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Environment audits are used to support development and continuous improvement – continuously reviewed to ensure meeting needs of all learners.
Displays are meaningful, accessible, and appropriate; they represent the children and families.
Books and resources (such as visuals) in settings should be representative of our diverse community.
Children’s work and achievements should be displayed and updated regularly; the work of all children should be included.
Low arousal spaces are provided which have limited display (only those that are necessary), careful choice of colours, soft furnishings, resources.
The outdoor and indoor spaces are planned to meet needs and interests of children, demonstrating an understanding of child development.
Spaces provide opportunities for risk and challenge and are mindful of children’s different needs.
Spaces provide a range of multi-sensory experiences at different levels and in different ways e.g. children able to access ‘safe’ sensory experiences.
Environment is ‘communication-friendly’. Spaces are available for children to chat – book corners, snack tables etc. Toys and resources are labelled using words and visuals (photographs / symbols).
Environment is ‘sensory-friendly’, careful consideration is given to lighting, sounds, smells, displays etc.
Seating arrangements are made based on individual needs, allow children to access role models, additional adults, visual supports, calming spaces etc. when needed. Children with visual/auditory needs able to sit at front/opposite practitioner for group/story times. Children are able to engage in session/listen from another space.
Furniture and resources meet needs of all children e.g. tables have height adjustable legs/fixings. There is space around furniture to move.
Activities promote movement, balance and coordination. There is time, space and opportunity to be physically active.
Supportive emotional environment is available at all times – consider outdoor learning, trips and visits out of the setting, guests and visitors etc.
The setting is a visually supportive – routines and structure of the day is clear for all children; visual timetables are used with all adults consistently modelling. Instructions are clear and supported with visuals. Photos of staff and key adults they may see are available. Timers are used and children are taught sign for ‘finished’ to support understanding of transitions, turn-taking and routines.
The layout of the room/s is considered. Where children need consistency, room changes are kept to a minimum and layout is kept the same. When changes are made, children are given support to adjust.
The quality of the sound within rooms has been considered. (i.e. sticking soft pads on the bottom of chairs and table legs, using fabrics to reduce hard surfaces, improved ceiling tiles or acoustic clouds, etc.)
Furniture is the correct height for children. Adjustments are made so all children can access.
Size and shape of resources are considered and are developmentally appropriate e.g. mark-making equipment, scissors, cutlery etc. are considered for children’s ages, needs and disabilities.
Sensory ‘toolboxes’ are provided for whole class/setting use and individualised as needed.
There are representational toys and equipment to represent additional needs.
Appropriate spaces are provided for sleep and rest.
Toilets and eating and drinking areas are carefully considered and provision around these areas supports children’s learning and growing independence in self-care e.g. appropriate cutlery is available for eating, equipment and resources are available to support children’s toileting routines.
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