The Island Project

07/11/2025

DLA Tip no8: Mini-Series: Expanding on sensory needs

Writing something like:
“My child has sensory needs with clothes, foods, balance, motor difficulties and noise sensitivities” ..:isn’t enough.

DLA need to know exactly what this looks like and how it affects daily life. Imagine a Big Brother camera on you, what would they see YOU doing?

You need to state..:::

• What happens
• What you do in response
• How long it lasts
• What happens if you don’t intervene
• Impact on family life

Note: These examples are not about my child or any particular child. This is not designed for copy and paste, It is made up purely to show you how to expand on your child’s needs for DLA forms.
You can use it as a prompt to describe your own child’s situation fully.

Sensory support needs- expanded example…..

“My child experiences significant sensory processing differences across all areas. (As per OT report if applicable) I provide constant supervision and adapt every environment to help her stay safe, regulated, and able to complete daily routines.

Tactile (Touch)
My child is extremely sensitive to touch. Clothing tags, seams, rough fabrics or even the feel of socks and tights can trigger screaming, pulling away or full meltdowns. This often makes her late for schools. I check every item of clothing before she wears it, guide her hands during hair brushing and washing, and often have to physically redirect her to complete grooming. She will not let me cut her nails or let me hug her which is hard for me. She will not tolerate peers being near her (school report) Everyday tasks like washing hands or touching certain surfaces require constant guidance. Without this support she becomes distressed, refuses tasks and cannot take part in daily routines.

Visual (Sight)
Bright lights, flickering screens or visually busy environments overwhelm her. In school she may cover her eyes, squint or freeze when moving through corridors or classrooms. In public or at home, cluttered spaces or crowded shops can trigger anxiety or meltdowns. I adjust lighting, plan quiet times, guide her movements and sometimes physically block overwhelming visual input. Without my intervention she can panic, refuse to move or become unable to follow routines safely.

Auditory (Hearing)
Sudden or loud noises such as sirens, alarms, barking dogs or noisy rooms cause extreme distress. She covers her ears, screams or bolts from the area. I prepare her in advance, carry ear defenders, guide her through overwhelming environments and provide calm reassurance. I often have to physically prevent her from running into unsafe areas. We also have to utilise sensory friendly activities like the cinema bowling and trampoline park so she can still attend with low arousal. Without this constant supervision she is at risk of injury, exhaustion or emotional meltdown.

Vestibular (Balance and Movement)
She struggles with balance and movement, particularly on stairs, when holding drinks or playing on equipment. Even walking across a room can be difficult. I provide continuous support by holding her hand, steadying her or carrying her short distances. She stuggles in ques. I always remind her to move carefully. Without intervention she risks falls, bruises or joint injuries. She’s also hypermobile….

Proprioception (Body Awareness)
She finds it difficult to know where her body is in space. She bumps into furniture, misjudges distances, falls out of bed without a guard and cannot judge how much force to use when holding things. I guide her movements, demonstrate tasks and help her with stairs, mop up her mess when she knocks drinks and bowls over and I help her with carrying items. Without supervision she is likely to hurt herself or others and cannot complete simple tasks independently yet by herself.

Interoception (Internal Body Signals)
She struggles to feel hunger, thirst, pain or the need to use the toilet. I have to prompt her to eat, drink and use the toilet several times throughout the day. School staff also have to do this. Without intervention she can become dehydrated, hungry or have accidents. She relies entirely on adults to recognise these needs and help her respond appropriately.

Olfactory (Smell)
Strong smells such as perfumes, cleaning products, cooking odours or chemicals can cause nausea, headaches or panic. I must anticipate triggers, move her to a safe space or remove the source of the smell. Without intervention she may vomit, refuse to stay in the area or experience a meltdown.

Gustatory (Taste)
She is extremely sensitive to food textures, tastes and temperatures. Certain foods cause gagging, distress or refusal to eat. She constraly seeks safe beige foods. I prepare safe foods, guide her through mealtimes and sometimes provide physical prompts or modelling to help her eat. Without this support mealtimes can become distressing and lengthy (I’ve made another post on food avoiders).

Temperature Regulation
She cannot always sense when she is too hot or cold so i constantly monitor her clothing, encourage her to drink water and guide her to shade or warmth as needed. Without supervision she risks overheating, exhaustion or hypothermia even during ordinary activities like walking to school or playing outside. Staff also monitor this at school.

Pain Awareness
She may under-sense pain (or over sense it). . Minor injuries like cuts, bumps or burns can go unnoticed and we have to take her to hospital for checks because she has in the past had fractures and hardly moaned. I check her body regularly, guide her away from hazards and provide reassurance or care when she is hurt. Without supervision injuries could go untreated or escalate.

