Sensory Aware Early Years Toolkit

Alice Hoyle is a wellbeing education consultant and author specialising in Relationships, Health and Sex Education (RSHE) and sensory wellbeing. A neurodivergent mum of three neurodivergent daughters, she brings both professional expertise and lived experience to her work. With over 20 years in education as a teacher, PSHE lead, youth worker and Local Education Authority adviser, Alice understands how often sensory needs are overlooked in mainstream settings. Alongside navigating Education, Health and Care Plans for two of her children, she has become a passionate advocate for inclusive, sensory aware practice that helps children and adults feel safe, understood and able to thrive.Tessa Hyde is an Occupational Therapist with 40 years of experience working in the UK National Health Service (NHS) and independent sector. She has authored several highly successful Occupational Therapy based books for schools. Tessa works with children, settings and families to assess, identify and support their sensory and physical motor co-ordination needs. She has a wealth of knowledge and strategies to support co-ordination and sensory needs at home and at school. Alice and Tessa were neighbours for ten years. This pair of books was created after Tessa led a successful assessment on one of Alice’s daughters, where the suggested strategies were transformative.Charlotte Forrester is an Early Years practitioner and owner of two highly regarded nursery settings, rated Outstanding in England and Excellent in Wales. Her practice is shaped by her experience as a mother to three children with special educational needs and disabilities. Blending personal insight with professional curiosity, Charlotte has developed deep expertise in speech and language, communication strategies and sensory needs for the Early Years. Her work is rooted in inclusive, child-centred practice and a strong belief in early intervention. Her settings are known for their nurturing, nature-based environments that celebrate individuality, curiosity and resilience.Janet Rose is an Early Years specialist with a strong interest in the development of young children’s self-regulation. She is currently Principal of Norland University of Early Childhood, a specialist Early Years higher education institution. Janet has led national research projects that have focused on how parents and professionals can support children’s behaviour and wellbeing. She is co-founder of Emotion Coaching UK and has authored several books including Health and Wellbeing in Early Childhood. She has trained in Theraplay, Sensory Attachment Intervention and Sensory Integration, and recently completed a Fellowship in Early Relational Health from the University of Massachusetts.

• Acknowledgements xxivChapter one INTRODUCTION 1How this book came about 1About the authors 1We are all ‘sensory’ 2• Sensory Inputs and Their Impact 3Why understanding our senses matters 4• We all deserve to feel… 6Sensory needs are increasing, but sensory awareness is weak 6Sensory awareness in Early Years guidance 7• Sensory Aware Early Years: A Whole-Setting Approach 8Who is this book for? 8This book is a timely sensory intervention for the Early Years 8• What are sensory aware settings? 9What is sensory informed practice in the Early Years? 10How to use this toolkit 13Chapter two WHAT IS A SENSORY AWARE SETTING? 15Setting the standards for a sensory aware Early Years provision 15• Tool: Sensory Aware Settings Charter – Early Years Version 16What is the sensory setting ecosystem? 17Individual sensory needs 17How people and spaces can affect the sensory environment 18Fluctuations in the sensory environment 19The setting’s ethos, policies and approaches 19The physical features of the setting 19The Assess Plan Do Review cycle 20Setting the standards for sensory aware settings 21• Tool: Self-Assessment Tool – Core and Quality Standards 22Assessing the status of your setting – Core or Quality? 28What does this look like in practice? 