Understanding Sensory and Physical Needs
The SEND Code of Practice (2015) identifies Sensory and Physical needs as one of the four broad areas of need. This area encompasses a wide range of difficulties that can significantly affect a child's ability to access educational opportunities. A pupil with these needs will often meet the definition of disability under the Equality Act 2010, bringing a duty to make reasonable adjustments.
Pupils with sensory and physical needs may have vision impairment, hearing impairment, multi-sensory impairment (combined vision and hearing difficulties), physical disability, or sensory processing differences. Some children with these needs may not require additional support in school, while others may need substantial adjustments to access the curriculum fully.
The degree to which these difficulties affect educational access is the key consideration. Support should be tailored to the individual pupil's needs and reviewed regularly as part of the graduated approach.
What This Area Includes
- Vision impairment: ranging from partially sighted to blind
- Hearing impairment: including deafness, from mild to profound loss
- Multi-sensory impairment: combined vision and hearing difficulties
- Physical disability: conditions affecting mobility and physical access to learning
- Sensory processing differences: difficulties processing sensory information from the environment
These needs may be permanent or temporary, congenital or acquired. They may arise from physical, neurological, or metabolic causes.
The Graduated Approach
As outlined in the SEND Code of Practice, schools should use the graduated approach of Assess, Plan, Do, Review to support pupils with sensory and physical needs:
- Assess: Identify the pupil's needs through observations, assessments, and consultation with specialists
- Plan: Agree on the adjustments, interventions, and support to be put in place
- Do: Implement the planned support, with clear responsibilities for all involved
- Review: Evaluate the effectiveness of the support and adjust as necessary
This cyclical process ensures that support is responsive to the pupil's changing needs and maximises their progress.
Specialist Support and Services
Many pupils with sensory and physical needs will benefit from involvement of specialist services. In the UK, the National Sensory Impairment Partnership (NatSIP) provides guidance and resources to support pupils with sensory impairments.
Specialist advisory teachers, such as Teachers of the Deaf (ToD) and Qualified Teachers of Vision Impairment (QTVI), play a crucial role in supporting pupils, families, and schools. They can provide advice on appropriate strategies, resources, and environmental adjustments.
Practical adjustments in the classroom
Many adjustments are ordinarily available good practice and benefit the whole class:
- Provide accessible materials (enlarged print, high contrast, audio, or braille as advised)
- Consider seating and positioning for sight lines, hearing and physical access
- Manage the acoustic and visual environment; reduce glare and background noise
- Use assistive technology and any prescribed aids consistently
- Ensure physical access to rooms, equipment, trips and PE
- Support sensory regulation with breaks and a calm space
- Hold individual healthcare or care plans where needed, and brief all staff
Policy context and further guidance
The SEND Code of Practice (2015) remains the statutory framework in England, with the Children and Families Act 2014 and the Equality Act 2010. The government’s 2025 Schools White Paper proposes SEND reforms; these are proposals, and current duties still apply. This page is reviewed when guidance changes.
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