Everybody’s brain is designed to process sensory information. Sensory information includes things that you hear, smell, touch, taste, see, body position and movement (proprioception) and balance/ position against gravity (vestibular).

The information received from these senses help us to make sense of the world. If you have effective sensory integration and processing, it enables you to respond appropriately to different stimuli in the environment and informs your everyday functioning.

For some children, their brains struggle to process sensory information in an effective way. This can mean that they are either under sensitive or over sensitive to specific senses.

Children who have a diagnosis of Autism (ASD), often struggle with some sensory aspects.

In our school, we understand how important it is for children to be in a ‘just right’ state where their senses are regulated as this then has a positive impact on their academic learning.

Where staff have sensory concerns for a child, they will use a ‘sensory profile’ to accurately identify the specific sensory difficulties that the child has. This will then enable them to identify appropriate strategies to help the child with their sensory processing needs, to stay focused and organised throughout the school day.

When specific adaptions  and/or interventions have been put into place for the child, this is sometimes referred to as a ‘sensory diet’.

One intervention we have implemented across school has been the idea of a sensory circuit. This is a daily opportunity to facilitate sensory processing, to help children regulate and organise their senses, in order to achieve the ‘just right’ optimum level of alertness for effective learning. The sensory circuit is active, physical and fun and something the children enjoy doing.

We are currently offering one every morning for EYFS/ KS1 children and one in the afternoon for KS2 children.

For further information, please see the documents below: