‘Butterfly’ Sensory Curriculum

“Each one of you is part of the body of Christ, and each one is a part of it.” (1 Corinthians 12:27)

INTENT

Our Sensory Curriculum is designed to provide a safe, nurturing and highly individualised learning environment for children with complex Communication and Interaction needs, including Autism Spectrum Condition (ASC). The curriculum recognises that every child experiences, processes and responds to the world differently, and therefore learning must begin with understanding each child’s sensory profile, B-Squared assessment, EHC plan, communication style and emotional regulation needs.

The intent of the curriculum is to:

Develop children’s ability to feel safe, regulated and ready to learn through consistent sensory experiences, predictable routines and trusting relationships.
Prioritise communication in all forms, including verbal language, gesture, visuals, symbols, body language and sensory responses, ensuring every child has a meaningful voice.
Support pupils to build social understanding, shared attention and interaction skills through structured, motivating and play-based experiences.
Promote emotional regulation, co-regulation and self-awareness by teaching children to recognise and manage sensory and emotional needs.
Foster independence, confidence and resilience through carefully scaffolded opportunities for choice-making, problem-solving and participation in daily routines.
Provide rich, multi-sensory learning experiences which engage curiosity, reduce barriers to learning and enable pupils to access the wider curriculum at an appropriate developmental level.
Recognise and celebrate neurodiversity, valuing each child’s strengths, interests and individuality.
Prepare pupils for successful participation in school life, home life, their community and future learning by developing functional communication, life skills and positive relationships.

Our curriculum is underpinned by trauma-informed practice, relational approaches and a deep understanding that behaviour is communication. We aim to create an environment where pupils feel understood, respected and empowered to thrive academically, socially and emotionally.

Implementation

Our Sensory Curriculum covers differentiated levels linked to our B-Squared Early Steps and B-Squared Primary Steps assessments:

Engagement Steps 1-3 (equivalent to birth to 18 months old)
Engagement Steps 4-6 (equivalent to 18 months to 3 years old)
Progression Steps 1-3 (equivalent to 3 years to 6 years old) (after this stage you can access National Curriculum with adaptations where EYFS and continuous provision is not appropriate or meeting need)

Please follow the link to the B-Squared Comparison Chart.

Our Sensory Curriculum is made up from different components. The main ones being:

Topic approach to the Sensory Curriculum which is a 4-year cycle.
Sensory Stories with matching sensory activities.
A range of wider fiction and non-fiction books to support learning and as a stimulus.
Sounds-Write Phonics Programme.
Core Word Programme which is rolled out throughout the whole school. Communication-rich approach using symbols/visuals, actions and words. We use Makaton actions and Widgit symbols.
The RISE therapy sessions to teach the Core Word Programme ‘Learn it’.
“Building Attention and Focus” Stages – use of intensive interaction, curiosity and bucket time approach to develop communication, engagement and shared attention skills
Daily Dough Disco – fine motor programme.
Weekly Physical Development sessions – EYFS Fundamental Movement Skills – gross motor skills.

Each child has an individual timetable and will spend up to 50% of their time in our Butterfly Room.
Individual plans linked to EHCP outcomes, developmental milestones and functional life skills.
Personalised one-page profiles tailored to each child’s needs.

Highly structured and predictable daily routines supported by visual timetables, now-and-next boards/trays and transition supports.
Dedicated sensory spaces – indoors and outdoors – including calm corners, sensory room and low-arousal environments for regulation and recovery.

3-Part Sensory Circuits and planned movement breaks throughout the day to support regulation, attention and readiness for learning (see below).
Access to sensory resources such as weighted blankets, fidget tools, chewalry, wobble cushions, ear defenders, resistance equipment etc…
Small-group and individualised teaching approaches with high levels of adult support and scaffolding where required.
Flexible learning environments with consideration given to lighting, noise levels, seating arrangements and sensory load.
Opportunities for outdoor learning and sensory exploration through nature, movement and practical experiences.
Close collaboration with families, therapists and external professionals to ensure consistency of support and shared strategies.
Ongoing staff training in ASC, sensory processing, communication approaches, emotional regulation and de-escalation strategies.
Continuous assessment and monitoring of engagement, regulation, communication and developmental progress.
High levels of repetition, overlearning and routine to support retention, confidence and independence.
Celebration of pupil strengths, interests and achievements to promote motivation, self-esteem and inclusion – Class Dojo, parent’s evening, termly/end of year reports, “Growing Together in….” parent/carer workshops, children included in celebration assembly etc…

IMPACT

The impact of our sensory curriculum is demonstrated through pupils becoming more regulated, engaged, communicative and confident learners who can access school life with increasing independence and success.

Through highly personalised sensory and communication approaches, pupils will:

Feel safe, secure and emotionally regulated within the school environment, leading to improved readiness for learning and reduced anxiety.
Make meaningful progress from their individual starting points academically, socially, emotionally and developmentally.
Develop more effective ways to communicate their wants, needs, feelings and choices using a range of communication methods appropriate to their individual needs.
Show increased engagement, attention and participation in learning activities across the school day.
Build positive relationships with adults and peers, developing social interaction, shared attention and cooperative play skills.
Demonstrate improved emotional literacy and self-regulation strategies, with greater ability to manage transitions, changes and sensory challenges.
Increase independence in daily routines, personal care, learning tasks and functional life skills.
Develop confidence, resilience and self-esteem through successful learning experiences tailored to their strengths and interests.
Transfer communication, regulation and independence skills across different environments and contexts, including home.
Experience a sense of belonging, achievement and inclusion within the wider school community.

The success of the curriculum is evidenced through:

Individual pupil progress against EHCP outcomes and personalised targets
Individual plans
Tracking B Squared outcomes
Tracking the stages of “Building Attention and Focus”
One-page profiles
EHCP reviews
Children’s work folders/books/evidence
Reports and observations from external agencies
Observations of increased engagement, interaction and communication.
Reduced distress behaviours and improved emotional regulation.
Pupil voice (where possible) and preferred communication responses.
Strong partnerships and feedback from families.
Improved attendance, participation and wellbeing.
Celebrations of personal achievement and developmental milestones.

Ultimately, our curriculum enables pupils to thrive as unique individuals by equipping them with the communication, regulation and life skills needed for the next stage of their education and beyond.