Occupational Therapy

Meet Chloe: Our Occupational Therapist

Chloe Henderson is an experienced Occupational Therapist (OT) who works at Stone Bay School one day per week, bringing a wealth of knowledge to our school community.

The fundamental aim of Occupational Therapy is to promote independence in functional, meaningful tasks. Crucially, addressing each pupil’s sensory processing needs is an essential part of this process. By removing sensory barriers to learning, Occupational Therapy supports pupils to feel calmer, more focused, and ultimately enables them to reach their full educational potential.

In her role, Chloe supports pupils by developing, maintaining, and strengthening the essential skills they need to achieve as much independence as possible - at school, at home, in the community, and beyond.

Her work focuses on three core domains of meaningful activity:

• Self-care: Activities such as washing, dressing, feeding, and toileting.
• Productivity: Participation in school activities, including handwriting and organisational skills.
• Leisure: Socialising, play, hobbies, and the development of both fine and gross motor skills.

At Stone Bay, Chloe provides input across the universal, targeted, and specialist levels of provision. Her involvement includes observing pupils in their learning environments, providing expert advice and recommendations to staff on fostering independence, and actively supporting motor skill development through a diverse range of activities.

Key Occupational Therapy Interventions

Pupils at Stone Bay School may participate in the following evidence-based Occupational Therapeutic Interventions, designed to prepare them for learning and enhance functional skills:

• Sensory Circuits: A structured sensory–motor programme that prepares bodies and minds for learning. Using a sequence of alerting, organising, and calming activities, it improves focus, regulation, coordination, and readiness for the school day, helping children feel settled and engaged.

• The FIZZY Programme: A fun, structured motor-skills programme focused on developing the physical abilities needed for everyday life. It uses engaging, graded activities to improve balance, coordination, body awareness, and fine and gross motor skills, boosting pupils' confidence and independence in tasks like writing, dressing, and play.

• The Interoception Curriculum: This curriculum helps pupils develop a crucial awareness of their internal body signals (e.g., hunger, tiredness, emotions, need for movement or the toilet). Simple, structured activities support self-regulation, emotional wellbeing, and independence by teaching children how their bodies feel and what actions they can take to feel comfortable and ready to learn.

• The Zones of Regulation: A programme that teaches pupils to understand and manage their emotions, energy levels, and reactions. It uses four colour-coded "zones" to help children recognise how they are feeling and choose appropriate, regulating strategies to stay calm, focused, and ready to learn.

• Dough Disco: A focused physical activity that supports the development of crucial pre-writing skills. It strengthens the fingers and improves fine motor abilities such as gripping, releasing, isolating fingers, pinching, poking, and squeezing.

• Fun with Food: An intervention designed to gently desensitise pupils to different food smells and textures, preparing them for eating and fostering a more positive and confident attitude towards food.

• TacPac is a sensory communication resource using touch and music to align the senses and develop communication skills. It helps those who have any kind of sensory impairment or communication difficulties.

Supporting Sensory Needs at School and Home

School Environment and Resources

We understand that our pupils may need regular movement breaks to support regulation. We utilise a variety of resources, including swings, trampettes, and exercise balls, alongside activities like running in the garden or visiting the soft therapeutic play space.

Stone Bay School is proud to offer a range of sensory-rich environments to support a balanced sensory diet:

• A well-resourced and stimulating Forest School garden and a dedicated horticultural space.
• Two garden areas with diverse play equipment and an adventure play castle with a sandpit.
• Dedicated sensory rooms that provide both a calming retreat when needed and opportunities for sensory awe and wonder, featuring bright displays and colourful bubbles.

Ideas for Home Exploration

We encourage families to explore sensory and movement activities at home, as they do not require significant space or resources:

• Movement & Sound: Offer movement breaks, put on music for jumping and dancing, or use calming music for relaxation. Provide gentle, calming massage or energising tickles.

• Low-Cost Sensory Items: The most meaningful items for your child need not be expensive. Everyday household items placed in a tray—such as rice, water, shaving foam, or pasta—can be engaging, regulating, and often support the development of concentration skills.

• DIY Sensory Tools: Create shakers by putting rice inside empty crisp tubes, or make a 'lava lamp' effect by combining water, oil, and food colouring in a bottle. Shredded paper, wool scraps, and flour can also create powerful sensory experiences. Pupils also love the simple sensory experience of using old sweet wrappers or coloured transparencies to change the colour of what they see.