Ordinarily Available Inclusive Provision

Physical needs in the early years

What are physical needs?

A physical disability is a ‘limitation on a person’s physical functioning, mobility, dexterity, or stamina.’ It has a ‘substantial’ and ‘long-term’ negative effect on a person’s ability to do daily activities.

  • Identification – what you may see in the child

    • Difficulty accessing resources.
    • Difficulty processing information, tires easily.
    • Seeks support from adults to move around the setting.
    • Unable to participate in some activities with their peers.
    • Difficulty standing up and maintaining balance – may fall frequently.
    • Unable to get on or off the toilet.
    • Unable to dress or undress themselves.
    • Needs longer to eat and drink.
    • Difficulty sitting on the floor and getting up or down.
    • Difficulty manipulating small objects, and/or using everyday resources such as scissors and pens.
    • Struggles to navigate spaces.
    • Struggles to make relationships.

  • Planned provision in the setting

    • Ensure rest places are available.
    • Ensure resources are at different heights.
    • Review the environment to consider accessibility.
    • Plan moving and handling training for key staff, to ensure safe, practical handling techniques are followed and a handling plan is in place.
    • Carry out regular audits of indoor and outdoor spaces to ensure individual children’s safety and access to opportunities, equipment and resources can be met.
    • Specialist equipment may be needed to support physical, postural, or functional needs.
    • Play games and use songs to help support the development of body awareness – for example, ‘Head, shoulders, knees, and toes’, ‘When you’re happy and you know it’. Use stories and encourage the children to join in with movements for example, ‘We’re Going on a Bear Hunt’ .
    • Use simple obstacle courses in familiar spaces, support the child to move under, around, through, step into and out of. Encourage children to show and tell each other how to get into and out of boxes, tunnels etc.
    • Provide opportunities to develop balance and coordination, using rockers, see-saws, push-along or ride-on toys.  Encourage children to use equipment they can be on with other children, for example, being pushed or pulled in a trailer behind a toy. Use different sized ‘physio’ balls for children to lie over and balance with their feet and hands.
    • Use wobble or balance boards for children to experiment with, sitting, kneeling, standing, as appropriate to the child’s ability.
    • Slower moving objects are easier to catch, for example, lightweight balls or balloons. Provide resources such as Koosh, spider balls, and bean bag.
    • Use alternative equipment and resources from OT, Physio or Advisory teachers, to include self-help skills.
    • Accessibility planning to include Personal Emergency Evacuation Plan – PEEP.
    • Ensure that an accessible toilet and an intimate care policy is in place for the individual child.