In the early years, children are developing the physical skills and sensory awareness that help them explore, play, and learn. Some children may experience differences in how they move, see, hear, or process sensory information. These differences are known as sensory and physical needs.
The SEND Code of Practice 2015 defines sensory and physical needs as difficulties relating to:
- Visual impairment (VI) – sight loss that cannot be corrected with glasses.
- Deaf and/or hard of hearing – hearing differences that affect how a child responds to sounds and speech.
- Multi-sensory impairment (MSI) – combined hearing and vision difficulties.
- Physical difficulties – differences in mobility, coordination, or stamina that may require specialist support or equipment.
The effects and experiences of these needs are unique to each child, and can range from mild to very significant. Some children may need small adjustments to feel included, while others may require specialist equipment or support to access play and learning.
It is important that all practitioners working with the child or young person take a strengths-based approach and celebrate individual skills and successes, to help them establish a positive perception of self.
EYFS learning and development links
Sensory and physical needs are closely linked to:
- Physical Development – gross motor skills (moving and handling) and fine motor skills (mark-making, using tools).
- Personal, Social and Emotional Development – managing self and building confidence.
- Communication and Language – listening and attention, especially for children with hearing differences.
Sensory and physical needs can also affect progress across all areas of the EYFS curriculum. Children may need support with movement, positioning, or sensory regulation before they can fully engage in play and more formal learning activities.
Early identification and support
Early recognition is key. The EYFS statutory framework requires practitioners to plan for each child’s individual needs and make reasonable adjustments so all children can access high-quality experiences.
If a child is not making expected progress despite high-quality teaching and differentiation, practitioners should consider ‘additional to’ or ‘different from’ support. The SEND Code of Practice and EYFS principles work together through the graduated approach: assess, plan, do, review. The guidance within the Targeted Support Framework for the early years provides additional support with tailoring provision to meet individual children’s needs.