29• Case study: The Lookout Day Nursery, a sensory aware setting 29Towards sensory wellbeing 31Chapter three MAKING SENSE OF THE EIGHT SENSES AND SENSORY REGULATION 33Sensory perception and needs: A foundational building block 33• Hierarchy of Needs 34• Pyramid of Learning 34Understanding our sensory world 35How many senses do we actually have? 36• The Eight Sensory Systems 37The auditory system 38The visual system 39The gustatory system 41The olfactory system 42The tactile system 44• Case study: The sensory avoider – Jesse and sensory play at his childminder’s 46The proprioceptive system 48The vestibular system 49• Case study: The little acrobat Isla is always upside down 51The interoception system 53• A note about neuroception 53Motor development and co-ordination 55Sensory thresholds 56• Sensory Sieves 57• Case study: A tale of two siblings – Sienna the seeker and Autumn the avoider 58Other sensory related terms you may come across 60• Key Sensory Terms: Quick Guide 60Sensory processing 61Sensory processing disorder 61Sensory integration 61• A note on Sensory Integration (SI) therapy 62Sensory modulation 62Sensory discrimination 62Sensory regulation and dysregulation 64• Model: The ‘Just Right’ Thermometer 65• A note on the term ‘arousal’ 66• Model: The Arousal Bell Curve 66• Model: Dan Siegel’s Hand Model – flipping the lid 67• Model: The Window of Tolerance/Circle of Capacity 69• A note on trauma informed practice and meeting sensory needs 69Other available models for understanding our sensory states 70• Model: The Alert Program 70• Model: The Zones of Regulation 70• Model: Our Sensory States 72Chapter four WE ARE ALL SENSORY 75Sensory regulation start with the adults 75• Tool: A Sensory Snapshot 76• Tool: My Sensory Body 78Assessing your own sensory identity in more detail 79• Tool: Sensory Me Audit 80How sensitive am I? 83• Tool: My Sensory Spider Web 84• Tool: Navigating your sensory spectrum 85• Tool: Your Sensory Spectrum 86Sensory input throughout the day: The bottle of pop analogy 87• Thinking point: The self- and co-regulation double standard 89• Tool: My Sensory Stars 91• Tool: My Sensory Spiders 92• Tool: Thinking About Your Sensory States 93• Tool: My Sensory States 94• Tool: My Sensory Glimmers, Triggers and Strategies 95• Thinking point: Embrace sensory joy! 97• Case study: A swimming trip with added sensory joy 97Wider sensory questionnaires and checklists available 99Considering assessment and diagnosis 102Sensory wellbeing and welldoing 102• Model: WELLDOING – Nine Easy Tips to Build Sensory Joy in Your Life 104Sensory autonomy in action 105Chapter five BECOMING A SENSORY INFORMED PRACTITIONER 107Why should we respond to sensory needs? 108• Tool: Be a Sensory Detective 110• Guiding principle: ‘See behaviour – consider sensory’ 110Factors that can affect sensory behaviours 112Age and stage of development 112Gender and social expectations 113Communication, speech and language 113Developmental differences and neurodivergence 114Internal state and body signals 114Relationships and attachment 114Environment and sensory load 114Demand, expectations and agency 115Change, transitions and predictability 115What you may not see 115• Model: A Sensory Iceberg 116Masking in the Early Years 116• Case study: Masking – Joshua 117Decoding sensory behaviour in the moment 118• Table: Sensory behaviour decoder 119Core concept: Sensory wellbeing and the ‘just right’ experience 129Sensory overwhelm/overload and discharge responses 130Sensory overwhelm or just a ‘tantrum’? 133Recognising sensory patterns of behaviour 133Recognising the child whose sensory system is over-responsive 134Recognising the child whose sensory system is under-responsive 134• Case study: The under-responsive child – Ari 135Recognising the child who is trying to get more input – sensory seeking 136• Case study: The sensory-seeking child – Caleb 136Recognising the child who is trying to reduce input – sensory avoiding 138• A note about labelling children 139• Thinking point: Reframing the language we use to describe behaviours 140Not all behaviour requires a response 141Observing and recording possible sensory behaviours 141• Tool: Behaviour Observation and Reflection Form 142The practitioner role in sensory informed practice 144The practitioner’s role in being a calm and attuned adult 144Co-regulation towards self-regulation 145• The vital role of the key person 146The practitioner’s role in recognising and responding to behaviour (using models to identify behaviour states) 147• Model: The Incredible 5-Point Scale 148• Model: H.A.L.T. 150The practitioner’s role in recognising when more help is needed 151The practitioner’s role in creating and maintaining a sensory aware environment 152The practitioner’s role in educating about sensory wellbeing, welldoing and sensory autonomy 152• Model: Developing Sensory Autonomy 152• Case study: A sensory informed practitioner – Daniel from First Steps Nursery 153The practitioner’s role in ‘school readiness’ 154Model: Principles for Sensory Informed Practice 156Chapter six SENSORY STRATEGIES 159Sensory strategies that make a difference 159A sensory lens on child