Discovery’s Sensory Offer

We know that autistic people may experience sensory differences. Some of our young people may be over-sensitive or under-sensitive to particular sights, sounds, smells, textures or movement. These differences can be positive, but at times they can also cause distress or discomfort.

We believe that by understanding and accommodating sensory needs, we increase our young people’s ability to access learning, social interactions and the school day more generally. By teaching young people about their brains and bodies, we also prepare them for a future where they can confidently understand their own needs and self-advocate.

We use a range of strategies, routines, spaces and resources across Discovery to support our young people with their sensory differences.

In-Class Support

We endeavour to make our classroom environments safe, engaging and enabling spaces. Depending on individual needs, within our classrooms you may find:

• Ear defenders
• Fidget toys
• Chewellery
• Weighted shoulder wraps and soft toys
• Tactile adaptations, including soft seating, cushions and rugs
• Soft or dimmed lighting
• Flexible seating, including bean bags and standing desks
• Calm and quiet areas
• Access to sensory resources and movement breaks

Sensory Room

Our sensory room is designed to support young people as they develop their ability to relax and regulate.

Young people who are sensory seeking can engage with different lights, textures and sensory experiences within this unique, purpose-built space. The room can also provide a calm environment away from the demands of the classroom, supporting young people to regulate before returning to learning.

 

Sensory Integration Room

Our sensory integration room contains specialist resources that can support different sensory needs.

The Swing

The swing supports young people to develop a stronger understanding of movement and can provide a deep, calming sensation. The gentle rocking movement can be soothing and provide vestibular input, helping some young people to regulate their bodies and emotions.

The Cuddle Chair

The cuddle chair provides the sensation of a ‘hug’ or deep pressure. For some autistic people, physical touch from another person can be difficult to tolerate, despite finding deep pressure calming.

The chair allows young people to access this soothing sensation on their own terms, promoting dignity, choice and acceptance.

Soft Play Room

Our soft play room provides opportunities for proprioceptive activities, giving sensory input through the large muscle groups, joints and body.

It can also provide vestibular input through opportunities to move, balance and coordinate the body. For some young people, the room provides an opportunity to use energy safely, while for others it can help increase their alertness and prepare their bodies for learning.

Sensory Integration and Sensory Circuits

Sensory integration is the process by which the brain receives, organises and processes information received through the senses.

A sensory circuit is a form of sensory integration intervention involving a sequence of physical activities designed to alert, organise and calm.

The aim is to support sensory processing and help young people achieve the ‘just right’ level of alertness needed to engage successfully with learning.

Some of our young people take part in sensory circuits each morning to help prepare their bodies and minds for the school day.

Sensory Pods

Each classroom has access to a sensory pod at the back of the room, providing young people with a calm, safe space to support regulation while remaining within their familiar classroom environment.

Sensory pods may be used when a young person is feeling overwhelmed by noise, light, crowds or activity; needs a calm space to regulate; is finding it difficult to focus or stay organised; requires movement or sensory input; or needs some time to reset before returning to learning. Sensory pod guidelines Septembe…

We encourage our young people to begin recognising what their bodies need, whether that is quiet, movement, calming or support with focus, and to choose appropriate sensory tools to help them. After using the pod, pupils are supported to reflect on how they are feeling and rejoin their learning. Sensory pod guidelines Septembe…

Staff aim to offer access before a crisis develops, use calm and clear language, provide choice and autonomy wherever possible and follow individual sensory profiles. Sensory pods are a regulation tool and are never used as a consequence or reward. We also recognise that sensory needs are individual and that no two young people will necessarily use the space in the same way.

Sanctuary Spaces

At Discovery, we aim to support young people to work towards being able to recognise and regulate their own emotions and sensory needs. For some, this means needing time away from peers or the busy classroom environment.

Across school, we have designated sanctuary spaces where young people can sit quietly, move their bodies, use sensory resources or practise strategies such as breathing techniques.

Where a young person is not yet able to self-regulate independently, they can access these spaces alongside a member of their class team, who will support them to co-regulate before returning to their learning.

Ultimately, our sensory offer is about helping young people understand what they need, why they need it and how to communicate this to others.

Regulation before learning: a young person who feels calm, safe and regulated is more likely to communicate, participate and succeed. Sensory pod guidelines Septembe…

 

Occupational Therapy

Where students have specific sensory needs, we work with an occupational therapist from Let’s Verbalise who can provide further input.