lords, House of Commons, Select Committees, Department for Education, Channel 4 and Buckingham Palace, as well as with many committees and other boards that nasen regularly takes part in to ensure SEND stays very relevant and part of the conversation.

Great news from Whole School SEND

nasen’s Whole School Send team has renewed its Universal SEND Services contract with the Department for Education and will be delivering a number of webinars, courses and initiatives as part of this commitment. Please look out for these training opportunities and join in – delivery is structured in a flexible way to fit in to busy school and college life.

Get ready!

Something big is coming to nasen and will be revealed at nasen LIVE 2025 This exciting update demonstrates nasen’s commitment to being the voice

of SEND and supporting our members and their development. Look out for news of the big reveal!

Updates from nasen

We send out newsletters and event invites to keep our members informed throughout the year, including dates for your diaries, termly news and others that contain important information to support you in your valuable work. Additionally, our Twilight Talks webinar series is a very popular way of upskilling yourself at a convenient time for you. If you think you have missed something, please let our membership team know at membership@nasen.org and we will help. Our full programme of events, webinars, training, CPD and more is available via www.nasen.org.uk

nasen LIVE

Our nasen LIVE 2025 event is very nearly upon us and we look forward to seeing many of you on 4 July at the VOX, Resorts World, Birmingham. nasen LIVE is a full day of conference and exhibitions based on the theme ‘preparation for life’ for you to learn from, network and enjoy. The agenda features an exciting line up of speakers and panels to ensure a fantastic experience for all.

Our exhibitor area is full and tickets –again – are a sell-out, but if you want to make a last-minute enquiry, visit us here

We are grateful to all our sponsors and supporters for making this a success and thanks, in particular, to BeReady, our event headline sponsor.

nasen Awards

Nominations for nasen Awards have now closed and we have had a record number of nominations – a true reflection of the incredible work taking place every day across the sector! These are now with the judges, and we eagerly await their decisions.

Tickets are on sale for this super night of celebration so see page 9 for details and please come along and support the very worthy entrants and winners. To everyone who has taken the time to submit a nomination, thank you.

And finally…

We are giving someone the chance to run the 2026 London Marathon on behalf of and raising funds for the nasen charity Interested? Find out more here

Did you know nasen was a charity? Its aims are to support work across the sector and donations and fundraising are always welcome.

We hope you have a great summer and, if you are able to have a break, enjoy it. We, at nasen, will be working towards some very big developments and are looking forward to a sharing more with you in the autumn. Watch this space.

Kind regards, The Membership Team

There is always a steady stream of questions arriving at nasen House and, of course, the Education Team answers them as soon as possible. While many questions are specific to a particular context, the answers to a number of them could be helpful to the wider nasen membership. ‘Ask the team’ provides the space to share these questions and answers.

01827 311500

If you have a question, and think the answer would be useful to everyone, please submit it to education@nasen.org.uk

Inclusive PE for all

I am a primary teacher, teaching a lovely year three class with a wide diversity of additional needs, particularly with their motor skills. I feel fairly confident scaffolding learning in the classroom, but I find it difficult to plan and teach PE to best support all of my learners. How can I be inclusive and scaffold effectively? Teacher, Warrington

First of all, well done for raising such an important and often overlooked issue. It can be tricky to design PE lessons to suit diverse groups of learners, whilst keeping everyone engaged and active. Sadly, not many of us have extensive PE input in our teacher training, so you are not alone in struggling to know where to start. Children with fine and gross motor skills difficulties often face challenges in PE, whether it’s catching a ball, balancing on one foot, or even changing quickly for lessons. The good news is, as with every other subject, inclusivity doesn’t mean lowering expectations. It might just mean adjusting the path to success! Some useful strategies to consider might be:

Breaking skills into steps

Instead of trying to teach a skill – such as throwing and catching – all at once, break it down and perhaps adapt equipment. Start with bean bags aimed at larger targets, then gradually build up to smaller targets and faster moving objects; for example, throwing large foam balls before moving onto smaller ones.

Use visual and verbal cues

Demonstrate every activity visually, using simple language and visual supports, as you would in other subjects. Keep ‘steps to success’ visible so that children can remind themselves what they need to do.

Offer seated or low-impact alternatives if needed

For example, seated ball passes enable those with poor balance to focus on one skill at a time initially.

Promote participation over performance

Celebrate effort and teamwork just as much as skill. PE is a great opportunity to teach all children about inclusion, co-operation, supportive relationships and the celebration of difference.

Be inclusive by design

To support independence and agency, and reduce 'othering', provide all options to all children, and let them experiment to find out what works for them. You could offer choicebased stations so that children can engage in a way that suits them best. Pair children up, giving them the chance to practise skills with a peer before joining a larger group activity. Encourage a growth mindset using lots of positive language, and set personal goals, not just competition between individuals.

Collaborate!

Speak to your SENCO to see whether they can offer some general or specific advice or guidance. If your school has access to an occupational therapist, they may be able to offer some advice, or even observe a lesson to help you to plan. Lastly, take a look at the nasen assured 'Sure Breaking Limits' PE and PSHE resources for primary and secondary schools, plus keep your eye on the government’s Inclusion 2028 programme – see our news item on page 11 for details. PE can cause considerable anxiety for some learners, and you are already on the right track by reflecting on how to best support every individual. With some thoughtful planning and a lot of encouragement, PE can be a positive, confidence-building experience for every child. We’re sure your class will enjoy lots of inclusive, fun and active lessons to come!

nasen Awards 2025

An inspiring evening of celebration is on the horizon as judges consider a record number of nominations, each one recognising the UK's very best advocates for inclusion and SEND excellence.

Join us to celebrate excellence in SEND nasen’s ninth annual awards are on the horizon! These prestigious awards shine a spotlight on the settings and individuals who are working tirelessly to create a more inclusive future for children and young people with special educational needs and disabilities (SEND).

Celebrating outstanding nominations

This year, we received over 440 nominations from across the UK, each one a testament to the passion, innovation and commitment driving inclusive practice. Our expert panel of judges is

currently hard at work shortlisting across 18 award categories, and the results are nearly in.

Those who are shortlisted will receive an exclusive invitation to join us at the Awards Ceremony on  Friday 3 October at The Vox, Birmingham, where the winners will be announced in front of peers, professionals and fellow changemakers.

An evening to remember

Alongside the awards, guests will enjoy a three-course meal and live entertainment along with a raffle to support the nasen charity, making this not just a celebration, but a truly memorable evening.

Why attend?

The nasen Awards is more than an event, it’s an inspiring evening of recognition, reflection and connection. You’ll hear powerful stories of impact from across the UK, meet fellow advocates for inclusion and become part of a national movement supporting SEND excellence.

Network and connect

The awards bring together educators, school and setting leaders, SENCOs, support services, charities and inclusion champions. Whether you're part of a nominated organisation or simply passionate about inclusive education, this is the perfect opportunity to build relationships, share ideas and be part of something bigger.

Tickets are now on sale at £150 + VAT, and we’d love to welcome you. Find out more about the Awards and book your tickets today.

Scan here to findout more

Sector

Update

Government launches Inclusion 2028 programme which will improve access to PE and school sports for learners with SEND

Hundreds of thousands of learners with SEND are set to benefit from a national programme to improve access to PE and school sports.

Backed by an initial £300,000 for the first year, the Inclusion 2028 programme will work with a network of 50 Youth Sport Trust lead schools to provide expert training to teachers. This will help them create and deliver lessons that meet the diverse needs of all learners, including those with physical, sensory, cognitive, communication or social and emotional needs.

