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.
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, 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 children’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.
Resources
Examples of playground zoning/set up
Expectation
Learning environments are accessible, inclusive and create a sense of belonging and safety.
Why? Evidence base
- This is essential for equity, social integration and overall wellbeing.
- A sense of belonging and safety underpins children’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 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.
- Using graphic organisers, scaffolds, modelling, worked examples and physical resources.
- Classrooms enable children to communicate in different ways such as giving sentence starters, visual supports, modelling and thinking time.
- Children should have easy access to sensory equipment they require such as: writing slopes, fidget toys, pencil grips, 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
- Visuals being used purposefully and to promote inclusivity
- Example of visuals being used to structure lessons/ orientate in lessons
- Photos of well organised classrooms with visuals
- Regulation spaces inside classrooms
- Alternative locations to eat lunch
- https://speechandlanguage.org.uk/educators-and-professionals/resource-library-for-educators/