Ordinarily Available Inclusive Provision

Coordination

What is coordination?

Gross motor skills involve the use of large muscles of the arms, legs, and torso and are responsible for movements such as walking, running, jumping and climbing. They are essential for balance, overall mobility and coordination.

  • Identification – what you may see in the child or young person

    • Have been described by others as ‘clumsy.’
    • Finds it difficult to plan motor activities: they find it hard to organise their body to effectively complete a task (for example when tidying up, climbing up and down a climbing frame, when building with large blocks).
    • Often drops things that they are trying to carry.
    • Has difficulties with tasks that require motor control – for example, throwing and catching, jumping, running, riding a bike.
    • Is reluctant to take part in activities that require good motor control – for example, playground games, PE lessons, sports outside of school.
    • Finds it hard to sit squarely on their chair.
    • Has difficulties with fine motor skills, when compared with children and young people of a similar age, for example:
      • drawing, writing and colouring
      • using cutlery
      • using scissors
      • fastening clothes and tying shoelaces.
    • Finds tasks that involve using both hands together hard (for example, building with Lego bricks)

  • Planned provision in school

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

    • Provide visual sequence strips to support tasks with multiple steps (for example, getting changed for PE, collecting belongings at the end of the day).
    • Use backwards chaining to promote independence.
    • Ensure that the child or young person is in a proper position for table work (feet flat on the floor, shoulders relaxed, and forearms supported on the desk), and that their chair and table is the correct size for them. A visual sequence strip can provide a simple reminder of good posture for handwriting.
    • If the child or young person finds it hard to sit up with stability on the carpet, let them lean against a wall or sit on a chair.
    • Minimise distractions and time pressure when asking the pupil to complete tasks that involve motor planning (such as collecting their meal at lunchtime) consider allowing the pupil to go first, or last (depending on preference).
    • Provide increased adult support and modelling during PE lessons, and alternative equipment if needed, and if the pupil wants (for example slower balls).
    • Include the child or young person in a Fun Fit group.
    • Incorporate body awareness activities into whole class, small group, or individual support.
    • Practise tasks that support bilateral integration.
    • Trial a range of supportive equipment, depending on need: for example, writing tools and pen grips, writing slopes (with Dycem to stop the paper slipping), and spring-loaded or loop scissors.
    • Include the child or young person in a fine motor skills intervention, such as ‘High Five‘, that includes activities that support hand skills:
    • Allow extra time for tasks that involve fine motor skills (ideally by allowing the child or young person to start early, so they finish with their peers).
    • Allow extra time for the pupil to get changed for PE so they are ready at the same time. Encourage them to change in a quiet part of the classroom or changing room, to avoid distractions. Provide a visual sequence strip (for example, on the IWB).
    • Adjust uniform expectations to allow clothes and shoes that don’t require fastening or which fasten easily (for example, with velcro). For older pupils, try lock laces.

    Additional provision set out in the Handwriting section of this framework may also be helpful.

Devon County Council
Devon County Council, County Hall, Topsham Road, Exeter, Devon EX2 4QD
Our contact numbers