Sensory curriculum Statement

Intent:

Our sensory curriculum is designed to support all children from birth to five years in developing their personal, social, emotional, physical, cognitive, and communication skills through a holistic, sensory-rich approach. We recognise that children learn best when experiences are meaningful, engaging, and tailored to their developmental stage. The curriculum is informed by PEIC-D (Play, Engagement, Interaction, Communication – Developmental), Attention Autism, a total communication approach, and advice from external professionals such as speech & language, occupational therapy, physiotherapy and best start in life advisors, ensuring that children with diverse needs, including those with developmental delays or sensory processing differences, have equitable access to learning. We draw upon research and interventions such as the Derbyshire Celebratory Checklist, Dingley’s Promise SEND steps, Gestalt Language Processing, and evidence from sensory integration theory (Ayres, 2005) and Early Years Music and Movement studies, to ensure a rich, evidence-informed framework.

Implementation:
The curriculum is structured in progressive stages (Emerging → Phase 7 Expert) and is delivered across all areas of learning in line with the EYFS: Personal, Social & Emotional Development; Communication & Language; Physical Development; Literacy; Mathematics; Understanding the World; Expressive Arts & Design; and Sensory. Practitioners use total communication strategies, including signing, symbols, gestures, and spoken language, to support all children’s expressive and receptive communication. Activities are sensory-led, including tactile, auditory, vestibular, and proprioceptive experiences, and are differentiated to match each child’s stage of development. Staff integrate guidance from SALT and individualised planning, incorporating children’s interests, to create motivating and meaningful learning experiences. Regular observations and use of frameworks such as PEIC-D and our own development statements guide the planning and evaluation of progress.

Impact:
Through this curriculum, children develop confidence, independence, and self-regulation alongside early communication, literacy, numeracy, and problem-solving skills. They gain the ability to express themselves, engage socially, and interact positively with peers and adults. Children with additional needs benefit from targeted sensory support and total communication strategies, enhancing inclusion and participation. Evidence of impact is seen in children’s increased engagement, sustained attention, progression along developmental milestones, and readiness for the next stage of learning. The curriculum also supports families by sharing strategies and approaches that can be reinforced at home, creating continuity and promoting holistic child development.

References / Interventions Informing the Curriculum:

• PEIC-D (Play, Engagement, Interaction, Communication – Developmental)
• Total Communication approaches (signing, symbols, speech)
• SALT guidance and individual therapy plans
• Derbyshire Celebratory Checklist
• Dingley’s Promise SEND Steps
• Gestalt Language Processing (Holzrichter, 2010; Kelly, 2014)
• Sensory Integration Theory (Ayres, 2005)
• Early Years Music and Movement interventions (Hughes, 2015; Hallam & Creech, 2016)