Teach Primary Issue 19.5

FEATURES SENSORY 4 | REFRAME ‘BEHAVIOURS’ AS COMMUNICATION Sensory needs often show up as behaviours that are misunderstood. A child who refuses to sit on the carpet may be overwhelmed by movement or noise. One who ‘won’t’ write may be dealing with poor proprioception. Train yourself and your team to ask, “What is this behaviour telling me?” not “How can I stop it?” Simple tweaks – like letting a child choose where to sit, or offering a movement break before handwriting – can have a huge impact. Understanding sensory needs changes discipline from reactive to responsive. 5 | MAKE YOUR CLASSROOM SENSORY–SMART Small changes in the classroom can make a big difference. Provide sensory stations with tools like fidget bands, weighted lap pads, or squeeze balls. Offer choice – some children thrive in quiet corners; others need space to move. Use calming visuals, keep routines predictable, and reduce visual clutter. Let children take sensory breaks without penalty. Invite them to design their own ‘calm kit’ with things that help regulate their senses. A sensory-informed environment doesn’t just support SEN children – it benefits everyone. 6 | COLLABORATE AND CELEBRATE STRENGTHS No two children experience sensory input in the same way, so regular communication between teachers, parents, and professionals is key. Occupational therapists can offer specific guidance, but your daily observations are powerful, too. Celebrate the things children can do. Let them lead movement games, become ‘calm corner helpers’, or demonstrate sensory tools. Include families in conversations about what works at home. When children feel understood and valued, their confidence – and learning – can flourish. Understanding vestibular, proprioception, and interoception can bring a sense of calm and ease to your teaching 6 ways to improve your sensory support HAYLEY FULLER is a specialist teacher in EYFS and SEND, and the founder of Creative Teaching Ideas hayleyfuller.co.uk | @creative_teaching_ideas_hayley 1 | NOTICE THE NEED FOR MOVEMENT The vestibular system controls our sense of balance and spatial awareness. Children who appear to fidget constantly or love spinning may be seeking vestibular input. This isn’t restlessness or defiance; it’s their way of grounding themselves. In the classroom, try introducing movement breaks like ‘animal walks’, jumping jacks, or a quick shake-out between lessons. Swap standard seating with wobble cushions or standing desks to allow ‘active sitting’, and incorporate balance-based tasks in learning time, e.g. walking on tape lines or beanbag games. Movement isn’t always a distraction – it can be a doorway to focus. 2 | BUILD BODY AWARENESS Proprioception helps us understand where our bodies are, and howmuch force we’re using. Children who crash into things, chew on sleeves, or struggle with handwriting may have underdeveloped proprioception. Create sensory-safe ways for children to meet these needs. Activities like pushing a heavy cart, carrying books, or doing ‘chair push-ups' can help. Add resistive materials like therapy putty to fine motor tasks. Encourage play that involves pulling, climbing, or squeezing. These activities not only support sensory processing, but can also bring a calm sense of control. 3 | TUNE INTO INTERNAL FEELINGS Interoception allows children to sense internal states like hunger, thirst, and emotions. A child who struggles with toilet awareness or doesn’t know they’re tired may be missing interoceptive cues. Use ‘body check-in' visuals that ask questions like, “Is your tummy full or empty?” Practise naming feelings during story time, e.g. “How do you think this character feels in their body?”Mindfulness games like ‘tummy breathing’ help children notice what’s going on inside. Supporting this hidden sense can transform emotional regulation and build self-awareness. www.teachwire.net | 11