Environment - Physical and Sensory

The physical and sensory environment should be planned and adapted carefully so that all CYP, including those with SEND, can access learning in a way that meets their individual needs. A well-considered environment reduces barriers to learning by taking into account accessibility, sensory differences and physical needs, enabling CYP to feel comfortable, focused and ready to engage. To achieve this, settings should use ongoing assessment, CYP voice and staff awareness to make adjustments that support inclusion, wellbeing and participation. This should include considering all the different places or environments in which learning happens and recognising that some CYP may learn in practical, vocational or community settings.

Expectation : The physical environment is adapted to meet the needs of learners.

What this may include/look like

• An Accessibility Plan (compliant with the Equality Act 2010) is published on the school website and regularly reviewed, following the assessment of the physical accessibility of the building and individual learning spaces.
• Reasonable adjustments are made according to individual needs (e.g. access to adapted PE equipment, computer keyboards or software). More information can be found in the Physical and Sensory section.
• Seating, furniture, and workspaces are adapted as needed to meet the individual physical, developmental, and learning needs of CYP across all environments.
• Workspace arrangements take account of individual needs and preferences, including hand dominance, to support comfort and effective engagement.
• The views of CYP are captured and used to inform person-centred accessibility and environmental provision across the setting.

Expectation : All staff are aware of sensory needs and issues that may impact on learners.

What this may include/look like

• CYP who use glasses, hearing aids, or other equipment are supported to use them consistently, with suitable positioning and environments.
• Consideration is given to classroom displays to minimise visual sensory overload for some CYP.
• Staff are aware of lighting in the room (e.g. use of natural light, glare from the board, who is facing the light, where staff stand in relation to the light).
• CYP can view screens or presentation materials clearly, without unnecessary visual distractions.
• A consistent approach to visual accessibility is applied across learning environments, including digital resources, teaching materials and displays, using clear layouts and appropriate fonts.
• Visually accessible backgrounds and font styles [LO1] are used on the whiteboard.
• Adult workspaces, including desks and resource areas within learning environments, are organised and maintained to reduce sensory distraction and support the focus of all CYP.
• CYP's sensory needs are understood by all relevant staff (e.g. included in SEN Support Plans) and reasonable adjustments are made to remove barriers to learning such as:
  • Uniform adaptations.
  • Planned and unplanned learning or movement breaks are planned for throughout the day for individual CYP where required.
  • Staff identify and minimise environmental factors that may impact on CYP (e.g. noise, smells, or other distractions).
  • Strategies are in place to manage noise levels, and CYP have access to supportive resources (e.g. ear defenders or ear plugs).
  • Consideration is given to seating and positioning to support attention and minimise distractions for CYP.
  • The setting provides quiet or reduced-distraction areas (e.g. workstations, quiet zones, safe spaces) and ensures that CYP who require additional support can access low-arousal alternatives throughout the day, including during less structured times.