In doing this, the programme encourages more varied and creative teaching methods that engage all learners – in turn, improving attendance and creating a school environment where all children can achieve and thrive. It will also provide leadership opportunities for 1,500 learners who will develop activities for their peers as part of the programme, with schools across the country set to host events inspired by the Paralympic Games and Commonwealth Games. Alongside this, it will see 600 new extra-curricular clubs established, offering learners – including those with diverse needs – the opportunity to take part in a range of sports such as

tennis, boccia and archery after the school day. The programme supports the Government’s Plan for Change in breaking down barriers to opportunity and ensuring every child and young person can achieve and thrive. It expects to work with over 8,000 schools supporting more than 240,000 learners and 10,000 teachers and practitioners in England across the three years.

Minister for school standards, McKinnell, said: "Sport has the unique

power to break down barriers, build confidence and foster a sense of belonging. Inclusion 2028 will ensure young people experience the benefits of sport and physical activity, from improved mental wellbeing and teamwork skills, to greater resilience. By building a generation of teachers with the skills and confidence to deliver high-quality PE and school sport for all learners, we can ensure that every child gets their chance to shine.”

Boosting early years nutrition to support a healthy childhood

A new report from The Food Foundation funded by The Waterloo Foundation explores the vital role of nutrition in the early years. This report is the third and final in a series that has progressed, stage-bystage, through a child’s early years. Throughout the series they investigated the gaps and issues in policy, business practice, local authority provision and formal and informal support that need addressing. This report explores the vital role of nutrition in the early years. It explores the factors that can act as facilitators or barriers to good early years nutrition and positive health outcomes, covering a range of

factors related to food consumed in and out of the home, as well as in early years settings. The report makes four recommendations:

Strengthen existing nutritional safety nets so that they effectively support families on a low income

Strengthen standards on the marketing and nutritional quality of commercial milk formula and foods

Support early years settings to deliver nutritious food for all young children

Improve the incentives in the wider food system, to help deliver better nutrition for all ages.

The future of EHCPs

Earlier this term, various reports hit the news that officials are considering a shake-up of the education, health and care plan (EHCP) system with a potential redesign of the use of EHCPs being discussed. At the date of publication of this issue of Connect, nasen can say that changes to the SEND system are under discussion with the Government and many organisations, with

consultations having been issued to better understand the root of the issues and problems.

Any changes to EHCPs will require change in legislation as EHCPs are rooted in the Children and Families Act 2014. This is not a quick process and nor is it to be taken lightly. Inclusion is currently high on the agenda and meeting the needs of all children and young people is key to enabling them to be the best that they can be.

Don’t want to wait for the next issue?

DfE releases more funding for mental health in school teams

Mental health support teams will be expanded to cover almost a million more pupils by next year, alongside the launch of 90 attendance and behaviour hubs. The Department for Education said it will invest £49 million to ensure that six in ten pupils – incorporating an additional 900,000 children – will have access to a mental health support team by March 2026. The rollout will be prioritised based on NHS identification of local need – which considers inequalities such as free school meal eligibility and deprivation, and learning disabilities – and will reach the most vulnerable children first. Mental health support teams currently reach 59% of secondary schools

and 35% of primaries, 31% of special schools and 34% of alternative provision settings, according to the latest 2024 figures

Education secretary Bridget Phillipson said: "Breaking the vicious cycle of poor mental health, low attendance and bad behaviour among children and young people is the most urgent [issue] facing our schools."

The Government also announced it will be launching 90 attendance and behaviour hubs in September, along with new attendance and behaviour ambassadors. These hubs have a “track record of improving attendance and behaviour standards”, the DfE said, and will “directly target the schools with the

highest need” alongside giving wider support. Around 500 schools with “weak attendance and poor behaviour” will be supported by the hubs, although the DfE is yet to confirm which schools have been selected.

Mental health support teams will be expanded to cover almost a million more pupils by next year.

Equity by design: ‘our children, our responsibility’

A new report detailing policy and practice recommendations to develop school inclusion and reduce school exclusion in England was released in May, a culmination of a four-and-a-half year ‘Excluded Lives’ project funded by the Economic and Social Research Council

The report says: "Addressing inequality in education requires a radical rethink that shifts the focus from accountability on school academic performance to accountability for the inclusion and wellbeing of the child in balance with achievement and attainment.”

The following recommendations are being fed back to the Government:

1. Shared vision

Develop clear and shared definitions of inclusive and relational practices

Equity embedded in policy language and discourse

Enshrine the right for all school members, children and adults, to be safe.

2. Shared responsibility

Broaden accountability to include and incentivise both high expectations and inclusive practice

Shared definition of anti-discriminatory schooling.

3. Collaborative infrastructures and systems

Local area collaborative infrastructure models

Investment for equitable and targeted funding.

4. Cultures of inclusion

Inclusive curriculum and assessment

Positive school cultures.

At nasen, we know that all our members prioritise equity and inclusion for all but several system-level factors have been identified that may be influencing the higher rates of school exclusion in England, including:

National policy prioritising school performance and learner behaviour in ways which can disincentivise inclusive practice

High-stakes accountability systems leading to perverse incentives to exclude

The consequences of a narrow focus on an academic curriculum

The fragmentation of the education system in England and an unbalanced distribution of power and accountability

Increased learner need, under resourcing of key services, and insufficient training and knowledge

Limited early intervention

Siloed working.

In contrast, identified examples of positive practice that may lead to lower exclusion rates include:

Schools who view the outside community as an active part of the solution and build positive relationships with parents/carers, rather than adopting a neutral or even deficit view of the family/ community and their children and seeing them as the problem

Examples of wraparound support for learners at risk of exclusion that occur where there are strong links between schools, local services and teams; for example, between schools and alternative provision (AP) providers, LA and AP providers, schools and LA teams, and schools and health services

Schools that adopt, or are informed by, relational approaches.

Intructions

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Supporting motor skills development through sensory movement breaks –

the often-overlooked benefit of sensory circuits

Ali Neal, specialist occupational therapist, considers how important motor coordination is to children’s development and shares a lesser-known consequence of challenges with praxis.

We have, as you probably know, eight senses: interoception, auditory, vision, taste, smell, touch, vestibular and proprioception. Vestibular and proprioception provide information about where our bodies are in space, how our bodies are moving and how we make multiple body parts work together – skills which are critical for our fine and gross motor skills. Our proprioceptive sense is made up of sensors throughout our bodies, buried in our muscles, soft tissues and joints. These sensors send a constant stream of messages to our brain telling us where we are. We know where our hands and feet are without looking; we can get food into our mouths accurately because we know its exact position and we know how to move our foot from accelerator to brake when driving without needing to look. This is our proprioceptive sense and without it working well we effectively ‘lose’ our bodies. The proprioceptive sense also tells us how much force we are applying to a task. We can grade how much force we apply with our hands, for example, depending on whether we are hammering a nail or picking up a hamster. When this

sense is not processed well, children don’t recognise how much force they are using so they may press so lightly with a pencil that their writing can’t be seen, or so firmly that they break the lead.

Our vestibular sense consists of sensors inside our inner ear which tell us which way is up and how fast and in what direction our head is moving. When we are in an aeroplane this sense tells us when the plane rapidly accelerates down the runway and when it climbs in the air, but when it’s smoothly flying at 35,000 feet,

we lose the sense that we are moving at all. Additionally, our vestibular sense plays a large part in helping us coordinate both sides of our body, right and left or top and bottom. For example, when using both hands together to cut, with one hand holding the paper still and the other opening and closing the scissors or moving arms and legs to ride a bike. It also helps us with our timing and sequencing of movement, so knowing when to close our hands around a ball to catch it or running to kick a moving ball.

➜ SPOTLIGHT

The vestibular and proprioceptive senses work together to enable us to develop our motor skills, learn to move our bodies in coordinated ways, and be able to do everyday tasks in the world. Children who have difficulties with processing these sensations may be described as having difficulties with praxis – their ability to make coordinated movements.

Praxis comes from the Greek word meaning ‘to do’ and can be subdivided into three areas:

Ideation: having the idea of what to do

Motor planning: understanding how to move your body to achieve the idea

Motor execution: being able to carry out the motor plan and do the action.

