Physical environment/classroom management

Class/subject teachers ensure that:

• Resources, such as relevant checklists and environment audits, 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.
  
  
• Teachers ensure that 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.
  
  
• The school and classrooms are free from clutter.
  
  
• 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 illness or injury.
  
  
• The VI Service have developed a leaflet on mobility around the school.