What do we mean by regulation?

How does sensory input help us all stay regulated?

These will be among the questions that will be considered in the courses this Spring Term.

Making SENSE of Behaviour is an exciting new two day course to enable people to look at behaviour more systematically, develop a clear understanding for the reasons behind behaviour, and how the behaviour may or may not be linked to sensory processing difficulties.

The SPACE Centre, Preston will be the venue for ‘Introduction to Sensory Integration and Sensory Processing Disorder‘ course in March.   We will spend time in the large sensory room coming up with lots of ideas for regulating activities.  This venue should also be much more convenient for those who travel from overseas or from other areas of the UK.  There is a rail link to Manchester Airport and a fast train service from London Euston.


I thought it would be helpful to show some of the sensory equipment/ideas/rooms in some of the schools that I work in regularly which aid regulation.

Daily Mile

Daily Miledaily-mile

A very simple and effective scheme devised to tackle childhood obesity in primary school.  Every child in the school runs a mile a day.  This is a very easy way to get 15 minutes of proprioceptive and vestibular input into each child’s day.




Ready to Learn Activities

ot-in-a-jar-gross-motor-activities-for-kids-boredom-busters-autism-sensory-processing-disorder-2At Sandside Lodge School, Cumbria every lesson is started with a ‘Ready to Learn’ activity to help the pupils become regulated and ready to learn.  Proprioceptive activities can be put on lollipop sticks and placed in a jar.


Chewy Tube Strap

2016-11-01-11-59-03A great simple but very effective solution to the lost chewy tube from Newfield School, Blackburn.  The chewy tube is sewn to a short length of buttonhole elastic, and then fastened onto a button on the child’s shirt.  In this class there are many children with chewy tubes so the child’s initial has been sewn onto the elastic.  No more lost chewy tubes!


Zuma Chair

zuma-rockerThis chair on rockers works very well for the student who is seeking  movement.  It is available in 2 sizes and has been used very successfully at Holly Grove School, Burnley and Tweendykes School, Hull for students who were constantly rocking on a standard classroom chair.

Soft Play Room

2016-10-20-12_optBrentwood High School and Community College, Trafford have just moved into a new purpose built building.  They have built a 3 storey soft play room that gives so many opportunities for sensory input.  On my last visit, I spent an hour after school with staff coming up with ideas for vestibular,  proprioceptive and deep pressure sensory input in the soft play room.  Lots of ideas and great fun!

Rebound Room

rebound-room_optHolly Grove School, Burnley have just opened an extension this term with a sensory suite. One of the exciting new rooms is a rebound room with a sunken trampoline and sprung flooring.  A wonderful facility.


Cycle Track

2016-11-09-13_optCycle tracks can be used in all weather for daily cycling activities as well as running and walking.  This was a particularly wet Lancashire day at The Compass Centre, Pear Tree School, Kirkham!


Retreat Corner

2016-11-10-13-34-01Great cosy retreat corner in the Early Years class at James Rennie School, Carlisle.   The children in the class use the corner to help regulate themselves.


Spring Term Courses

Making SENSE of Behaviour

More about this course

31 January and 1 February 2017

How do we make sense of some of the difficult behaviours we see in children and adults that we work with?  Is it just behaviour? Is all behaviour “communication”? or is it more complex than this?

For example, how do we make sense of:

  • A child who appears to be consistently defiant and manipulative
  • A young person who head bangs without any apparent trigger
  • A child who never sits still, seems to be constantly distracted and unable to concentrate


Making sense of behaviour is fundamental to having a clear understanding of why an individual is acting in a certain way and therefore what a helpful response will be. This course will enable you to use a structured approach, drawing on ideas from a variety of theoretical models, to analyse an individual’s behaviour and develop a meaningful individual formulation. The formulation will give a clear understanding of all the factors that impact on the individual’s behaviour and so make sense of their actions. This structured approach will then enable you to develop the most appropriate interventions and strategies that will lead to effective change in school, home and other settings.

Understanding and integrating sensory integration theory into the formulation and intervention will form a key part of the course. This course provides an extension to the knowledge gained on the course ‘Introduction to Sensory Integration and Sensory Processing Disorder’. It is recommended that participants have either attended this course or have a working understanding of sensory processing difficulties.

Introduction to Sensory Integration and Sensory Processing Disorder 

More about this course

21 and 22 March 2017

SPACE Centre, Preston

Some people don’t behave as we expect them to – not because they won’t, but because they can’t. Inefficient processing of sensory messages that come from their body and environment often cause this unexpected behaviour. These people may withdraw from physical contact, refuse to participate in typical classroom and playground activities, or respond in an unusual way to ordinary sensations such as touch, movement, sights and sounds.

This popular two day course will provide participants with an understanding of sensory processing disorder and the everyday difficulties  that children and adults experience at school, home and other settings. The main focus of this course will be to give participants the tools necessary to identify and analyse sensory behaviours, and then set up simple and appropriate sensory strategies. There will be a practical session in the large sensory room at SPACE on Day 2.