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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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