Take a playground swing as an example:

Ideation is knowing you want to sit on it and swing

Motor planning is thinking: "I'm going to stand in front of it, back up until I feel it touch the back of my legs, then I’ll grab the chains with my hands, jump up and backwards, and land on the seat" Execution is being able to do this and successfully landing on the swing.

Children with difficulties with praxis may face challenges with one of these areas or with all three. You may be aware of children with coordination difficulties who struggle in PE or in the playground or with putting on their coat, but there’s also very often a more hidden consequence or behaviour that you might not have considered.

Children with difficulties with praxis (which may be termed 'dyspraxia') may experience high levels of anxiety and this can manifest itself into controlling or demand-avoidant behaviours.

One year seven autistic pupil I recently worked with was referred to OT because of his controlling behaviours at play time; his teachers reported that he liked to play cricket with his friends, but every break time seemed to result in an incident. I found out his praxis was extremely poor, but he’d

practised and practised his cricket as he wanted to join in with his friends and he’d developed his skills, but only if they played exactly as he’d practised. If another pupil suggested a change, perhaps a different location, or using a different ball, he knew he wouldn’t be able to participate well as he lacked the motor skills to be able to adapt so he tried to prevent this by becoming very controlling about the whole game.

I have seen numerous other children, usually neurodivergent children or children with SEN, who are described as being controlling, avoidant, challenging, oppositionally defiant or having pathological demand avoidance, who I have subsequently found to have significant difficulties with their praxis – their planning and execution of motor skills.

Sensory circuits to develop execution skills

Sensory circuits – or sensory movement breaks (I use the terms interchangeably) – can be ideal to help children with praxis difficulties. When set up by school staff, circuits or movement

breaks can help children develop their execution skills by practising moving their bodies in different ways. Staff can support pupils and provide scaffolding to help them acquire and build skills.

Ask pupils to help you plan

By asking pupils to help lay out equipment and plan what should go where, you will help them develop motor plans and spatial awareness. It often amazes me that children have no idea how far apart stepping stones should go, or how far away a target for throwing should be. No wonder they have trouble laying their work out in a book or knowing where to stand for playground cricket. Getting them involved in the physical aspect of planning a circuit is invaluable. Ask children for ideas of how to use equipment to build their ideation. This is ideal to do as a small group or just you and the child. Encourage them to think of different ways to do something, for example, what type of jump we can do off the bench (pencil, tuck, twist) or how many ways we can cross the hall carrying a bean bag (on our head, our back, our foot).

Ali Neal

Children with poor ideation, motor planning and execution often play the same games over and over again. This may bring them comfort (in which case please let them continue) but it may be a source of frustration and may have a significant impact on friendships, self-esteem, anxiety and behaviour.

Altogether, sensory circuits/movement breaks: provide a safe environment for children to work on and develop their motor skills; grow their confidence with moving physically around in the environment and: enable them to feel more comfortable and secure in their own bodies. Thus, they are developing motor skills but also reducing anxiety, building self-confidence and esteem and promoting play with peers.

Children with difficulties with praxis (which may be termed 'dyspraxia') may experience high levels of anxiety and this can manifest itself into controlling or demand-avoidant behaviours.

Ali Neal is a specialist occupational therapist with advanced training in sensory processing. She runs School Sensory Solutions which provides regular, costeffective training for all educators supporting neurodivergent learners and those with SEN via an online learning platform. Schools can access a free 'top 12 tips for a sensory smart classrooms' guide from the website. Ali prides herself in finding solutions that work for everyday problems experienced by children and young people at school, and she supports teachers to incorporate these into their busy days. See advert on page 16 for more details.

Supporting personal care for children with sensory processing differences

Occupational therapist Dr Lelanie Brewer explains how sensory processing differences can impact personal care activities at school and provides insight into important considerations from a sensory perspective.

Dr Lelanie Brewer

Dr Lelanie Brewer is an occupational therapist with extensive experience in helping children and young people with sensory processing difficulties. She is an advanced practitioner in sensory integration. While working as a school-based therapist, Lelanie trained school staff about sensory integration and how sensory processing differences impact children's participation at school. Lelanie holds a PhD from Newcastle University's Population Health Sciences Institute and her research focused on self-care in children with and without motor difficulties. She is the professional advisor for lifelong learning at Sensory Integration Education, a not-forprofit organisation that provides training in sensory integration, and she is a facilitator at Sensory Help Now, an online resource for parents and carers to support their children with sensory processing differences.

The term ‘sensory processing’ refers to the way our brains take in, process, and respond to sensory information from the environment and from within our bodies. It's our brain's way of understanding the world around us and what's happening inside us – and whether to react to or ignore that information. We have eight senses (auditory, visual, tactile, vestibular, proprioceptive, interoceptive, olfactory and gustatory) and processing information from all these senses helps us to do the things we need to do every day, such as getting dressed, eating, moving around, socialising and learning.

Sensory processing differences and personal care at school

In the school day, personal care or s elf-care activities include (but are not limited to) eating lunch, going to the bathroom, getting dressed for PE and getting shoes on and off. All these processes are reliant on the processing of sensory information. Sensory processing differences can affect how we perceive sensory input, meaning input could either be too much or not enough for us to make sense of a situation (sensory modulation), and it can affect how we discriminate sensory information so may impact how we move our bodies. Consider the task of putting on socks and school shoes; there is a motor skills requirement to do up shoelaces/buckles but, for some children and young people with sensory processing differences, there may be several additional factors to be considered. For example, they may have difficulty putting shoes on the right foot, they could be hyper-sensitive to the seams of the socks, or the shoes can just be too uncomfortable.

What to look out for from a sensory perspective

Eating lunch or snacks

For some children with sensory processing differences, difficulties with motor planning and fine motor skills might mean that they struggle with tasks like using cutlery or pouring a drink. For children who have difficulties with tactile discrimination or who struggle with using both sides of their body in a coordinated way (bilateral integration), even opening a juice box or yogurt container can be a struggle. Carrying a lunch tray without spilling food is also difficult if a child has poor balance. For children and young people with sensory modulation difficulties, smells and tastes can be too much and cause them to feel overwhelmed. Others might find the noise of the dining hall can make lunch time feel very uncomfortable and contribute to stress and anxiety. In your school, consider the viability of a quieter space or staggering lunch times for children who feel overwhelmed in the lunch hall.

Getting changed for PE

Getting changed for PE independently relies on good gross and fine motor skills and the ability to plan and execute the necessary movements.

Children who struggle with the fabric of a school PE kit should be allowed to wear something like a soft cotton t-shirt and cotton shorts instead.

➜ SPOTLIGHT

A child or young person with sensory processing differences may struggle with the motor skills required to get dressed independently in a timely manner so allow ample time for changing.

Also, planning and remembering PE kit may be hard for children with sensory processing differences so it is important for schools to not be too hard on children who regularly forget their PE kits.

Many PE kits are also made from scratchy, synthetic materials which can be very uncomfortable for children with sensory sensitivities. Ideally, children who struggle with the fabric of a school PE kit should be allowed to wear something like a soft cotton t-shirt and cotton shorts instead.

Wearing a school uniform

Adhering to school uniform requirements can be challenging for children and young people with sensory processing differences. There could be challenges with ties which feel too tight around the neck, scratchy jumpers, or the overall fit of the uniform. There are a lot of reasons why school uniforms can be uncomfortable for children with sensory processing differences. For younger children with motor difficulties, struggling with clothes fasteners can also affect their ability to use the toilet in time. Therefore, whilst uniforms are useful in many ways, some flexibility can go a long way in accommodating children and young people with sensory processing differences. For example, allowing black trainers instead of school shoes, neutral tracksuit bottoms or a sweater or hoodie will make a world of difference to children who struggle with clothes fasteners or sensory sensitivities.

