Reopening a School Sensory Room After the Holidays: A Practical Checklist

Before the first session, give the room a proper restart.

A sensory room may have been quiet for several weeks, but that does not mean it can simply be unlocked and used exactly as it was. Building work may have taken place nearby. Furniture may have been moved. Water-based equipment may have been left out of operation. Software, controls or batteries may need attention. Staff roles, pupil needs and timetables may also have changed.

This sensory room reopening checklist gives schools a structured way to bring the space back into use. It is designed for a planned restart after a holiday, temporary closure, refurbishment, staffing change or extended period of low use.

It is not a substitute for the room’s current risk assessment, manufacturer instructions, competent technical advice or the school’s own health and safety, safeguarding, cleaning, fire and electrical procedures. If anything appears damaged, unsafe or unfamiliar, isolate it from use and follow the school’s reporting route.

The quick answer: what should happen before a sensory room reopens?

Before reopening, the school should:

confirm who owns the reopening decision;
review changes to the room, its users and its intended purpose;
complete a calm visual inspection before switching equipment on;
check cleaning, water, power, controls, fixings, padding and storage against relevant instructions;
test equipment one item or system at a time;
update records, labels and fault information;
refresh staff knowledge and access arrangements;
run a short trial without pupils;
plan the first sessions conservatively; and
review the room again after it has returned to normal use.

The aim is not to create unnecessary paperwork. It is to find changes before they become interruptions, make responsibilities clear and give staff confidence about what is ready, restricted or unavailable.

1. Name the person coordinating the restart

A reopening task can stall when everyone assumes someone else has completed the checks. Name one coordinator and record the people responsible for each part of the restart.

Depending on the school and the room, that group might include:

the SENCO or room lead;
a premises or estates colleague;
teaching and support staff who use the room regularly;
the school’s health and safety lead;
cleaning staff;
IT or AV support where networked controls or projection are installed;
an occupational therapist or other relevant professional where their input forms part of individual planning; and
a competent service engineer or installer where technical inspection is required.

The coordinator does not need to carry out every check. Their role is to make sure the right person completes it, findings are recorded and no unresolved item is quietly returned to use.

The Department for Education’s current health and safety responsibilities and duties for schools emphasise that employees should work in accordance with training and instructions, report serious and immediate dangers, and follow the employer’s procedures. Keep those local arrangements at the centre of the reopening plan.

2. Record what changed during the closure

Begin with a short change review. Walk through the period since the room was last in normal use and ask what is different now.

Changes to the space

Check whether:

decorators, contractors or cleaners entered the room;
electrical, heating, ventilation, fire-alarm or network work took place;
ceiling tiles, access panels, radiators, sockets or lighting were altered;
equipment was disconnected, covered, relocated or stored elsewhere;
dust, moisture, heat or direct sunlight affected the room;
items were borrowed and returned; or
the exit route, doorway or nearby corridor layout changed.

Changes to the people and timetable

Check whether:

new pupils or staff will use the space;
a pupil’s current plan, mobility, communication or support arrangements changed;
the room will support a different activity or group size;
supervision or keyholding arrangements changed;
session length or changeover time changed; or
staff familiar with a particular system have left or changed role.

A room can be physically unchanged and still need a new operating plan. Reopening is therefore both a premises check and a people-and-process check.

3. Inspect first; switch on later

Do the first walk-through in normal room lighting with specialist equipment switched off. Starting in darkness or turning everything on at once can hide simple issues and makes it harder to identify which system is causing a problem.

Look from the doorway, then move methodically around the perimeter and into the centre. Record concerns rather than relying on memory.

Room and route

Is the doorway clear and easy to operate?
Is the exit route unobstructed?
Are circulation areas free from boxes, trailing leads and stored equipment?
Are floor surfaces dry, secure and free from new trip points?
Is there any sign of a leak, condensation, damp or unusual odour?
Are vents, heaters and access panels unobstructed?
Has anything been placed where it blocks staff sightlines or access?

Fixed and padded elements

Are wall panels, mirrors, platforms, plinths and other fixed elements visibly secure?
Is padding free from splits, lifting seams, exposed foam or loose sections?
Are corners, edges, fixings and junctions in the expected condition?
Has any protective cover, bracket or restraint been removed?
Is anything leaning, unstable or different from the last recorded layout?

Leads, plugs and controls

Are plugs, cables, connectors and power supplies visibly undamaged?
Are leads routed as designed rather than stretched across access areas?
Are extension arrangements unchanged and authorised by the school?
Are control labels present and readable?
Are remote controls, switches, tablets or control panels accounted for?

This is a visual check, not permission for an unqualified person to dismantle, repair or electrically test equipment. The Health and Safety Executive explains that inspection should be proportionate to the equipment, risks, environment and manufacturer’s recommendations. Its work-equipment inspection guidance also distinguishes simple pre-use checks from more extensive inspection by someone with sufficient knowledge and experience.

4. Check records before deciding what is ready

Bring the room’s records into the space and compare them with what is actually present. A reopening check is much more reliable when each item has an identity and a known status.

