Ordinarily Available Inclusive Provision

Learning environment

Contents

Expectation

The physical environment* is adapted to meet the needs of all children in order to maximise learning and development for all.

*The physical environment encompasses classroom layout and overall setting 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 or setting supports and enhances the quality of 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 setting

      • School or setting 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 inside and outside can be creatively adapted to support the needs of all children and young people, for example breakout, interventions, regulation spaces.
      • Outdoor space is used to promote outdoor learning where possible.

    • How? Early years

      • Thought is given to how spaces can be creatively adapted to meet children’s needs. Space is organised to facilitate opportunities for movement, collaboration, exploration and physical risk-taking, both indoors and outdoors.
      • Practitioners are reflective about the environment and consider the needs of the children. Environment is flexibly adapted and regularly reviewed and updated to ensure it meets the needs of all children.
      • All practitioners understand and implement a total communication approach. This is consistent for all children including children with SEND. Visuals are used.
      • The environment is uncluttered and tidy, including wall spaces.
      • Displays are meaningful and appropriate for all children and are at an appropriate level.
      • There is a consideration to natural lighting, furnishings, general ambience of the space and sensory impact.
      • The environment feels homely and there are designated spaces for play, sleeping, rest and eating times.

    • 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.
    Learning environment resources

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 setting

      • There are regular opportunities for environments to be designed from the child’s perspective.
      • Children and families participate in the design, organisation and auditing of spaces.
      • There is a consistent whole school or setting approach to communication which recognises that children communicate in different ways.
      • 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? Early years

      • Resources are clearly organised and accessible to facilitate independence for all children, using real-life photographs or visuals to signpost children to the contents of drawers or boxes.
      • A daily, visual timetable is displayed in a prominent place within the setting and actively engaged with by the setting practitioners and children.
      • Close attention is given to individual children’s interests, and these are incorporated into the play environment.
      • The environment is organised to ensure there are protected, cosy spaces with ample soft furnishings so that it reflects a homely environment to foster a sense of security, belonging and familiarity.   There are places and spaces that support emotional regulation.
      • The environment is predictable and safe, supporting independence. The environment is designed to facilitate emotional and physical risk-taking and ensure there are a variety of opportunities for this.
      • Resources and activities should reflect children’s uniqueness and open windows to develop children’s wider understanding of others.
      • Consideration is given to public displays of rewards and sanctions to avoid feelings of shame.

    • 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.

Resources

Useful resources for school leaders, teachers, SENCOs and early years practitioners.