Using

the bathroom at school

There are many sensory factors that can impact going to the bathroom at school. For example, a child who struggles with interoception might not realise they need to go until it’s too late or a child who struggles with the sound of hand dryers might be terrified of the bathroom at school if there is a hand dryer. Other aspects to consider are the scent of the soap, the tactile sensation of washing and drying hands, and the coordination skills required to use the bathroom independently.

For children for whom the sound of hand dryers is painful or is a challenge, being allowed to go to the bathroom when no one else is around can be helpful. Also, many children prefer pump foam soap dispensers, preferably with unscented soap.

Finally, with the increased number of pupils who still need some assistance with toileting, it is also important to consider the sensory needs of a pupil who is unable to wipe themselves. So, instead of toilet paper, soft wet wipes are recommended for children with sensory sensitivities. The Children’s Bowel and Bladder Charity has further useful information in relation to sensory needs and toileting.

Being aware of these areas, which are some of the most typical personal care challenges experienced in the school setting, enables school staff to consider what to look out for, which is the first step in supporting children and young people with sensory processing differences. If you recognise any of these signs or behaviours in any of your pupils, reach out to the occupational therapist provision that is available for your school. Also, check out Sensory Inclusive Schools, which provides resources for teachers to support sensory processing differences at school. Sensory Help Now is also packed with free resources and tips for parents, including short training courses on personal care.

Other aspects to consider are the scent of the soap, the tactile sensation of washing and drying hands, and the coordination skills required to use the bathroom independently.

DEVELOPED

DEVELOPED

DEVELOPED

Early years spaces where children thrive

Cheryl Warren shares her insight into how to create enabling early years spaces which meet the needs of all children, including those who are neurodivergent.

The EYFS framework informs us that one of its guiding principles is that children learn best in an enabling environment: "Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time." (DfE, 2024)

But what makes an environment enabling and how can we ensure our early years settings are enabling for all of the children who attend? The word 'enabling' means to ‘make something possible’, therefore the first thing to consider is, what do we want to ‘make possible’? As a parent of two neurodivergent children and an educator for 30 years, I believe the foundation of our provision should be to

provide spaces where our children: feel safe; feel they belong and can be their true, authentic self; where their their needs are met with equity; and where they can truly thrive. Therefore, what we want to ‘make possible’ in our setting requires us to review, audit and make the required alterations to build on those foundations. The first step to providing safe spaces is to know the child in front of you, remembering that each of our neurodivergent children is unique, has different strengths and needs and will require different things – from the space around them, and from you, as their trusted adult. So, before we do anything, consider:

What are their emerging needs?

How does their neurotype impact them?

How is this environment currently impacting them?

What is their sensory profile?

Are they a sensory seeker or avoider? What does dysregulation look like for them?

When they are dysregulated, what do they need?

What is their communication preference? What is their preferred play type?

Use this as your starting point to assess specific need before looking to create the space around the child.

Sensory differences

Sensory differences are part of many neurodivergent children’s profiles and therefore we need to know the impact of sensory stimulation for each child.

We have eight sensory systems that influence our behaviour and response to sensory stimulus and, for our neurodivergent children, often their need for input or avoidance of any one of these systems is clear. We just need to know what we are observing in front of us. You will have seen the child who finds loud noises overwhelming, the child who doesn’t want to engage in messy play, the child who likes to chew objects, the child that doesn’t like the feel of certain materials in their clothes. But are you aware of a child’s need to spin, be upside down, or the child pushing, pulling, squeezing others or throwing large objects, or the child who doesn’t drink without being reminded, or who will not remove clothes when they are hot? These are also potential indictors of a sensory need linked to the vestibular, proprioceptive or interceptive sensory systems.

Vestibular – the sense of movement

The vestibular system is located in the inner ear and supports our coordination, our balance and spatial orientation. Our brains and bodies receive stimulus through our eyes, ears and our vestibular system (balance and movement), and all of this input combined allows us to work out where we are. Are we too close to something? Are we moving or standing still?

Children with sensory processing differences may find it difficult to interpret the messages and therefore respond the way we would expect them to.

Cheryl Warren

Cheryl is an awardwinning trainer and consultant specialising in neurodiversity in early years.

Cheryl works with nurseries and schools around the UK to support teams to truly understand and embed neurodiversity affirming practices that enable all children to thrive, not just survive, in their early years.

Cheryl often speaks at national events, and conference keynote addresses both in the UK and Europe. Her book, Neurodiversity In Early Years, was published in April 2025.

Proprioception –the sense of body position

This is located all around us, within our skin, our muscles, joints and ligaments. Our bodies use the receptors in these areas to send the messages to the brain to tell us at what pressure we need to carry out a task, where our limbs are in relation to the rest of our body and to help us with coordination.

Interoception – the internal sense

This is the sense that tells us what’s going on inside. It sends signals from the receptors located within your inner organs to the brain and tells us how to respond, whether we are hungry, if we are too hot or cold or if we need to use the toilet. Children with sensory processing differences may find it difficult to interpret the messages and therefore respond the way we would expect them to.

When we know more, we can do more

Sensory overwhelm or an unmet sensory need may be a stressor for our neurodivergent children. Therefore, to provide an enabling environment that feels emotionally safe for our children, part of our role is to remove stressors.

Our ‘reptilian brain’ (basal ganglia) is the part of our brain that senses any perceived or actual danger. Once it does so, messages are sent to the limbic system (the emotional control centre) so we respond in a way to get us out of the situation; this often results in dysregulated behaviours as everything is telling us to run, fight or freeze.

Ultimately, we need to provide a space, an environment and experiences and opportunities that feed the reptilian brain with messages of safety, a sense of belonging, a place where needs will be met, a space of calm. Only then, can our children explore, be curious and navigate our enabling environments where they will then thrive.

➜ SPOTLIGHT

Undertake an environmental audit

Try asking the questions shown to the right to help you get to know your children's sensory needs, what impacts their reptilian brain and their potential for dysregulation or overwhelm. Then consider other factors, including the weather, transitions and mealtimes, to allow you to complete a comprehensive audit of your environment. Best practice would be to audit on a regular basis, ideally once per term.

The weather/seasons

This can make a huge difference on our children’s ability to regulate and impacts them from a sensory perspective.

Consider the long winter months in the UK and how dark it can become at 4pm, which can result in reduced time outside and a higher dependence on artificial lighting. When auditing your environment, review the lighting, how long children can access the outdoors for movement and consider what is covering your windows. For example, some settings use windows for display, but this limits natural light entering the room.

Transitions

We know many of our children struggle with change and can find transitions hard to deal with. Consider how many transitions there are in a morning/ afternoon in your setting. How fluid and flexible are those transitions? How are you currently supporting children with them? Do you know what they need if transitions are tricky? I have supported settings where there have been upwards of 10 transitions before lunchtime! When auditing the environment, consider the expectations placed upon children to stop and move on to something else.

Mealtimes

Food and mealtimes can be a challenge for many neurodivergent children because of the smells, the food being offered or the closeness of their peers at the table. Have you audited the lunchtime routine and how it’s currently working for all your children? Have you considered the ‘busyness’ of this time of day and its impact? Do you know each child’s safe foods? Do you offer their food in a way that supports them to eat? Do they have to sit with the main group or could you offer a ‘quiet’ lunch, maybe sitting at a table with their trusted adult or friend supporting them? Do you allow flexibility by offering lunch at a different time for them if they find it too tricky?

Part of the process of auditing is to stand back and observe, review, consider intent and impact for everyone. Review how your early years environment is supporting your neurodivergent children to experience the same success as their peers and thrive in your setting.

Questions to ask to support an environment audit

How well do I understand the different senses and the impact of sensory differences on children?

How do I currently respond to behaviours that may be linked to sensory differences? Do I ensure the whole team is aware of these behaviours and always seek to ask 'why?'? What strategies do I use to help me get to know my children’s sensory profiles? How do I currently support the children who are sensory avoiders? How do I support the children who are sensory seekers?