Useful records may include:

the current equipment inventory or asset register;
manufacturer instructions;
cleaning and care information;
service reports and outstanding recommendations;
warranty details;
electrical inspection or testing records where applicable;
room drawings and control diagrams;
the current risk assessment;
fault reports and isolation labels;
staff training or familiarisation records; and
contact details for technical support.

Do not assume that an item is ready because there is no fault label attached. Check the last known status. If a problem was reported before closure, confirm that the action was completed and recorded.

Where an equipment inspection is required, HSE advises that the scope and frequency should be determined through risk assessment and take account of manufacturer recommendations. The checklist should fit the actual equipment rather than becoming a generic tick-box exercise.

5. Treat water-based features as a separate restart task

Bubble tubes and other water-based features need their own reopening decision. Do not improvise a cleaning chemical, water treatment, filling level or restart sequence.

Use the current instructions for the exact product and involve the responsible service route where needed. Record:

whether the unit was drained, stored full or serviced before closure;
any visible cloudiness, residue, leakage or deterioration;
the condition of the tube, cap, base, seals and nearby surfaces;
the correct water and additive requirements stated by the manufacturer;
whether cleaning or water replacement is due; and
who is authorised to complete the work.

Southpaw provides a live product instructions library and offers sensory-room servicing, including support for rooms it did not originally install in almost all cases, subject to confirming the equipment and scope.

Keep a water-based feature unavailable until the responsible person is satisfied that the correct restart process has been completed.

6. Review electrical equipment and power arrangements

Electrical safety should follow the school’s established system and competent advice. A reopening walk-through can identify obvious changes, but it should not be used to invent a fixed testing interval or replace formal work where that is required.

The HSE’s current guidance on maintaining electrical equipment safety explains that the type and frequency of user checks, inspection and testing depend on the equipment, the environment and previous findings.

Before use:

check for visible damage, scorching, loose covers, crushed leads or exposed conductors;
confirm that plugs and power supplies belong to the correct equipment;
check that sockets and isolators remain accessible;
verify that equipment has not been connected through an unapproved temporary arrangement;
confirm whether any scheduled electrical action fell due during the closure; and
isolate and report anything doubtful.

If contractors disconnected or moved fixed equipment, confirm the hand-back information and any required inspection before switching it on.

7. Test one system at a time

Once the visual and records checks are complete, use the manufacturer’s sequence to test each available item or connected system individually.

A simple order is:

room lighting and general services;
master controls or authorised control interface;
one visual feature at a time;
projection and audio;
interactive switches and linked devices;
water-based equipment after its separate restart checks;
portable and rechargeable resources; and
reset, shutdown and isolation functions.

For every item, check only the functions staff are trained and authorised to check. Record whether it:

starts normally;
responds to the intended control;
can be adjusted within its designed range;
stops or resets correctly;
produces any unusual noise, smell, heat, flicker or movement;
remains stable in its intended position; and
returns to the agreed ready state after use.

If several products share a control system, test both individual operation and the intended combinations. Avoid assuming that one successful response proves every connected item is working correctly.

8. Check batteries, remotes, software and networked controls

Long closures often reveal small operational gaps rather than major faults. A flat remote, forgotten passcode or missing charging lead can make an otherwise serviceable room unusable.

Confirm:

batteries are in good condition and fitted correctly;
rechargeable items charge and hold enough power for their intended session;
chargers are identified and stored safely;
remotes and switches are paired as expected;
authorised staff can access required apps or interfaces;
tablets or computers have not become locked by account changes;
updates have not altered the control layout unexpectedly;
networked systems can connect where connectivity is part of the design; and
a simple fallback or fault route is known if a control interface is unavailable.

Do not install updates or change configurations casually on opening morning. If a system needs technical work, record it as a separate action and keep affected functions unavailable until checked.

9. Re-establish the cleaning and reset routine

The room needs a clear ready state: how it should look when a session begins and how it should be left afterwards.

Before reopening:

confirm which products and finishes can be cleaned with which methods;
remove closure dust using approved processes;
check washable covers and removable items;
replace cleaning labels that are missing or unclear;
decide where used or quarantined portable resources will be placed;
stock only the approved cleaning materials needed nearby;
give every portable item a named storage location; and
photograph the agreed reset layout for staff reference.

Avoid generic claims such as “wipe-clean” unless the current product information supports them. Materials, seams, electronics and water-based elements may need different care. Manufacturer instructions and local infection-prevention or cleaning policies take priority.

10. Refresh staff knowledge before pupils return

Reopening is a useful point for a short, role-based refresher. It does not need to repeat every aspect of initial training, but it should cover what changed and what staff must do if something is wrong.

Include:

the purpose of the room and any updated boundaries;
who can book, open and supervise it;
the agreed starting and reset state;
controls relevant to each staff role;
current unavailable or restricted items;
pre-use checks;
cleaning and changeover responsibilities;
how to stop a session or isolate an item;
where instructions are kept;
how to report a fault; and
who makes the final reopening decision.

