Lady Margaret Primary School is committed to embedding Occupational Therapy (OT) strategies across the curriculum to ensure every child can access learning, regulate their emotions and develop independence.
We believe that inclusive, sensory-aware environments and OT-informed teaching practices empower pupils to thrive academically, socially and emotionally. Our OT approach aligns with the principles of universal inclusive practice, ensuring that adaptations and supports are available to all pupils, not just those with identified learning needs. OT strategies are integrated through a graduated approach—universal, targeted and specialist—supporting pupils at every level of need. We promote emotional regulation, sensory processing awareness and motor skill development as foundational to learning and participation.
OT strategies support handwriting, posture and fine motor control to enable confident written expression.
Visual-motor integration and perceptual skills are developed through structured activities like shape copying, mazes and scissor tasks.
Speech and language development is supported through sensory regulation, attention strategies and visual communication aids.
OT supports spatial reasoning and problem-solving through visual perceptual activities and motor planning tasks.
Pupils use movement breaks and sensory tools to maintain focus during tasks.
Hands-on exploration is supported by OT strategies that promote sensory integration and physical coordination.
Visual schedules and structured routines help pupils engage with scientific enquiry and experiments.
OT strategies scaffold sequencing and memory through visual timelines, tactile maps and movement-based learning.
Pupils develop planning and organisation skills using frameworks.
Fine motor development is enhanced through creative tasks like cutting, threading and manipulating materials.
Visual-spatial awareness is supported through design activities and structured visual perceptual games.
Gross motor skills, balance and coordination are developed through structured lessons, movement breaks and sensory circuits.
Pupils with physical differences are supported with adapted equipment and inclusive participation strategies.
Auditory sensitivity is supported through ear defenders and calm spaces, enabling full participation in music lessons.
Rhythm and movement activities promote regulation and motor planning.
Emotional regulation is taught through body scanning, breathing exercises and interoception awareness.
Pupils learn to identify and respond to their body signals, promoting self-awareness and resilience.
Reflective practices are supported by sensory-friendly environments and emotional literacy strategies.
Pupils engage with abstract concepts through visual aids and structured discussion formats.
Ergonomic supports and posture awareness are embedded into computing lessons.
Movement breaks and sensory tools help pupils manage screen time and maintain focus.
OT strategies are embedded into enrichment experiences to ensure all pupils can access, enjoy and participate fully in creative and cultural learning.
In projects like Everyday Magic and Shakespeare, pupils are supported with sensory regulation tools (e.g., movement breaks, calm spaces, visual schedules) to manage transitions, performance anxiety and expressive tasks.
Hey Day film and drama-based learning are scaffolded with planning frameworks visual prompts and emotional regulation strategies to build confidence and autonomy.
African drumming and musical enrichment are made inclusive through auditory supports (e.g., ear defenders, seating adjustments), rhythm-based movement activities and sensory-friendly group arrangements.
These wider curriculum opportunities are designed to be physically accessible, emotionally safe and cognitively engaging for all learners, including those with sensory, motor or emotional needs.