development 160• Model: Sensory Strategies Make Things Better 161• Model: The Development Flower 162• Table: Adopting a sensory lens on child development 163• Table: Ideas for supporting different senses 170• Activities for calming and grounding (sometimes called ‘down-regulating’) 175• Activities for alerting and activating (sometimes called ‘up-regulating’) 175• Why fidgeting and small movements can help regulation 178Other strategies you may hear about 178Sensory circuits 178Sensory diets 179Sensory profiles or passports 180Emotion Coaching as a key sensory strategy for supporting interoception and regulation 181• Case study: The practitioner using emotion coaching with one of her key children – Sophie 183Educating children about their senses 185Sensation Stations 185Sensory Continuums/Spectrums 186Focusing on the glimmers – The Glad Game 187Sensory Word Detectives 188Mirror, Mirror – What Is My Body Saying? 188Pour You 189Waking Up Your Mini Muscles 189My Own Sensory Model 189Strategies for developing sensory autonomy 190The ‘Can I?’ Pause 191Modelling touch and recognising response 191Giving children limited choices 191Sensory menu or help menu 192Emerging sensory autonomy 192Ask First Game 192Once Upon a Touch…Story Massage for Children 192Teddy Says No 193Stop and Go 193My Body Belongs to Me 193Strategies for advancing sensory autonomy 194Body Boundary Map 194‘Is It Okay If…?’ Circle Game 195Helping Hand 195• Case study: Developing sensory autonomy through oral regulation – Amara 195• Points to consider when using dummies or oral chews 196Sensory strategies to support daily routines 197Sensory aware transitions 197Eating, drinking and mealtimes 197• Case Study: The highly selective eater – Mack 200The interoception of toileting 202• Tool: My Poo Chart 205• Tool: My Wee Chart 206Sensory strategies for sleep and rest 207Universal, targeted and specialist strategies 208• Reasonable adjustments in the Early Years 210Chapter seven SENSORY ENVIRONMENT AND EQUIPMENT 213Revisiting the sensory ecosystem 213The sensory experience and design of the setting 214Regulatory context 214• Case study: Inclusive early years design for Solihull Nursery, Lucy Bayliss, Interior Design Manager, Solihull Council 215Your setting’s unique sensory environment 218• Audit Tools: Carrying Out a Whole-Setting Sensory Audit 218• Making it easy: The bare minimum sensory audit 220• Ideas for involving children in sensory audits 220• Tool: Rapid Review of Space Audit 223• Tool: In-Depth Room Sensory Audit 224Wider audit tools for environmental audits 229Reflecting on your findings 229Identifying the issues and sensory solutions for different spaces 229Entrance and cloakrooms 230Class- or playrooms 231Sleep room 232Toilets and nappy changing areas 232Outdoor environment 233Staff rooms and staff-only spaces 234• Considerations for offering sensory spaces/rooms in your setting 235• Tool: Small Changes and Bigger Plans to Support Sensory Wellbeing 238• Case study: Developing the sensory landscape at Maes Ebbw School 241Sensory equipment and resources 244Sensory resources for Early Years 245• Legitimate fiddling and fidget tools as ‘concentrators’ 247• A note on noise sensitivity 248Noise reduction devices for adults 253Chapter eight WHOLE-SETTING APPROACH 255The importance of a whole-setting approach 255Revisiting the Self-Assessment Tool 256Setting values and ethos 257Leadership and management for sensory aware settings 257Policy development 258• Tool: Policy Guidance 258Physical resources, equipment and budgeting 261• Case Study: Sensory wellbeing on a tight budget in a not-for-profit community preschool 261Supporting children’s sensory needs and voice 263Supporting sensory needs across the day 263Clothing 264Staff role and responsibilities 265Staff training and development 266Supporting staff sensory needs and sensory wellbeing 267• Top tips for sensory-friendly clothing for staff 268• Top tips for your sensory-friendly work environment 268Parents and carers 269• Tool: A Sensory Iceberg 270Wider partnerships 271Occupational Therapists 271Speech and Language Therapists (SaLTs) 272Educational Psychologists 272Health Visitors 272Paediatricians 273Local Authority: Local Offer 273Local Autism Support Services 273National support 274Chapter nine CONCLUSION AND NEXT STEPS 275Live a life of sensory welldoing 275• Tool: The 6 Pillars of Sensory Inclusive Settings 276• Model: Sensory Informed People and Practice 277• Model: Roadmap for Becoming a Sensory Aware Setting 280• Model: The 12 Principles of Sensory Aware Settings 281• Tool: Action planning for Sensory Aware settings 282Final words 282Further Reading And Resources 285