Fine and gross motor skills

She has significant difficulties with both fine and gross motor skills. Her school report highlights that she struggles with hand writing, and this is something we see at home too. Tasks that require hand strength or coordination such as using cutlery, brushing teeth, fastening buttons or zips, and tying shoelaces are extremely difficult for her. I have to support her every day with these tasks, providing hand over hand guidance, verbal prompts and extra time to help her complete them. Without help she becomes frustrated, drops objects or is unable to finish the activity.

Her gross motor skills are also delayed. She struggles with balance and coordination and cannot yet ride a bike. She finds climbing stairs, stepping over obstacles, catching or throwing a ball and navigating uneven ground very challenging. I hold her hand or steady her frequently to prevent falls and guide her movements when walking, especially outdoors!.

Because of these motor difficulties she cannot manage most physical tasks independently and requires close supervision, hands-on support and reassurance throughout the day to stay safe and complete activities. I’m also prompting independence but I have to be mindful of her fragile self esteem.

Overall, I must provide constant supervision throughout the day every single day. This includes planning routes, adapting environments, managing meltdowns and supporting her safety while helping her to develop small steps toward independence”

Don’t be afraid to tell them everything. 📝 DLA need to see the full picture of the supervision, prompting, support, and time you provide every day even the small, invisible things that make a huge difference

07/11/2025

This month we're working with our friends at Variety, the Children's Charity, to deliver a new grant programme called Together. By working together, we will provide 500 disabled children with sensory toys/equipment and technology items in time for Christmas. Read more on our website. https://www.familyfund.org.uk/grants/schemes/together-programme/

01/11/2025

✨ Does your child’s EHCP need redrafting? ✨

Sometimes an Education, Health and Care Plan (EHCP) looks fine on paper — but key details can make all the difference in ensuring your child actually gets the support they need.

Here are 5 signs your EHCP may need a review or redraft 👇
✅ Vague or non-specific wording in Section F
✅ Outcomes that aren’t measurable or realistic
✅ Missing health or social care needs
✅ No clear link between needs and provision
✅ You weren’t given enough time to review it

At SEND Empowerment, we help families understand and strengthen their EHCPs so children can access the right support in school. 💜

If you’re unsure about your child’s plan or want advice, get in touch — we’re here to help.
📧 info@send-empowerment.co.uk

🌐 www.send-empowerment.co.uk

01/11/2025

SNJ’s four directors, along with I.P.S.E.A 's Catriona Moore, met the new SEND Minister, Georgia Gould MP this week.
We restated that the law on SEND does not need to be dismantled or diluted, just properly implemented in deed, culture, and with sustainable funding, so councils can always fulfil their statutory duties. Education that’s inclusive to all is expensive—but the alternative is catastrophic. If the Government wants more disabled adults in work, it must start with the right support in school. The Minister gave assurances that she wants to work closely with us, and we asked for this to start now, before any announcement of a White Paper.

01/11/2025

💡 DLA TIP No.4 : Expand Your Description – Vulnerability to Strangers / Risk of Getting Lost / 1:1 Supervision

Writing something like:

“My child is vulnerable to strangers, he is easily distracted and can wander off so I always have to watch him 24/7 ” …isn’t enough.

DLA needs to know exactly what this looks like and how it affects daily life. Imagine a Big Brother camera on you, what would they see YOU doing?

You need to describe:

•What happens
•What you do in response
•How long it lasts
•What happens if you don’t intervene
•Impact on family life

Note: This example is not about my child or any particular child. It is made up by myself purely to show how to expand on your child’s needs for DLA, so you can use it as a prompt to describe your own child’s situation fully.

Example of an expanded version:

“My 8yo son does not reliably recognise strangers or assess potential danger in his surroundings. He may approach unfamiliar adults, answer or ask personal questions, or follow them if prompted. He also has a tendency to wander and could easily get lost if not closely supervised. He cannot consistently remember safety rules or respond to guidance from others. Since he struggles to judge unsafe situations in new or busy environments, and small distractions can quickly put him at serious risk.

He is vulnerable to others’ influence. If another child asks him to do something unsafe or inappropriate, he is likely to comply because he is a strong people pleaser and finds it difficult to say no. This adds an additional layer of risk and means constant supervision is required to prevent harm.

