Sensory Play & Brain Breaks for Children with SEND | Primary

Karen Pilling
Highly experienced SEND expert, deputy head and SENCO

Webinar

47 min

Rated 5 stars

(524)

This webinar will provide senior leaders, SENCOs, mental health leads and teaching staff with practical guidance and advice on how to use sensory play and brain breaks to support children’s learning in the classroom.
CPD Certified
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This webinar will provide senior leaders, SENCOs, mental health leads and teaching staff with practical guidance and advice on how to use sensory play and brain breaks to support children’s learning in the classroom.

Sensory play and breaks from the classroom are an important part of the day for children in order to allow them to de-escalate, address regulation, re-focus attention and solidify learning. School can be stressful and research shows the brain needs movement, motion, and hands-on experience to learn.

In this webinar, Karen Pilling, SEND expert and acting deputy head with an extensive background leading on SEN training in schools, explains how and why sensory play and brain breaks should be implemented throughout the day and the types of strategies which can be most beneficial.

Outcome 1:

Understanding exactly what sensory play and brain breaks are and how they can support pupils’ ability to learn and emotional wellbeing

Outcome 2:

Recognising the different ways that sensory play can be incorporated into the learning day and how to reduce mental fatigue and exhaustion

Outcome 3:

Identifying the benefits of brain breaks and developing strategies for implementing regular breaks as part of school and home life

Outcome 4:

Appreciating how implementing sensory play can help staff gain a better understanding of pupil’s capabilities

Outcome 5:

Recognising the importance of developing strategies which are safe, consider individual learner needs and are developmentally appropriate

Karen Pilling

Karen Pilling is currently Deputy Head and SENCO at Chapel Street Primary School, a three-form entry primary school with a diverse cohort. She is also lead Pupil Premium, Local Area Coordinator (LAC) and EAL.

Karen has over 15 years teaching experience across EYFS and all three key stages. She has worked in a number of schools, all of which have high levels of deprivation and SEN. She has taught children with a range of special educational needs including ASD, PDA, OOD, ADHD, CP, Down Syndrome and Dyslexia. Her specialist areas are ASD and SEMH.

Karen has led cluster groups for local schools and led whole school training on a variety of SEN. She has worked with the School of Arts, Language and Culture at Manchester University and has led training sessions on SEN for supplementary school teachers across Manchester on strategies to support children with SEN. She is currently supporting two primary schools on how to improve their provision for children with SEMH.

See more from Karen Pilling