Classrooms

Our classrooms are designed to provide stimulating, motivating, accessible and suitable opportunities for learning. They are welcoming, open and uncluttered to allow children to move, explore and learn effectively.

All of our classrooms share some common features to ensure that all children have a high quality enabling learning environment.

Well defined areas with a layout which promotes independence and ensures effective movement around them. Resources that are appropriate, inviting and accessible.

High quality displays which demonstrate, celebrate and explain children’s learning. All classrooms have a Working Wall, which is a dynamic and live area to display work which both reflects and support current learning. Displays incorporate pupil voice and are part of the school’s commitment to creating a culture where adults provide opportunities for children to make active choices and express their thoughts and ideas.

A book corner with a rich array of books that enable children to access texts independently, share stories with friends and promotes a love of books.

Specialist equipment relevant to children’s needs, which is accessible and stored according to protocols. This may include mobility and positioning equipment as well as objects of reference, communication aids, PECS books and individual timetables.

An outdoor space which is resourced to meet children’s needs and provides a range of learning contexts including  physical, creative, sensory and communication opportunities.

Signage, labelling and visual/audio supports to promote independence, communication, thinking and engagement are integral and appropriate to the needs of the class. This may include visual timetables or sensory calendar references.

Key information is displayed which outlines individual children’s learning profiles and priorities. This includes ‘what learning looks like’, personal passports, behaviour plans, and current targets for individual children. Additionally, there is information about classroom and school organisation and expectations including the timetable, relevant protocols and the school’s current core priorities.

Technology is evident, which is routinely used to support children’s learning, independence, communication and pupil voice.

We believe the learning environment is the silent teacher. It should invite children to learn and demonstrate high expectations. Classrooms reflect our core aims to encourage children to be independent, well organised and to develop good learning habits as well as ensuring their safety. Their layout and set up supports us in giving messages about our ethos and values and celebrates learning of a high quality.