“There are some books that arrive at exactly the right moment, and this is one of them. What immediately stands out is how it is deeply human, relational, and integral to how children experience the world. What I particularly value is the way the authors position sensory wellbeing not as an add-on, but as central to children’s ability to feel safe, connect, and ultimately to play and learn. This resonates strongly with what we know from both research and practice: when children do not feel regulated in their bodies, the conditions for meaningful engagement simply are not there.The strength of this book lies in its accessibility without losing depth. It speaks directly to practitioners, not in a way that overwhelms, but in a way that empowers. The emphasis on a whole-setting approach is especially important, moving beyond individualised responses to something more sustainable, more ethical, and ultimately more impactful for children and adults alike.There is also something refreshingly honest here about the realities of early childhood practice. The recognition that children are arriving with increasingly complex sensory needs, and that our systems have not always kept pace, is both necessary and timely. This book does not shy away from that tension, it leans into it and offers a way forward.Above all, this is a book about understanding. Understanding ourselves, understanding children, and understanding the environments we create. It reminds us that sensory awareness is not about fixing children, but about reshaping practice so that every child has the right conditions to thrive.This is an important, thoughtful, and genuinely useful contribution to the early childhood landscape and I feel it will make a huge difference.”Dr Aaron Bradbury, Principal Lecturer Early Childhood Studies, Nottingham Institute of Education“This book is an absolute treasure trove of sensory awareness and understanding. It provides an accessible theoretical backdrop while translating ideas in a range of ways, through visuals, analogies and frameworks, to help us truly understand each other as sensory beings. What I love about this book is that it is an active resource. You can pick it up for quick tips and ideas, or delve deeper for genuine pedagogical insight. Every setting should have this book as a guiding framework for connecting with all children’s unique sensory blueprints.”Kerry Murphy, Early Childhood and Neurodiversity-Affirming Practice Specialist“I hope that this book and ethos really takes off as it will be half the battle for us OTs. When we work with children, we feel that we need to educate the setting as well as the family. These sensory books are such easy resources to use.”Andrea Whittle, Paediatric Occupational Therapist“Working with Alice and Tessa has been such a privilege, and their work has genuinely changed conversations in our Hounslow community. Sensory wellbeing is such a powerful yet simple approach, and they have a way of making it feel achievable for every setting, not overwhelming.When Becoming a Sensory Aware School was published, we knew it was something special. We purchased a copy for every school in Hounslow and followed this up with training for parents and professionals because we could see the difference it could make. Hand-delivering those books and having conversations with SENCos and school leaders about sensory wellbeing was a real turning point for us as a Forum.I kept saying to them, ‘We need an Early Years version!’ because early intervention isn’t just important, it’s everything. So I am beyond delighted that this new book builds on their first so beautifully. It’s practical, realistic and full of ideas that any practitioner can implement, whatever their budget. Most importantly, it keeps children at the heart of everything. This is the kind of work that creates real, lasting change, and I’m so proud that our borough has been part of that journey.”Chaitan Shah, Chair, Hounslow Parent Carers Forum“Alice and Tessa’s Becoming a Sensory Aware School was clear, insightful, easy to read and packed full of practical advice – it truly ignited our sensory transformation journey at Maes Ebbw School. Their core and quality standards self-assessment tool in particular has helped enormously to shape the sensory culture we were aiming for. We are excited to dive into their Early Years instalment, and discover the next golden nugget from Alice and Tessa that will support our learners even further.”Caroline Morgan, Maes Ebbw School