The Graduated Approach - a guide for professionals (HTML) - Provision to support physical and sensory needs

Under the Graduated Approach, all students receive inclusive support for their physical and sensory needs. This includes:

• using a whole setting physical education programme which is adapted to meet students’ individual needs
• providing opportunities for movement and sensory breaks to help students with their sensory regulation needs (and consequently with managing their emotions and behaviour)
• making sure students have access to water
• making sure students have access to the toilet
• completing sensory audits, for example the Sensory Audit for Schools and Classrooms (PDF, 0.2MB)
• making sure there are whole setting accessibility plans and risk assessments in place
• ensuring all staff are aware of students’ physical and sensory needs (for example hand preference or use of glasses)
• making minor adjustments to the learning environment to ensure it is accessible to students with mild sensory or physical impairment
• managing hearing, vision and multisensory impairment in line with the Berkshire Sensory Consortium quality first teaching documents
• managing medication in line with the statutory guidance for supporting pupils with medical conditions at school

Under the Graduated Approach, some students receive personalised support for their physical and sensory needs. This includes:

• making adaptations to timetables and room allocation to support students with mobility needs
• making adaptations to the physical environment to support students with sensory impairments (such as an appropriate seating plan, consideration of noise, lighting, and temperature, guided by individual need)
• making uniform adaptations where required
• adapting teaching resources (such as using enlarged print, Braille or subtitles)
• making arrangements to prepare students for a change to their usual routine (for example when going on school trips)
• providing support to develop the skills needed to access the curriculum (for example touch typing)
• using technology and specialist equipment (such as sound field equipment or low vision aids) to support learning where needed
• adapting equipment to access specific aspects (for example cutlery, crockery and scissors)
• making sure staff have appropriate training to meet physical needs, including moving and manual handling training
• providing support in practical lessons for health and safety
• using assistive technology and specialist equipment (such as radio aids, sound field equipment, or low vision aids) to support learning where needed

Under the Graduated Approach, a few students receive highly personalised support for their physical and sensory needs. This includes:

• adapting teaching and learning opportunities to incorporate highly bespoke support to access learning and, where appropriate, address targets agreed with an external professional
• providing individual or small group support to help the student achieve targets agreed with an external professional
• seeking appropriate advice from a:
  • health or medical professional
  • occupational therapist
  • a teacher of the deaf
  • a teacher of the visually impaired
  • a teacher of children and young people with a multi-sensory impairment
  • an educational psychologist
  • Child Development Centre
  • an academy trust specialist
  • other SENCOs (peer-to-peer support)