Contents
Expectation
The physical environment* is adapted to meet the needs of all children in order to maximise learning and development for all children.
*The physical environment encompasses classroom layout and overall school facilities. The physical layout includes ergonomics (ensuring comfort and posture), lighting and acoustics, technology integration, flexibility, and aesthetics.
- Accordion
Why? Evidence base
- The physical environment of a school supports and enhances the quality of the teaching and learning as well as playing an important part in the engagement and self-esteem of pupils of all ages and abilities.
How? Whole-school
- School policies provide a consistent approach to the physical environment, for example, displays or use of visuals, so that environments are predictable, but flexibility is built in.
- Thought is given to how spaces can be creatively adapted, particularly within classrooms, to meet pupil’s needs, for example breakout, interventions, regulation spaces.
- Outdoor space is used to promote outdoor learning where possible.
How? Classroom
- Teachers can flexibly adapt their classroom set up for different activities and to meet the needs of their class, within the broad policy of the school.
- Classroom environments are regularly reviewed and updated.
- Displays provide an appropriate level of stimulation, without being distracting or overwhelming.
Expectation
Learning environments are accessible, inclusive and create a sense of belonging and safety.
- Accordion
Why? Evidence base
- This is essential for equity, social integration and overall wellbeing.
- A sense of belonging and safety underpins pupil’s wellbeing, so they are better able to engage with learning and participate in school life.
- Resources that are accessible, both in their position and in their comprehensibility, can empower children and young people to develop metacognition and autonomy.
How? Whole-school
- There are regular opportunities for environments to be designed from the child’s perspective.
- There is a consistent whole school approach to communication which recognises that children communicate in different ways.
- Children and families participate in the design, organisation and auditing of spaces.
- Displays are representative of diverse communities and celebrate successes.
- Toilets and changing rooms have privacy and feel safe.
- There are places and spaces that support emotional regulation.
How? Classroom
- Classroom equipment and resources should be well organised into clearly labelled drawers and accessible storage containers to allow all pupils to access them easily and develop independence.
- The daily timetable or lesson structure is displayed in a prominent place within the classroom and actively engaged with by the class teacher and children.
- Classes are resourced to break down barriers to learning so that they are accessible to all learners:
- Organisational support such as task boards, check list and action plans.
- Use of graphic organisers, scaffolds, modelling, worked examples and physical resources.
- Classrooms enable children to communicate in different ways such as giving sentence starters or visual supports, and providing modelling and thinking time.
- Children should have easy access to sensory equipment they require such as: writing slopes, fidget toys, pencil grips or ear defenders.
- Consideration is given to public displays of rewards and sanctions to avoid feelings of shame.
- Teachers consider the groupings and positions of all to ensure they feel safe and comfortable, for example, working alongside a trusted peer.