Use a short practical demonstration in the actual room. Staff should be able to locate the relevant control, explain the fault route and reset the room, not merely confirm that they have read an email.

11. Run a no-pupil trial

Before the timetable restarts, run the room through a short representative session without pupils.

Ask one member of staff to prepare the room as they normally would while another observes. Test the sequence from unlocking and lighting through to equipment selection, cleaning, resetting and locking up.

Look for practical friction:

Is the intended first control easy to find?
Can staff create the planned condition without turning on unrelated effects?
Are routes and staff positions workable?
Is anything too loud, bright or difficult to control at its lowest intended setting?
Can staff stop and reset each feature?
Are instructions and fault contacts available at the point of need?
Does the changeover fit the timetable?

The test is not a clinical assessment and does not predict an individual pupil’s response. It checks whether the room, systems and staff process work together as planned.

12. Plan the first sessions as a staged return

Do not make the first day the most complicated day. Begin with familiar staff, a manageable schedule and equipment whose status is clear.

For the first sessions:

check current individual plans and communication needs;
explain any visible room changes in an appropriate way;
use a familiar entry and exit routine where possible;
introduce changed features deliberately rather than all at once;
leave enough time for reset and note-taking;
record operational issues separately from observations about the session; and
keep unresolved equipment unavailable.

If the room supports different purposes or pupil groups, stagger the restart so staff can learn from early sessions before the timetable becomes full.

13. Use a clear status system

A simple status system prevents ambiguity:

Status	Meaning	Action
Ready	Checks complete; available for the agreed use	Return to the room plan
Restricted	Available only for a defined use, group or control mode	Label and brief staff
Awaiting action	Cleaning, information, part, inspection or decision still needed	Keep unavailable
Isolated	Suspected damage, fault or safety concern	Prevent use and report
Removed	No longer part of the room	Update inventory and storage/disposal records

Avoid vague notes such as “not quite right” or “probably fine”. Record the item, observation, action owner and review date.

Copyable sensory room reopening checklist

Ownership and change review

Reopening coordinator named
Responsible people and sign-off route confirmed
Building, contractor and room changes reviewed
Current users, purposes and timetable reviewed
Current room risk assessment located and reviewed under school procedures

Space and equipment

People and operation

Review after the room is back in use

Set a review point after the first few sessions and another once the normal timetable has settled. Check:

whether faults or confusing controls were reported;
whether staff can complete the reset in the available time;
whether the storage plan works in practice;
whether any room or equipment change needs a risk-assessment review;
whether further training, servicing or technical support is needed; and
whether the room is supporting the purpose recorded in the brief.

DfE guidance says schools should monitor and review their health and safety policies and put necessary improvements in place. Treat the reopening record as useful evidence for that continuing process, not as a one-off certificate that nothing can change.

Frequently asked questions

Does every item need a formal inspection before reopening?

Not necessarily. The correct check depends on the equipment, installation, use, environment, risk assessment, previous findings and manufacturer instructions. Some items may need a straightforward pre-use visual check; others may require a competent person or specialist service. Follow the school’s procedures and product-specific information.

Can staff turn on everything together to save time?

Testing one item or connected system at a time makes it easier to identify a fault, unexpected setting or control problem. Once individual functions are checked, test only the combinations that form part of the intended room plan.

What if a manual or asset record is missing?

Do not guess. Identify the product as precisely as possible, record the missing information and contact the manufacturer, supplier or service provider. Keep the item unavailable if staff cannot confirm how it should be checked or used.

Should a bubble tube be restarted after a long closure without servicing?

Use the current instructions for that exact model and review its condition and service history. Water, additives, cleaning and maintenance requirements vary. If the correct process or condition is uncertain, seek product-specific technical advice before use.

When should the room’s risk assessment be reviewed?

Follow the school’s own review arrangements. A review may be needed when the room, equipment, intended use, users, staffing or other relevant circumstances have changed, or when an incident or finding shows that existing controls need attention. HSE’s risk-management steps provide a general framework: identify hazards, assess and control risks, record findings and review controls.

Can Southpaw help with an older room or another company’s installation?

Southpaw’s current servicing page says it services almost any sensory room, not only its own installations, after confirming the equipment and scope. Send photographs and an equipment list so the team can advise what it can cover.

Make reopening a controlled restart

The best sensory room reopening checklist is short enough to use and specific enough to reveal what changed. Start with ownership, inspect before switching on, follow the right instructions, test methodically and make every restriction visible.

If the room needs technical attention, request Southpaw sensory-room servicing. If the closure has prompted a wider review of the layout, equipment or purpose, book a free Southpaw sensory-room design consultation. You can also browse the Southpaw sensory-room gallery when preparing a future room brief.

Note:

This article is practical planning content for schools. It does not provide legal, electrical, engineering, safeguarding, clinical or product-specific maintenance advice. The school’s employer procedures, risk assessments, competent advisers, manufacturer instructions and individual pupil plans take priority. No claim is made that a sensory room or any equipment produces a particular educational, behavioural, therapeutic or health outcome.