I must provide constant 1:1 supervision when in public staying within arm’s reach at all times. I guide his movements, redirect him, hold his hand, and give repeated verbal reminders to avoid strangers. I carefully plan outings, avoid crowded areas, and constantly monitor his surroundings. I sometimes need to check streets, crossings, shops, or public spaces in advance to reduce risks including car parks. Everyday activities such as trips to the shops, school runs, or park visits require extra planning, additional adults, and continuous vigilance to keep him safe. I have to anticipate potential hazards before they occur and intervene immediately if he is at risk, whether due to wandering off, stranger danger, or social pressure from peers.

I also sometimes have to intervene when other children or adults interact with him unexpectedly, explaining his needs to teachers, friends, or strangers to prevent misunderstandings or situations that could cause distress as sometimes he won’t respond and people think he’s rude. I watch for subtle cues changes in his facial expressions, body language, or tone of voice to predict when he may be anxious, distracted, or about to wander. On one occasion, he started walking toward a stranger outside a shop and nearly wandered away. I immediately stepped in, took his hand, and redirected him to a safe space. Without this intervention, he could have been lost or put in serious danger

Because he requires dedicated 1:1 supervision, we cannot go out without additional adults to supervise my other children or support daily tasks. This level of supervision is isolating, limits our family routines, and prevents spontaneous outings or independent travel. His need for supervision occurs every day, in all settings (streets, shops, school, parks, and even walking by the road) The constant monitoring and intervention goes far beyond what is typical for a child his age and ensures he is kept safe while allowing the family to function

Supporting him in this way also has an emotional impact. I must remain vigilant at all times, which is exhausting and stressful for me. Missing even small cues can result in dangerous situations, so my attention is continuously focused on his location, behaviour, and interactions. I also have to manage his anxiety and distress when he becomes overwhelmed, frustrated, or confused about rules or safety”

Hope this example helps!

Don’t be afraid to tell them everything. 📝 DLA need to see the full picture of the supervision, support, and time you provide every day even the small, invisible things that make a huge difference.

Love Leigh x

01/11/2025

31/10/2025

🗂️ Tribunal Bundle preparation checklist 🗂️

So, You’ve got your bundle and you’re ready to appeal content and placement! You asked for a paper copy of the bundle, and now you’ve got a pile of 467 pages sat in front of you, and no clue what to do with it.

Now it’s time to make sure it’s ready for Tribunal!

Grab your highlighters, a large paper binder, a hole punch, some sticky notes, and maybe a snack…
Let’s go 💪

1) ✅ Check it’s complete
Make sure every page of every report, appendix, and email you sent in is actually there!

Example: You sent your OT report to the LA in March, but a page is missing in the bundle! email the LA immediately and ask for it to be added.

2)✅ Page numbers match
You’ll need them to direct the panel to the point you want to make - for example: “Can I take you to page 127, paragraph 4, the EP recommends daily 1:1 maths support.”

3) ✅ Make sure your key reports are easy to find
Stick tabs or notes on your strongest evidence

Example: Pink for Speech & Language, yellow for OT, green for school evidence, blue for the EP (so you can find them fast when you’re flustered)
And don’t be afraid to ask for more time!

4) ✅ Witnesses have a copy
You are responsible for sending the final bundle to your witnesses (if you have any) . The LA will send it to their own witnesses.

Example: Email your child’s therapist the full bundle as a link or attachment (don’t assume the LA will!)

5) ✅ Highlight contradictions
When the LA says one thing but the evidence shows another, mark it.

Example: the LA says on page 98, point 5: “The school provides weekly therapy.”
You can highlight the school report that says: “Therapy has not been delivered since October.”

6)✅ Make notes for your key points
Stick them at the front and tell the judge you’ve made some notes you’d like to go through.

Example: “Point 1, SALT need (p.96) – it’s vague and needs to be specified.”

You don’t have to be perfect, you just need to be prepared. They don’t expect you to be a lawyer.

Some parents and carers prefer online bundles, and that’s totally fine! you can still make notes about what evidence is on which page, so you know exactly where to find things during your discussions.

And remember: a well-organised parent with a few highlighters is a terrifyingly efficient force of nature. 🥰🤪

31/10/2025

31/10/2025

25/10/2025

Yesterday, we enjoyed the morning sunshine and a Halloween event run by staff and pupils in our Orwell unit.

The whole school attended and took part in games, sensory activities, eyeball hunts and trick or treating.

The office witch (thank you Tanya)! was on hand to answer the door and hand out treat bags.

a & M from Orwell were so kind and patient with the younger pupils, helping them take part in activities, handing out prizes and even clearing up the confetti and silly string after the event. They did a fantastic job!