Accessible Environment
We regularly audit our physical environment to ensure it is accessible and meets the diverse needs of all learners (including learners with SEND).
We annually review our accessibility policy, identify actions, and regularly monitor the impact.
Our environment is ordered; resources are organised, labelled, and easily located.
Seating is planned to ensure learners can see and hear the teacher, feel safe, and access necessary materials.
Displays are purposeful and accessible, enhancing teaching and learning.
Signage is used consistently throughout the school to support navigation and independence.
Teachers design slides to reduce cognitive load: minimal text, clear verbal delivery, consistent fonts and colours, chunked information, and quality images.
Practitioners recognise the impact of the environment on sensory differences and apply reasonable adjustments (e.g. ear defenders, wobble cushions, fidget toys, dimmed lighting, safe spaces).
Transitions within the environment are planned with reasonable adjustments (e.g. visual timetables, transitional objects, flexible timing).
Physical resources (e.g. PE and Maths equipment) are adapted to promote independence (e.g. different size balls, rulers with grip handles).