At Rosslyn School sensory learning is a means of increasing opportunities for learners to access the curriculum through sensory experiences. Many of the learners in Rosslyn School cannot access the full curriculum through language as their mainstream peers might, and therefore depend heavily upon vision, taste, hearing, smell, touch and movement for understanding.

All of our learners have sensory processing challenges. Some learners may have heightened sensitivities which impede their learning and need to develop tolerance. Some learners may also be lacking in one or more sensory areas and require to compensate through other senses. Sensory learning also supports the emotional wellbeing of learners. Staff, families and partners work together to identify individual sensory needs which inform the planning of personal programmes and approaches.

We reflected regularly on our practise, how we currently support learners, and what we could do to improve their experience.

Recently we highlighted ways of improving our multi-sensory approaches. This included:

• Slowing down the day to ensure the child is at the centre
• Explaining what is happening at the pace and level appropriate to the learner
• Increase in use of Objects of Reference (OOR)
• Increase knowledge and use of Movement Gesture and Sign (MGS)
• Repetition of activities and routines to develop thinking ability
• Develop playfulness and child led learning

HWB

The health and wellbeing of the learners at Rosslyn is a focus within the curriculum. Health and wellbeing is targeted every day and through most, if not all, curriculum areas. Learners’ physical health is supported throughout the day with changes in position, the use of equipment to support access, sensory processing activities, movement breaks, P.E. sessions (including a weekly swim), outdoor learning and play, Rebound therapy, hairdresser sessions, nail care sessions, cycling activities, personal care routines etc.

Mental and social and emotional health is also supported so that learners are ‘ready’ to learn. Some learners use Emotion Works, self-regulation activities, and emotional regulation activities. All who work with our learners are flexible to the changing needs of our learners on a daily basis. Expectations must be flexible and adapted to the level of engagement and ‘mood’ of our learners, we want them to be successful, while being supported by a structure and routine.

We use rshp.scot to support our planning within RSHP under 9 core themes for complex needs. We have developed a school resource called the ‘Relationships Rucksack’ with families to support learning at home.