This course treats sensory differences as a difference to plan around, not a behaviour to correct, a distinction that matters both for pupil wellbeing and for staff response. It reflects DfE's rapid evidence review on identifying and supporting pupils with sensory and physical needs, which notes up to 9 in 10 autistic pupils show sensory differences affecting regulation, and supports Ofsted's Inclusion focus, which expects mainstream settings to make reasonable, evidenced adjustments. This course complements, but does not replace, any existing EHC plan or SENCO-led support.
Objective: Pupil can identify at least two senses that feel more intense or sensitive for the pupil than others.
Check-in: Simple, low-pressure opening: 'How has school felt this week, any particularly loud, bright or busy moments?'
Input: Introduce the idea that everyone's senses work a bit differently, and that finding certain sounds, lights, textures or smells more intense isn't wrong, it's useful information for building the right support.
Activity: Pupil completes a simple sensory profile using a visual scale for each sense (sound, light, touch, smell, crowding), marking what feels comfortable, tolerable, or overwhelming.
Reflect: Which sense surprised you most when you thought about it properly? Agree to simply notice one sensory moment this week.
Watch for: Some pupils have never had language for their sensory experience before, allow extra time and offer examples if the pupil struggles to identify specifics.
Parent/carer take-home: If it comes up naturally, ask which parts of a typical day feel most overwhelming, this builds a fuller picture without turning it into a formal check-in.
Objective: Pupil can name at least two specific school environments or situations that are hardest for the pupil sensorially.
Check-in: Review the sensory moment noticed last week.
Input: Explain that certain environments, busy corridors, assembly, the lunch hall, PE changing rooms, combine several sensory challenges at once, which is why they're often the hardest moments of the day.
Activity: Pupil maps the pupil's school day onto a simple timeline, marking which points feel most sensorially difficult and why.
Reflect: Which moment on the map felt hardest to admit was difficult? Agree there's no judgement in naming it.
Watch for: Pupils sometimes mask sensory distress well in the moment and only show the effects later (exhaustion, meltdown at home), take the timeline seriously even if the pupil seems fine in session.
Parent/carer take-home: Notice whether the pupil seems more tired, irritable or shut down after school on particularly busy days, this pattern is useful information, not something to fix immediately.
Objective: Pupil can name and try at least two sensory regulation tools that work for the pupil.
Check-in: Review the timeline from last week, any new insights?
Input: Introduce a range of practical sensory tools: ear defenders or earplugs, fidget tools, sunglasses or a cap for bright light, a quiet space or pass, and movement breaks, explaining these are aids, not treats to be earned.
Activity: Pupil tries out two or three tools in the session (where available) and picks which feel most helpful, adding them to a personal toolkit list.
Reflect: Which tool felt most useful? Agree to try it once this week in a real moment, not just in the session.
Watch for: Tools only work if pupils feel able to use them without standing out or facing comment from peers, discuss how to use them discreetly if that matters to the pupil.
Parent/carer take-home: If the pupil has chosen a tool to try (like ear defenders on a busy journey), support the pupil in having access to it without making it a big event.
Objective: Pupil can rehearse asking for a sensory break or accommodation using the pupil's own words or a signal card.
Check-in: Check whether the chosen tool got used this week and how it went.
Input: Introduce the idea of a simple signal (a card, a phrase, a gesture) that lets staff know a sensory break is needed, without requiring a full explanation in the moment.
Activity: Pupil designs or chooses a signal card and role-plays using it in a busy or overwhelming moment, practising with the mentor first.
Reflect: Did the signal feel usable, or too obvious? Adjust it together if needed. Agree to try it once this week if the moment arises.
Watch for: Some pupils prefer a very subtle signal (a specific pencil case, a particular seat) over a visible card, let the pupil choose what feels comfortable rather than imposing a standard system.
Parent/carer take-home: If the pupil has agreed a signal with school, be aware of it and support consistent use at home too, if a similar system would help there.
Objective: Pupil has a personalised sensory support plan shared with relevant staff.
Check-in: Review progress across the five weeks using the Week 1 sensory profile as a comparison point.
Input: Summarise what's been learned: personal sensory profile, hardest environments, useful tools, and a signal for communicating needs.
Activity: Co-create a one-page sensory support plan: known triggers, the toolkit that works, the agreed signal, and any environment adjustments to request (seating, timing of transitions, access to a quiet space). Share with the SENCO or relevant staff.
Reflect: What's one thing you feel more confident about now? What still feels hard?
Watch for: Agree a review point rather than treating this as a fixed plan, sensory needs can shift with age, environment changes, or overall stress levels.
Parent/carer take-home: Keep a copy of the plan somewhere accessible, and let the pupil know the pupil's sensory needs are understood and planned for, not something to hide or push through.