Adaptive physical environment

Staff are aware of all eight senses and understand how sensory differences can impact on children and young people’s regulation.

We seek out hotspots for bullying and address them. We have agreed designated safe spaces.

Extracurricular activities and educational visits are planned to fully include children and young people with SEND.

Physical resources promote independence. They are accessible and labelled appropriately (e.g. text, images and tactile cues).

Our environment is ordered, organised and accessible for all children and young people.

Around the setting, displays are purposeful and accessible. They support, promote or celebrate learning.

Our accessibility plan is regularly reviewed in line with legislation.

We use transitions to ensure children and young people can move safely and successfully around the setting. They are supported through a range of strategies (e.g. whole class visual timetables, transitional objects, tactile signs and symbols)

We think about the sensory environment (e.g. lighting, sounds and smells, need for movement) and apply reasonable adjustments.

Seating is planned strategically so that children and young people can access teaching and learning

We use visuals to support children and young people to navigate the environment, understand the setting day and have successful transitions.