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Physical environment/classroom management

Class/subject teachers ensure that:

  • Resources, such as relevant checklists and environment audits, are used in order to inform their classroom practice.

  • There are alternative locations for play as well as the playground, for example quieter areas.

  • There are opportunities for flexible groupings and pairings and children/young people have access to positive role models to allow for paired work to support sensory needs.

  • Children are appropriately seated to access the information provided the teacher and reduce distractions. Seating is considered so that the pupil has a clear view of the speaker.

  • There is a quiet zone within the classroom where lower levels of noise are encouraged and established.

  • Noise is minimised and doors and windows are closed whenever possible. Teachers are aware of current advice on creating a good listening environment. Please refer to the NDCS website for more details.

  • School trips and extra-curricular activities are carefully planned and risk assessments are completed to ensure that reasonable adjustments are made when necessary for individual needs.



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