Sensory and physical needs at 11+

The fourth area of need in the SEND Code of Practice covers visual or hearing impairment, physical disability, and sensory processing differences. This page describes what these labels cover and what to discuss with an independent school during the 11+ process.

What this area covers

Visual impairment

A range from mild — corrected adequately by glasses — to severe. Schools work with the local Visual Impairment Service (or equivalent) where appropriate. Adjustments might include enlarged print, specific font choices, lighting changes, and seating position.

Hearing impairment

Schools can work with Teachers of the Deaf and audiologists to support pupils with hearing impairment. Common adjustments include front-of-class seating, soundfield systems, careful classroom acoustics, and explicit support for pupils with cochlear implants or hearing aids.

Physical disability

Ranges from mobility differences (using a wheelchair or crutches) to medical conditions affecting stamina, motor coordination, or daily routine. The Equality Act 2010 requires schools to make reasonable adjustments and not to discriminate.

Sensory processing differences

Some children find specific sensory environments — loud canteens, fluorescent lights, busy corridors — overwhelming in ways that interfere with learning. Often co-occurs with autism (see Communication and interaction) but can also exist independently.

What this looks like at 11+

Adjustments to the written papers might include:

• Enlarged or modified-print papers (visual impairment).
• Use of a reader or BSL interpreter (hearing impairment, depending on circumstances).
• Additional time for pupils whose physical condition affects writing speed or stamina.
• A separate room with controlled sensory environment (sensory processing).
• Rest breaks at agreed intervals.
• Use of a laptop where handwriting is significantly impaired.

Independent schools vary in their physical accessibility — some campuses are old and stepped, others are modern and step-free. Ask the SENCo directly about accessibility for the specific physical needs your child has. Photographs and floor plans are often available on request.

What to ask the school

• How accessible is the school physically? Are there lifts, accessible toilets, accessible PE facilities?
• For hearing impairment: what soundfield or hearing-loop systems are in place in classrooms?
• For visual impairment: how does the school work with local services and what assistive technology is available?
• For sensory processing: where can a pupil go to decompress during the day?
• How does the school manage practical subjects (science, art, design and technology) for pupils with physical disability?
• How is the school day structured around any medical needs — medication, physiotherapy slots, hospital appointments?

Evidence to bring

• Clinical reports from consultants, audiologists or ophthalmologists.
• Reports from any specialist service (Visual Impairment Service, Teachers of the Deaf, occupational therapy).
• The current school's SEN support plan or, where relevant, an EHC plan.
• For sensory processing: an occupational-therapy assessment is the standard evidence.

The Equality Act and the duty to make reasonable adjustments

Under the Equality Act 2010, independent schools must make reasonable adjustments for pupils with disabilities. "Reasonable" is judged in context: a school cannot refuse a reasonable adjustment because it is inconvenient, but it is not required to take action that is genuinely disproportionate. The duty is anticipatory — schools should not wait for a disabled pupil to arrive before considering accessibility.

If you are unsure whether a school can meet a specific physical or sensory need, the SENCo conversation is the right place to start. Specialist organisations (RNIB, RNID, Disability Rights UK) can also help families navigate where the duty lies.

Resources

• RNIB — Royal National Institute of Blind People.
• RNID — formerly Action on Hearing Loss.
• Disability Rights UK — rights-based parent resources.
• SEND Code of Practice — the statutory framework.

See also: SEN overview for the wider framework and reasonable-adjustments process.