Ordinarily Available Inclusive Provision

Sensory processing and integration in the early years

What is sensory processing and integration?

Sensory processing is the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioural responses.

Sensory integration refers to the brain’s ability to organise and interpret this sensory input to support meaningful engagement with the world.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    • Poor registration: appears unaware of loud noises or visual changes. Doesn’t respond to name or instructions. Seems passive or disengaged
    • Sensation seeking. Constantly moving, climbing, or crashing. Touches everything and everyone. Enjoys strong tastes, smells, or messy play.
    • Sensory sensitive: easily overwhelmed by noise, lights, or busy spaces. Covers ears, cries, or withdraws. Avoids messy play or certain textures.
    • Sensation avoiding: refuses to enter noisy or crowded areas. Avoids certain clothing or materials. Becomes distressed during transitions.
    • Other signs. Fidgeting or difficulty sitting still. Clumsiness or poor coordination. Self-soothing behaviours (rocking, flapping, chewing). Challenges with toileting, eating, or sleeping.
    • Over-responsiveness: easily overwhelmed by noise, textures, lights, or crowds.
    • Under-responsiveness: may not react to pain, loud sounds, or movement.
    • Motor coordination issues: difficulty with balance, fine motor tasks, or spatial awareness.
    • Emotional regulation challenges: Meltdowns or withdrawal in response to sensory overload. See also the SEMH section of the targeted framework.

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    • Create low-stimulation areas with soft lighting, neutral colours, and minimal wall displays.
    • Use quiet zones or sensory corners with cushions, blackout tents, or weighted blankets.
    • Reduce background noise using soft furnishings, rugs, and acoustic panels.
    • Allow sensory-friendly clothing, for example, seamless socks, tagless tops.
    • Offer dry sensory alternatives for messy play, for example, rice, pasta, fabric swatches.
    • Plan daily opportunities for heavy work: pushing or pulling carts, carrying books, sweeping.
    • Plan in opportunities for sensory circuits: jumping, crawling through tunnels, balancing on beams.
    • Plan in calming activities: playdough, water trays, breathing games, bubble blowing.
    • Use checklists to observe and record sensory preferences.
    • Share profiles with staff and families to ensure consistent support.
    • Involve children in choosing regulating strategies, for example, wobble cushion vs. weighted lap pad.
    • Offer proactive sensory breaks framed positively, for example ‘Would you like to help carry the fruit box?’.
    • Use visual timetables and transition cues to support changes in routine.
    • Provide access to calming baskets with preferred items, for example, soft toys, chewies, sensory bottles.
    • Use tools like Zones of Regulation to help children identify and manage emotions.
    • Support awareness of internal body signals, for example hunger, toileting, through visuals and stories.
    • Model and teach calming strategies, for example, deep breathing, counting, movement breaks.
    • Provide access to equipment such as ear defenders, weighted cushions or blankets, fidget toys, chewy items, foot bands, wobble cushions.
    • Use Sensory Stories: Multi-sensory storytelling to support engagement and emotional regulation.
    • Use movement-based learning, for example action songs, yoga, and obstacle courses to support vestibular and proprioceptive needs.
    • Provide sensory snack stations with varied textures and tastes to support oral motor development.
    • Try Emotion Coaching, for example emotion cards and co-regulation strategies.
    • Make sensory integration boxes – individualised kits with preferred sensory items.
    • Create outdoor sensory trails, for example paths with varied textures, sounds, and movement opportunities.