Physical Environment / classroom management
Teachers to consider the following:
- Are recommendations from specialist support services being used to ensure the most appropriate physical environment for the young person?
- Are resources, such as relevant checklists and specific environment audits used to inform classroom practice ?
- Are there alternative locations for play as well as the playground, for example quieter areas?
- Are there opportunities for flexible groupings and pairings?
- Do young people have access to positive role models to allow for paired work to support physical and medical needs?
- Are young people appropriately seated in order to access the information provided by the teacher and reduce distractions?
- Is seating considered so that the young person’s writing arm is on the outside edge of a shared desk?
- Is a writing slope required?
- Are the young person’s feet on the floor (or another platform) when seated to maximise stability?
- Are the physical needs of the young person considered when sitting on the carpet?
- Is ‘w’ sitting is discouraged in younger children?
- Are potential fatigue factors are taken into account for some physical activities, for example, linked to PE?
- Are lighting and acoustics considered, as appropriate, so that:
- Curtains/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?
- Is the school, and are classrooms free from clutter and the chairs pushed in when not in use?
- Are cupboard doors and drawers kept shut?
- Are School trips and extra-curricular activities carefully planned, with risk assessments completed to ensure that reasonable adjustments are made when necessary for individual needs?
- Is there flexibility to make temporary reasonable adjustments to the learning environment, as required, following temporary illness or injury?