Our children do well when they feel safe, when they feel they can trust the people and the environments around them, and when their needs are met with empathy, understanding, compassion and acceptance.

Personalised learning: How ASDAN’scurriculum

canbetailored to recognise personal steps of achievement

ASDAN provides apersonalised, competency-basedcurriculummodel that adapts to thediverse needsoflearnerswith SEND. Throughcontextualised, real-world learningapproaches, wegiveyoung people the supportivetools to discover,develop and make useoftheir abilitiestoaffirm theiridentitiesand contribute meaningfully tosociety

Write your ownaccredited activity with Lifeskills Challenge

ASDAN’s Lifeskills Challenge is an onlinebankof over3,000 practicalactivitiesdesignedtonur ture self-awarenessand introducecoreskills.Educators are able to create ameaningful, tailored curriculum by creating theirown activities forASDAN to accredit.Thisflexibilitygives learners thechance tosubmitindividualised progressionmarkers on theireducation health andcareplans

Aimedatlearnersworking at theequivalent pre-Entry LeveltoLevel 2, LifeskillsChallenge activities provideaninclusive foundation for learnerstopar ticipate andthriveina personalised education journey

Mapped to the Preparing forAdulthood pathways

Lifeskills Challenge contains awidevariety of activitiesfor learners workingtowards Entr yLevel skills.Eachpractical activity is clearlymappedto the Preparingfor Adulthood pathways to help tutors identif yskill gaps andmatch relevant challenges tothe young person’s needsand interests.

TowardsIndependence:recentlyrefreshed

and expanded

ASDAN hasalsorecentlyunder takena full review of TowardsIndependence,one of itskey Preparing for Adulthood programmes. This update ensures the course continuestodeliver meaningful outcomesfor youngpeoplewithdiverse needs.

As part of thereview, ASDANhas refreshed itscoursematerials,including module books, tutorguidanceand referenceresources.There isnow abankof88modules foreducators to choosefrom– offering abroad,engaging curriculumtosupport learners in building independence, confidenceand real-world skills

Together, Lifeskills Challenge and Towards Independence providea flexible, learner-centred approach that promotes autonomy,employability andsocialinclusion –supportingyoung people to thriveastheyprepare foradulthood

For over threedecades, ASDAN hasworked alongsideeducators to developinnovative and accessiblecourses to suppor tand reward the progression of young people with SEND

Our mission is to engage, elevate and empower learners with diverseneeds.

Throughadaptable,por tfolio-based courseswith practical activities,wemeet learners wherethey are,supportingthemtorealisetheir full potential.

Our team of exper ts is on hand to adviseyou on how to

Starting secondary school: a sensory perspective

Occupational therapist Beth Smithson provides an insightful and thoughtprovoking look at the sensory experience of transitioning to secondary school.

Rather than expecting students to work harder to regulate, we must design schools that don’t push their nervous systems into survival mode in the first place.

Beth Smithson

Beth Smithson is an occupational therapist and an advanced sensory integration practitioner with 20 years’ experience working with children and young people within health, social care and educational settings. Beth is the programme facilitator for Sensory Inclusive Schools, part of Sensory Integration Education, a not-forprofit organisation that provides training in sensory integration and processing.

The real issue: the environment, not the student

The transition to secondary school is not just about academic readiness; it’s about ensuring that the environment supports every learner's sensory needs. For many students, secondary school represents a fundamental mismatch between their nervous system and their surroundings— bright lights, crowded corridors and rigid expectations that ignore sensory differences.

“It’s my first day of secondary school, and everything feels different. My uniform is stiff, the tie too tight, the shoes rubbing at my heels. I’m carrying a bag filled with books that feels heavier than me. The corridors are crowded, voices are bouncing off the walls, the scents of different lunches are mingling in the air. There’s no area to escape to, no quiet corner in the classroom that’s just mine. Everything is bigger, faster, louder – and I am not sure if I belong.”

Too often, when a student struggles to engage, the expectation is that they must adapt – that they should 'get used to it' or 'build resilience'. But adults don’t tolerate environments that don’t meet their sensory needs – we adjust the lighting in our offices, avoid loud restaurants and choose movement-based jobs if we can’t sit still all day. Why should students be expected to tolerate discomfort that we wouldn’t accept for ourselves? Instead of asking, “How can we get this student to cope better?” we should be asking, “What about this environment is making it difficult for them to succeed?”

This shift in perspective is crucial. Rather than expecting students to work harder to regulate, we must design schools that don’t push their nervous systems into survival mode in the first place.

Adapting the environment: practical strategies for inclusion

Here are some key considerations for settings looking to support their learners in remaining regulated.

Pre-transition preparation

“In primary school, I felt safe. I had my two favourite teachers, my friends and my own classroom that I stayed in for most of the day. The only other places I needed to go were the school hall and the accessible toilet. Everyone knew me and understood me there. If I felt overwhelmed, there was always someone who could help. But here, everything is different.”

Transition days, video tours and practice journeys on public transport help students familiarise themselves with new routines, reducing anxiety. Schools can provide a sensory-informed transition plan, including quieter induction sessions and opportunities to meet key staff in advance.

Timetable and organisational support

Schools should ensure timetables are clear, predictable and structured in a way that minimises transitions. Colour-coded timetables, visual schedules and access to digital planners support executive functioning and reduce anxiety.

Uniform adaptations

Allowing adjustments, such as wearing a polo shirt instead of a tie or opting out of a blazer, can help reduce sensory discomfort. Schools should consider fabric choices, as some students experience heightened sensitivity to textures and tight clothing.

➜ SPOTLIGHT

Lunch arrangements

Providing quieter eating spaces, early access to the canteen or alternative food collection options doesn’t just benefit students with sensory processing differences – it makes mealtimes more accessible for everyone.

“At lunchtime, in the crowded canteen, I struggle to decide what to eat as people jostle behind me. The smells are overpowering – chips, curry, something sweet. I’m hungry and know that if I don’t eat, I’ll struggle to concentrate later. But eating here, surrounded by all this noise and movement, is unbearable. I leave to escape the chaos.”

Flight

paths

“I need the toilet, but the main toilets are busy, the echoes of flushing and hand dryers unbearable. I wait until I can’t anymore and rush in, trying to block out the sensory overload. The memories of the times I have waited too long flood back, filling me with embarrassment and terror that it might happen again. My brain feels scrambled. It’s scary and unsafe here. I don’t want to come back tomorrow.”

Rather than expecting students to endure overwhelming spaces, every environment should include a flight path – a planned, accessible ‘escape’ route when sensory input becomes too much.

Identifying quiet areas or dedicated sensory spaces ensures students have a retreat without having to seek permission or explain their need for regulation.

Reducing the physical demands of the school day

For students with sensory processing differences, the school day can be physically exhausting.

Postural challenges, motor coordination difficulties and the sheer cognitive effort of filtering sensory input all contribute to increased fatigue. Schools can reduce unnecessary physical strain by:

Providing lockers to prevent students from having to carry everything all day.

Issuing two sets of textbooks – one for home and one for school – to eliminate the need for heavy bags.

Building in periods of rest – structured, short breaks where students can sit, move or lie down as needed to regulate their nervous system.

To know more, schools can explore free sensory resources and can also engage with a free sensory processing integration course

A sensory perspective revisited

The most inclusive secondary schools do not expect sensory-diverse students to struggle through an environment that was never designed for them. They change the environment itself – so that all students can access learning, not just those who happen to fit the system as it is.

This isn’t about accommodation ... it's about redesign.

“My uniform is comfortable, my bag is lighter, my timetable is colourcoded and my buddy is waiting at the school entrance.

The corridors are still busy, but I have a flight path and permission to leave lessons early to avoid the rush. If I need to step away, I have a sensory supportive space.

At lunch, I collect my meal before the rush or eat in a quieter space. I also have safe snacks in my bag. I know where the quieter toilets are and can go when I need to.

