Physical Environment / classroom management
Teachers to consider the following:
- Are recommendations from specialist support services being used to ensure the appropriate physical environment for the young person?
- Are resources, such as relevant checklists and environment audits used in order to inform their classroom practice including advice on creating a good listening environment?
- Please refer to the NDCS website which provides information including:
- Creating good listening conditions for learning in education: NDCS 2016;
- Managing listening conditions checklist: NDCS;
- Pupil survey on classroom acoustics: NDCS;
- Preliminary noise survey: NDCS.
- Are there are opportunities for flexible groupings and pairings?
- Do young people have access to positive role models to allow for paired work to support sensory needs?
- Are young people appropriately seated to access the information provided by the teacher and reduce distractions?
- Is seating is considered so that the pupil has a clear view of the speaker?
- Is there a quiet zone within the classroom where lower levels of noise are encouraged and established?
- Is noise minimised with doors and windows closed whenever possible?
- Are there alternative locations for play as well as the main playground area, for example quieter areas?
- 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 illness or injury?