Sensitivity OT Services

14/07/2025

Another presentation on sensory processing delivered in a local school today. Final one of the academic year. Great so many schools are seeking the training to support their students.

11/07/2025

I just received a beautiful email such overwhelming positive feedback on my presentation I delivered at one of my schools today. Presenting really does take me out of my comfort zone but when I get feedback like this, it makes it all worth it. I’ve worked with some of the staff for many years and still sensory awareness training hits hard. Having a regulated child is so crucial for learning and also seeing the signs of sensory behaviours can really support a child needs and make the difference to their day.

10/07/2025

03/07/2025

❤️🧡💛💚💙💜

03/07/2025

So… What Happens When ‘Reasonable Adjustments’ Aren’t So Reasonable?

Earlier, I talked about what reasonable adjustments are and why they matter so much. But let’s get honest: what happens when a school or setting doesn’t get it right?

Because sometimes they don’t.

Sometimes a child’s jumper causes huge distress because of the fabric — but the uniform policy won’t budge. Sometimes a pupil needs to come into school and go straight to a quiet area to settle — but staff say it’s not possible. Sometimes using an adaptive chopping tool in food tech would make the lesson accessible — but the school won’t order it, saying it’s “unfair” or “too much hassle.”

So let’s be clear: yes, these are reasonable adjustments.

• Sensory-friendly uniform alternatives? Reasonable.

• Access to a calm space on arrival? Reasonable.

• Adaptive tools for lessons? Reasonable.

They’re reasonable because they remove barriers that would otherwise stop a child from fully accessing their education. And they’re reasonable because, legally and morally, schools have a duty to think creatively and proportionately about what can be done — not just what’s easiest to say “no” to.

But what if you’re the parent, carer, or even the teacher asking for these adjustments — and hitting a brick wall?

👉 Here’s what to remember:

1️⃣ Keep it collaborative first.

Try to work with the school. Ask to meet. Explain the impact. Bring evidence if you have it — letters, reports, sensory profiles. Keep it about the child’s access, not “special treatment.”

2️⃣ Put it in writing.

A friendly conversation is a good start — but a clear, polite email makes it official. State what the barrier is, what the child needs, and how the adjustment would help. Ask for a written response.

3️⃣ Know your rights.

Under the Equality Act 2010, schools must make reasonable adjustments for disabled pupils. This includes pupils with SEND, whether they have a formal diagnosis or not. An EHCP isn’t needed for this duty to exist.

4️⃣ Escalate if needed.

If you’re not getting anywhere, you can:
• Meet with the SENCo or Inclusion Lead
• Raise it with the headteacher
• Involve the school governors
• Seek advice from SENDIASS (a free support service for parents)
• If necessary, consider mediation or a complaint to the local authority

And if you’re a teacher reading this: please know that the little things you advocate for do matter. A sensory-friendly jumper might sound tiny, but it can mean the difference between a child spending the day calm and learning — or melting down and missing out.



Photo: Number using his chair as a desk. This could be a reasonable adjustment for a younger pupil. It’s a way of helping them move in the classroom while they are needing to produce written work.

03/07/2025

https://www.facebook.com/share/1HYS2V8KYA/?mibextid=WC7FNe

Love this outdoor reading space for kids with the hammocks! Source below

30/06/2025

Today my OT role took me to a London children’s care home where I delivered some sensory awareness training. Delivering training really is exciting as it shows sensory needs are really being considered and sensory interventions can be put into place to help regulate children.

30/06/2025

Developmental coordination disorder (dyspraxia) affects as many children as ADHD but is widely misunderstood. So, what do teachers need to know about this condition?

20/06/2025

This young person has given permission to share their words to describe how they feel and how the sensory systems affect them in a daily basis. This was given to me before the assessment and it broke my heart. Number 14 “I try to be brave to look normal” so they are masking at school and teachers report they don’t see anything. This is very common! But these words demonstrate the struggle they have at school and then how this impacts them when they get home, to their safe space. The coke bottle affect! This young person is 6 years old. Hoping with some sensory integration and OT we can work together to make them feel a little more safe. 🥲❤️ and yet writing this is being very brave.