Instead of expecting me to cope, my school has made adjustments that mean I don’t have to.”

BRIDGINGTHE GAP FOR STUDENTSWITHSEND: ACADEMICTRANSITIONS

At TLC LIVE,weunderstandthe unique challengesthatstudentswithSpecial Educational Needsand Disabilities (SEND) face when making academic transitions, whetherthatbe Primary to Secondaryeducation,post-16 or thestepuptoexams.While thesepivotal periods can be daunting, with theright support,theyoffera chance forgrowthand confidencebuilding.

Attendancedatahighlightsa clear challenge: around one in three pupils with SEND are persistentlyabsent, rising to nearly 40% forthose with EHCPs in secondary schools. This level ofabsence candisrupt both academic progress andthe developmentofroutines, making transitions even more difficult. Withoutconsistentengagement, pupils miss outonessential preparation—wideninglearninggaps. At TLCLIVE, we support schoolsinbridginggapsby offering flexible,bespoke tuitionthatkeeps students with SEND connected to learning.

WhyChooseTLC LIVE?

Qualified, ExperiencedTeachers: Ourtutorsare certified teachers with experience in supporting pupils with SEND,ensuringhigh-qualitylearning

Flexible Scheduling: Oursessionscan be arrangedtofit around school timetables or deliveredout of hours, providingconvenience for both schoolsand families

QuickSetup: Sessionscan beginwithin48hours, ensuring timely intervention duringkey transitions

No Contracts: We understand that circumstanceschangeand that’s whywedon’t tieyou into long-termcommitments.

At TLCLIVE, we’reproud to be atrusted partnerto over 500schools andmorethanhalfofEngland’s localauthorities.Weunderstand thepressures educatorsfaceand theimportanceofreliable, tailoredsupport—especially during critical transition periodsfor studentswithSEND

To find outhow TLCLIVEcan support your studentsthrough successful academic transitions,get in touchtoday.

Unlocking potential:

occupational therapists as essential partners in whole-school SEND

Occupational therapist Faith Newton explores the ways OTs can use their skills and experience to help make schools inclusive for all students.

In your school, you may occasionally see an occupational therapist working with an individual child, but did you know that they can be key professionals in supporting a whole-school approach to SEND?

What do occupational therapists do?

Occupational therapists help children and young people to engage in meaningful occupations (activities). This could be learning to ride a bike, improving handwriting, or getting dressed.

Occupational therapists are unique amongst allied health professionals in that they are trained in mental and physical health. The OT looks at the interactions between people, their environment and the occupations they want to perform. OTs are great at detecting the cause of a problem and coming up with creative solutions.

The traditional model of occupational therapy

Traditionally, occupational therapists have tended to work with individual children. A child would be referred and when they reached the top of the waiting list, the therapist would assess the child.

Faith Newton

Faith Newton is a school-based occupational therapist with over 10 years’ experience. She is the founder of School OT, which includes blog articles on inclusive school policies, and is the author of Inclusive PE for SEND Children: A Practical Guide for Teachers

Interventions focus on making the environment

Following an assessment, the OT may advise that certain equipment would help, and they may provide a block of therapy sessions at school to try to help the child develop their fine motor or gross motor skills, or to help them cope with any sensory difficulties. Perhaps this sounds familiar? I worked with individual children on my caseload for five years, and there is no doubt that this model of occupational therapy can be beneficial. But it has its drawbacks:

Limited numbers of children can be seen There are long waiting lists Children being pulled out of class for assessments and interventions means they miss learning and their self-esteem can be affected by being singled out (Hinder and Ashburner, 2017) There is little opportunity for the therapist to work in collaboration with school staff and to share expertise Interventions usually focus on ‘fixing’ the child, rather than changing the environment or activity Recommendations are often not implemented as school staff are overstretched, and advice is not tailored to the school routine or resources.

increases year on year, it’s clear that we need a new model. Occupational therapists need to be providing services not just to individuals but to the whole school.

The Royal College of Occupational Therapists describes this as a tiered model (RCOT, 2019), and it’s one that some NHS services are taking up. When occupational therapists are given a school-wide remit, all students benefit, not just the few on their case load. Children remain in class and teachers gain knowledge and confidence. Interventions focus on making the environment and teaching more inclusive, not solely on improving an individual child’s skills. The therapist becomes a go-to person within the school when advice is needed on high-quality teaching and making adaptations.

Implementing a wholeschool approach

The components of a wholeschool approach provide a helpful framework for exploring how occupational therapy can contribute to school-wide SEND support.

Vision, values and ethos

All schools want to create an inclusive, safe environment where all learners realise their potential. However, schools sometimes require advice and support to enable them to embed these values into practice. An occupational therapist can provide a fresh perspective and identify opportunities to make the vision of the school a reality.

Staff development and support

We know that SEND training for teachers has often been minimal. Occupational therapists can provide training sessions on areas of SEND as well as providing support in the classroom. Some therapists can also co-teach classes and work with small groups to identify needs. Consider if there is a specific class or year group that would benefit from targeted OT input in your school.

Policy and practices

Occupational therapists can review and update your school policies to ensure that they are as inclusive as possible. Some policies to consider getting OT input into include attendance, behaviour, food, handwriting, physical activity, playtimes, toilet use and uniform. If you are considering how to make your school’s policies more inclusive, my blog articles helpful guidance.

School environment

Classroom, dining and playground environments can help or hinder students’ engagement at school. Occupational therapists can conduct audits of your school to check accessibility and make recommendations on how to improve spaces for students with co-ordination and physical difficulties, sensory needs, as well as those who are easily distracted or seek movement. So, before you spend money on playground or classroom redesign or furniture, ask for OT input. If you don’t have any OT input currently, you can approach your local NHS service or independent OTs, and remember that you may be able to use PE Premium funding to pay for input with PE or training around developing gross motor skills, for example.

Curriculum planning and teaching

Occupational therapists can support with handwriting development and advise on making whole-class teaching more iinclusive. They can do this, for example, by supporting staff to use visuals that are colour blind and dyslexic friendly and by advising on how to make PE more inclusive for children with social, emotional and mental health needs.

Family and community engagement

Children’s occupational therapists work closely with parents and carers and help them to support children and young people at home. Therapists can engage with families by getting their feedback on school policies and practices, providing workshops and answering queries about SEND. For example, some schools ask OTs to provide parent workshops for new starters or for year one, three or seven classes, or have a stall at parents’ evening to provide advice and support. If you have occupational therapists coming into your school, talk with them about how they may be able to offer wider support, such as by helping improve handwriting across a key stage, or creating sensory corners in classrooms to help learners regulate without needing to leave the class.

Student voice

Listening to students' voices is vital in making schools inclusive, happy and healthy places to be.

Therapists have a different relationship with students to other school staff and so can be well placed to open up conversations and get feedback from students.

Occupational therapists can support with handwriting development and advise on making whole-class teaching more inclusive.

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A whole-school approach to sensory wellbeing

Alice Hoyle reflects on why a whole-school approach to sensory wellbeing is essential for enabling learning, emotional regulation and social interaction.

Sensory inputs have the potential to impact everything from learning and behaviour to emotional regulation and social interaction, meaning that sensory wellbeing is recognised by many settings as a priority. Yet, many schools remain unaware of how deeply sensory processing affects students and staff alike.

Any student, including those who are neurodivergent, may have sensory processing differences where they are over-responsive (hypersensitive) or underresponsive (hyposensitive) to certain sensory inputs. Therefore, a whole-school approach to sensory wellbeing is essential, offering the potential for universal benefits across the school whilst also supporting inclusion for individuals with specific sensory processing challenges.

What is sensory wellbeing and sensory welldoing?

Sensory wellbeing is the state of feeling safe, comfortable and balanced in our bodies, relationships and sensory environment. This state is achieved by sensory ‘welldoing’, which is the process of actively using sensory strategies to improve our overall wellbeing and supporting others with the same.

