The Hive - Our Sensory Learning Space 

We are proud to share that The Hive has been redesigned as a dedicated sensory learning space to support children with additional needs. This specialist environment provides children with opportunities to regulate, reset, and prepare for learning, ensuring they can fully integrate back into their class bases.

The Hive is particularly beneficial for children who experience:

• Sensory processing difficulties
• Autism spectrum conditions
• ADHD and attention regulation needs
• Social, emotional and mental health difficulties
• Anxiety and attachment-related needs
• Physical coordination and balance challenges

The space is used therapeutically to deliver sensory circuits focusing on three key areas: alerting, organising, and calming activities. These sessions are carefully designed to help children develop self-regulation, concentration, and readiness for learning.

Equipment within The Hive includes a trampoline, spinning chair, balance boards, balancing equipment, tunnels, dark tents, and sensory balls. The area also features low lighting and calming music to create a soothing environment, helping children leave the space regulated and ready to learn.

In addition, we have created a separate regulation space equipped with a memory foam ball pit, weighted blanket, mats, and a large chalk board for doodling. This space offers children further opportunities to release energy, relax, and develop emotional resilience.

At our school, The Hive plays an important role in supporting inclusion by meeting the sensory and emotional needs of children, ensuring they are ready to thrive in their classroom learning.

All staff and children develop nurturing relationships based upon our school values to Aspire, Flourish and Achieve, always showing respect and appreciation. 

We aim to create a warm, safe place where everyone is valued for who they are as an individual. Together, we support all children to enable them to be the best version of themselves, aligning with our school motto ‘Only My Best Is Good Enough; Aspiring and Flourishing Together’.

This aligns with our whole-school relational approach to growing positive relationships for everyone within our school community, where we work together to create a respectful, caring and supportive environment, alongside high expectations of behaviours and attitudes, aligning with our theological underpinning of our School Values and motto: Hebrews 10:24 ‘Spur one another on toward love and good deeds.’