Physical environment/classroom management

Class/subject teachers ensure that:

• Resources, such as relevant checklists and specific environment audits (e.g. for hearing or vision), are used  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, physical and medical needs.
  
  
• Children are appropriately seated to access the information provided the teacher and reduce distractions.
  
  
• Seating is considered so that the pupil’s writing arm is on the outside edge of a shared desk.
  
  
• Children’s feet are on the floor, or another platform, when seated to maximise stability.
  
  
• Physical needs are considered when sitting on the carpet and ‘w’ sitting is discouraged in younger children.
  
  
• Potential fatigue factors are taken into account for some physical activities, for example, linked to PE.
  
  
• Lighting and acoustics are considered so that:
  
  
  • Curtain/blinds are used to control the light entering the room.
    
    
  • Artificial lights are even and ambient.
    
    
  • Furnishings are in strong contrast to the surroundings.
    
    
  • Areas are carpeted where possible.
    
    
  • Shiny, reflective surfaces are avoided to minimise glare.
    
    
• The school and classrooms are free from clutter and the chairs are pushed in when not is use.  Cupboard doors and drawers are kept shut.
  
  
• 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.
  
  
• They are flexible to make temporary reasonable adjustments to the learning environment as required following temporary illness or injury.