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.
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