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Regulation Station: A sensory-informed approach to inclusion in a mainstream primary school
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: Devonshire Primary School, situated in a deprived area of England, initiated the Regulation Station, a sensory-informed provision aimed at assisting pupils with sensory processing difficulties. Given that 63% of pupils at the school are eligible for pupil premium and 26% are on the SEND register, the initiative was viewed as essential for enhancing the educational experiences of students with these needs.
Aims: The primary goal of the Regulation Station was to enable pupils to better regulate their sensory inputs, thus facilitating their access to learning, reducing distress, and fostering an inclusive environment within mainstream classrooms.
Methods: The implementation was informed by research and best practices in sensory integration. An experienced Additional Needs Teaching Assistant, who also has a child with SEND, collaborated closely with the school's SENCo. The Station was designed as a flexible space, featuring sensory circuits tailored to individual needs, supported by the use of Sensory Passports and team training in Sensory Integration and Team Teach strategies. Staff worked together to create personalized timetables for pupils while ensuring that the responsibility for progress remained with classroom teachers.
Findings: The outcomes of the initiative proved transformative, receiving praise from Ofsted during the 2024 inspection for its effectiveness in identifying and addressing additional needs. Parental feedback has been notably positive, with specific case studies illustrating significant improvements in classroom participation and behavioral regulation among students accessing the Regulation Station.
Implications: The experiences from the Regulation Station highlight several key insights for other educators. Training in sensory integration for staff is pivotal in developing effective interventions. Additionally, thoughtful design of the intervention space and a clear delineation of its purpose, as well as ongoing monitoring and inclusion of the wider school community, contribute to sustained effectiveness. The adaptability of resources to meet evolving cohort needs is essential for the intervention's long-term success.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), sensory space