Sensory and/or Physical Needs

For example:

  • Hearing/Visual Impairment
  • Multi-sensory impairment
  • Physical Disabilities
  • Medical Needs

Types of support and provision that are currently available in our school:

  •  Staff work with specialists such as ‘The Hearing Impairment Service’ or a member of the ‘Visually Impaired team’ to seek advice and guidance on meeting the needs of individual pupils.
  •   Staff work with specialists from outside the school during relevant training and professional development to support pupils with significant medical needs
  •   Strategies and programmes of work from the Occupational Therapy Service are followed for pupils with physical difficulties to support the development of gross and fine motor skills in the classroom and around school.  Support programmes can be delivered by an experienced Teaching Assistant.
  •   Physical aids or resources where necessary or where advised by specialists e.g. posture cushion, pencil grips, spring scissors, therapy putty, writing slopes.
  •   We provide support with personal and intimate care, if and when needed, in consultation with parents. 
  •   We make every effort to be as accessible as possible, for example, disabled toilet facilities, accessible ramp into main entrance. (See Accessibility Plan)
  •   Our staff understand and apply the medicine administration policy. Designated first aid trained staff are assigned to break, lunchtimes, trips or visits, etc. (See First Aid and Medication in School and on Visits Policy) 
  •   There is a team of first aiders who work across the school providing first aid cover throughout the school day and on school visits.
  •   We have a medical room in school which can provide a private space if necessary (e.g. for administration of some medicines).
  •   All first aiders and some other key staff are trained in supporting children with diabetes and haemophilia, and they have received Epipen/Jext administration training.
  •   They are also trained to support the children in using their asthma inhalers correctly.
  •   Additional handwriting support through targeted intervention programmes e.g. Write from the start.
  •   One-to-one support for gross and fine motor skills in the classroom as and when required.
  •   Movement breaks for pupils with motor coordination difficulties as and when required.
  • Alternative ways of recording ideas/writing/investigation.