Sensory wellbeing within the school environment is not just about supporting individual neurodivergent students with sensory differences through reasonable adjustments, it is about creating an inclusive, supportive environment that enhances learning, mental health and personal development for all students. Schools that embed sensory-aware

Sensory inputs and their impact

What is a sensory aware school?

A sensory-aware school is one that:

Recognises everyone has sensory needs

Provides sensory-friendly environments that support learning and regulation

Uses sensory-informed strategies in classroom management, curriculum and school policies

Embeds sensory awareness in staff training and whole-school development

Engages students and families in understanding sensory wellbeing.

practices see improved behaviour, better engagement and a more harmonious learning atmosphere. This approach also significantly benefits staff wellbeing too.

Schools who are seeking to become sensory aware should assess their approach across six key areas: place, people, participation, practice, provision and policy as set out in the six pillars shown opposite.

To enable settings to undertake this assessment, educators can use a free self-assessment tool to review their current provision according to core and quality standards. Conducting an assessment will provide settings with a structured approach to identifying their own strengths and areas for development and the book which accompanies this tool (see bio below) can support all schools to develop a universal whole-school approach to sensory wellbeing in their setting.

The Six Pillars of Sensory Aware Schools

The physical features of the school spaces. Fluctuations in the sensory environment (daily/weekly/ seasonal).

Individual sensory needs. Actively engaging with sensory welldoing for sensory wellbeing.

Engagement between people to support each others' sensory needs. Interactions between people and place.

Adopting sensoryinformed approaches. Education, training and support for students and staff

Funding, resources and reasonable adjustments provided to support sensory wellbeing. Sensory aware leadership. School values and ethos and school policies that are sensory inclusive and support sensory wellbeing.

Roadmap for becoming a sensory-aware school

Consider

Designate school champions Support selfregulation and co-regulation

Settings which are on their journey to becoming sensory aware can use the roadmap shown here to consider where they are currently. The following practical steps may help them on their journey:

Use free sensory audit tools to assess noise, lighting, movement and accessibility across the school

Utilise staff and student sensory audits to try to help individuals understand their own sensory needs and preferences

Provide quiet zones or ‘reset’ spaces

Adjust lighting, such as replacing harsh fluorescents and introducing natural light where possible

Offer flexible seating such as standing desks, wobble stools, bean bags

Develop a sensory wellbeing policy that, as a minimum, allows for sensory adaptations such as uniform modifications and use of ear defenders

Encourage movement breaks to support self-regulation

Train all staff in sensory-aware approaches

Embed sensory awareness in the curriculum, including specific personal development lessons which enable students to assess their own sensory needs

Sensory wellbeing is not an add-on; it is a foundational aspect of effective teaching and learning. By adopting a whole-school approach, schools can create calmer, more engaged and more inclusive environments where all students can thrive. The journey towards becoming a sensory-aware school is one that benefits everyone – students, staff and the wider school community.

The winners of the Education Resources Awards celebrate

On the evening of 15 May, Brilliant Marketing Solutions – together with nasen and the National Association of Head Teachers (NAHT) – announced the winners of the 2025 Education Resources Awards (ERA), which identify the quality and diversity of educational products and resources, educational establishments, teachers and the most dedicated members of the industry.

The awards were hosted by television celebrity Cally Beaton who announced the winners at the gala dinner event, held in The National Conference Centre, Birmingham, to an audience of 300 finalists.

Chris Milton, events director of the Education Resources Awards, commented: “This year's winners were selected by a prestigious panel of teachers, expert educational professionals and senior influencers who evaluated all the Resource Award entries based on innovative design, creativity, application, value and learning impact on students and teachers.”

The Education Resources Awards are sponsored by Staedtler (UK), The Education Company and YPO and are supported by nasen and the National Association of Head Teachers.

Entry details for the 2026 awards will be shared in the autumn. For further information, please contact the ERA Awards team on 01622 474011.

Reviews

All

About SEMH: a practical guide for primary teachers

ll About SEMH: a practical guide for primary teachers’ by

'A

Sarah Johnson is a brilliant, no-nonsense guide for teachers working with primary school children with social, emotional and mental health (SEMH) challenges. What’s great about this book is how it blends solid, practical strategies with clear explanations about SEMH. Johnson helps identify issues and provides simple, actionable tips to create a classroom that feels safe, supportive and ready for learning. It’s like having a friendly mentor offering real, usable advice (no magic wands, though, sadly). A highlight of the

book is Johnson’s emphasis on building strong, trusting relationships. She reminds us that this is a long game; it's about consistency, patience and creating a space where pupils feel respected. It can be messy, exhausting and takes time. But it’s worth it.

The book also stresses the importance of working closely with parents and other professionals to build a team of support.

Some of the case studies are more relevant to mainstream schools than more specialist settings but the book is packed with practical advice.

‘All About SEMH’ is an approachable, practical read for primary school teachers looking to better support pupils with

Author: Sarah Johnson

Publisher: Routledge

ISBN: 9781032225654

Price: £15.99

Reviewed by: Rachel Berry, SEND outreach

SEMH needs. If you want to create a more supportive classroom where every pupil can thrive (and maybe avoid a few teacher meltdowns along the way), this book is worth adding to your collection.

Author: Sarah Johnson

Publisher: Routledge

ISBN: 978-1-03222568-5

Price: £15.99

Reviewed by: Laura Dawson, secondary SEND adviser

All About SEMH: a practical guide for secondary school teachers

Sarah Johnson's ‘All About SEMH’ is an informative guide to understanding social, emotional and mental health (SEMH) needs in children and young people. Aimed at secondary educators, this book offers practical strategies and real-world applications for supporting children with emotional and behavioural challenges.

The book is divided into clearly defined sections, each focusing on a different aspect of SEMH. It covers a range of strategies, from implementing trauma-informed care to adopting more holistic approaches, like mindfulness and restorative practices.

One of the book’s strengths is its accessibility. The language is clear and straightforward, making this an excellent resource for anyone new to the topic.

Another key strength is the inclusion of case studies and real-world examples. These provide readers with concrete illustrations of how SEMH can affect children in different contexts and how the strategies outlined in the book can be applied effectively. Chapter 21 on working with families is particularly valuable, offering insight into how to create a supportive network around the child.

‘All About SEMH’ is a good resource for anyone working with children who struggle with SEMH needs. Johnson's emphasis on the importance of empathy, consistency, and individualised approaches also stands out. She stresses that there is no one-size-fits-all solution and advocates for an understanding, patient approach.

Author: Kim Griffin

Publisher: Jessica Kingsley

Publisher

ISBN: 9781839971914

Price: £16.99

Reviewed by: Ffion Robinson, education officer

Success with Sensory Supports

This book is another invaluable resource from Kim Griffin of Griffin OT and it continues the high standards she maintains throughout all of her work.

In the book, Kim shares that 91% of participants from one of her courses reported that they use sensory supports but only 24% have had training. Sound familiar? In response, Kim has created an easily digested book which: guides us through an introduction to the senses and to sensory regulation; explains what to consider when looking to understand a child’s sensory profile; and provides support for building a sensory plan. I particularly love the focus on supporting children to build independence in using sensory

Understanding Your Child’s Sensory Signals, 3rd edition

‘Understanding Your Child’s Sensory Signals’ is a crucial resource for anyone working with children who experience sensory processing challenges. I found it to be a clear and practical guide which will support practitioners in identifying and supporting a wide range of sensory-related behaviours across all phases of education.

Voss offers clear explanations and practical advice, ranging from attention difficulties to challenges with transitions or clothing sensitivities.

My favourite feature of this book is its user-friendly format as each sensory behaviour or ‘signal’ is addressed individually in a concise, easy-to-navigate,

alphabetised format, which allows readers to quickly find specific behaviours or challenges.

