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 reviews on identifying and supporting pupils with sensory, physical and autism-related needs, 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: 1. Ask: 'how has school felt this week?' Any particularly loud, bright or busy moments. 2. Let them answer in their own way. Some pupils will describe places, others feelings. 3. Do not push for eye contact or a fast answer. Processing time is not reluctance. 4. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Explain that everyone's senses work differently, and that is not a fault. 2. Ask: 'is there a noise or a smell that other people don't seem to notice?' That is information, not a fault. 3. Say you will go one sense at a time — it is easier than an open question. 4. Say it gets filled in again in week five, so there is something to compare against.
Activity: 1. Get out the sensory profile scale and the sense-by-sense examples card together. 2. Take one sense at a time — sound, light, touch, smell, being crowded — and ask: 'is that fine, is it bearable, or is it too much?' Pupil marks the scale, using the examples if a sense is hard to picture. 3. Go back over anything marked 'too much' and ask what exactly it is. 4. Ask: 'which one of those is worst at school?'
Reflect: 1. Ask: 'which of those surprised you when you actually thought about it?' 2. Pupil agrees to notice one sensory moment this week — just notice it.
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.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.