The format, alongside the straightforward explanations, makes the book a highly accessible reference tool, which can be returned to as needed. I particularly loved the immediate, actionable practical strategies that can be used in the classroom and which will support inclusive practices.

Overall, this is a practical manual for anyone seeking to better understand and respond to sensory needs, and Angie Voss has created a resource that effectively bridges the gap between knowledge and practice.

strategies. All the information, of course, comes with a reminder that professional guidance should be followed for individual children.

The book is not at all dense and is well supported throughout by fun little visuals. Some readers may be put off by the thought that they need to read the book cover-to-cover, rather than being able to use this as a resource to dip in and out of, but there’s absolutely no reason to feel that way because this book is a quick read which can be easily digested, even by tired brains. This book comes highly recommended! It’s a great read for those new to sensory supports but also a great refresher for anyone wanting to check they’re still on track.

Author: Angie Voss

Publisher: Amazon KPD

ISBN: 9781466263536

Price: £11.72

Reviewed by: Sam McFarlane, education officer

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Reflecting on how far we've come

Across the land education practitioners work tirelessly to try to make their settings safe, supportive and comfortable from a sensory perspective. But many are doing it with minimal sensory training and resources, and often with sporadic and limited access to specialists. So, the decision to have an occupational therapy and sensory focus for this feature edition of ‘nasen Connect’ was an easy one.

When visiting schools and settings to deliver training or conduct a SEND review, I am frequently amazed and astounded by the creative and innovative solutions that school staff find to better meet the occupational therapy and sensory needs of their children and young people.

In support of all those incredible practitioners, the contributors to this edition of 'nasen Connect' have dedicated their time to creating articles sharing their expertise and guidance. I’ve been overwhelmed by the generosity of all those who have been keen and happy to provide content.

I was recently asked by a school governor: "Why are there so many children now saying they need ear defenders and saying they have SEN? In my day, there was a class of 30 and one teacher and we all sat and listened." I am often asked variations on this question – with varying degrees of confrontation and scepticism – and, I’ll admit, I’ve often needed to take a deep breath before attempting to answer with a succinct soundbite. But I recently heard an incredible response from George Humphrey Thomas when he was asked a similar question while he was speaking at a conference about his lived experience of SEND and he replied by saying: "We should never apologise for increasing numbers of children identified as requiring support and we should celebrate that more young people are receiving the support they need." Heck, yes, George!

Do you have an opinion about a SEND-related topic that you would like to voice via this format? Or you can simply share your thoughts and reflections on this issue’s topic – education@nasen.org.uk

Research shows that ‘one in every six children has sensory processing issues that make it hard to learn and function in school’ and that ‘66% of autistic children’ and ‘32% of children with special education needs (who were not autistic)’ show definite differences in sensory behaviours. These figures can feel overwhelming to education practitioners reflecting upon their busy, loud, bright settings but, looking at this through the lens of optimism, isn’t it amazing that we are now aware of these figures and these needs? Isn’t it amazing that there is talk of sensory differences on social media and in the parent queue waiting to pick up children from school? Isn’t it amazing that more children are now using ear defenders?

In 2019, as a SENCO, I was told that: our local authority did not commission OTs to advise on sensory needs and my school had no budget available to commission one privately, and, even if we had, no local OTs had capacity to add our school onto their workload! Yet, it was clear that increasing numbers of our children were experiencing sensory dysregulation and overwhelm. I really had no idea where to look for guidance. When I reflect on that time, I am so incredibly thankful that things have, on the whole, moved on. Seeing all the links to the free resources and free training that are shared in this ‘nasen Connect’ makes my heart sing!

I know the experience of ‘not feeling secure’ about how to meet need is still a familiar one in schools and it’s no surprise that ‘Sensory processing and supporting neurodiverse students in the classroom’ was one of the most popular nasen Twilight Talks ever. But we must remember how far we have come and be proud ... very proud.

Events Diary

London International Conference on Inclusive Education (LICIE)

Next Steps for SEND Provision in England

Friday 18 July 2025

A conference assessing next steps for improving SEND provision in England.

Online

Price: £299

SENsible 25 SEND Legal Conference

Thursday 9 October 2025

A one-day legal conference designed to empower SENCOs, head teachers, governors and senior leaders with the legal knowledge and practical strategies they need to confidently manage SEND provision in schools.

Samsung KX, London

Price: £135

Monday 28 to Wednesday 30 July 2025

The first London International Conference on Inclusive Education, organised by UCL’s Centre for Inclusive Education.

Held on and around UCL’s London Bloomsbury Campus.

Prices vary with a special rate for nasen members on day three, using promo code: NASENLICIE25

TES SEND Show

Friday 10 and Saturday 11 October 2025

Two packed days of learning, sharing and connecting, bringing together experts, educational professionals and exhibitors from across the UK.

The Business Design Centre, London Free to attend, £20 per seminar

The National Special Educational Needs and Disabilities (SEND) Conference 2025

Wednesday 19 November 2025

Uniting SENCOs, inclusion leads, headteachers, local authority representatives and third sector professionals to explore latest policies, guidance and strategies for improving outcomes for children and young people with SEND.

London TBC

Price: from £249

Childcare & Education Expo (Midlands), including SEND in Early Years Conference

Friday 26 and Saturday 27 September 2025

A chance to connect with early years colleagues, join training from expert speakers, hear industry and regulation updates and access thousands of the latest products and services, including exclusive show deals. This year, the event includes the SEND in Early Years Conference, sponsored by Hope.

Coventry Building Society Arena Free to attend, £17 per session for seminars

The Schools and Academies Show

Wednesday 19 and Thursday 20 November 2025

A one-stop-shop of everything needed to strengthen strategic business and school improvement plans for a lasting impact. NEC, Birmingham Free to attend for the public sector

BETT UK

Wednesday 21 to Friday 23 January 2026

Celebrating over 40 years of Bett by looking back at history and driving forward towards better education, globally. Bett UK 2026 will unite global educators, industry giants, EdTech enthusiasts and unsung heroes for a celebration of education.

ExCel, London

Prices TBC

Using technology to empowerstudents

At Derwen College, technology is transforming the waystudents learn, communicate, and gain independence.

The College, for16– 25 year oldswithspecial educational needs and disabilities (SEND), is dedicatedtofindingtechnological solutions to any learning barriers

Collaboration is keyatDerwenCollege. The IT department worksclosely with teachers, support staff,therapists, and nurses to implement tools and strategiesthat supportevery student to be fully engaged and involvedinactivities.

From cutting-edgeacousticmonitoringsystems that ensureresidential students sleep safely without interruption to home smartspeakersthat control lighting,music, and setalarm reminders, technology is seamlessly integrated intodaily life.

Students with sensory needs benefit from technology that allows them to choose music and lighting to create a comfortable environment. While

those with profound and multiple learning disabilities (PMLD) use eye-gazetechnology to communicate and interact with theircommunity

Embracing technology also means lookingatrisks, regulations and learning the skills needed to stay safe online.The safeguarding team workswithstudents and families to sharepotential risksand ensuresafe online practices. Internet access is monitoredand filtered, and students participate in regular online safety sessions.

Technology is part of everyday lifefor anyoneatwork, home and fortheirsocial lives, and Derwen College is teaching young adults to work and liveina modern world, keeping up with industry standards and embracing opportunities to livelifetothe full. Using cross-college collaborationand innovativesolutionsand fostering acollaborativeenvironment, Derwen Collegeensures that all students can thrive in a technology-driven world.

Find out more about how Derwen Collegesupports young adultswithSEND to reach their aspirations at www.derwen.ac.uk

Derwen College isaspecialistday and residential collegefor young adults(aged 16 –25) with specialeducationalneeds and disabilities (SEND).Through avarietyoftaughtand practical activities, studentslearn: Our pathways andprogrammesare tailored to meetindividualstudent needs in preparationfor adulthood

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