Creating Enabling Environments

An enabling environment helps every child and young person feel welcome, safe and ready to learn. It reflects a setting culture where relationships, routines and spaces are designed to reduce anxiety, anticipate barriers and support participation. These environments recognise sensory, physical, communication and emotional needs and adapt proactively with input from children, families and professionals. When environments are inclusive by design and reviewed regularly, children feel a stronger sense of belonging, are better able to regulate and engage, and are supported to thrive across the learning day. 

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View the ‘Creating Enabling Environments’ Parent Carer Guide

Expectations

Leaders create an inclusive ethos and culture where every child and young person feels welcome, valued and ready to learn within the school community.  

Staff receive training to understand sensory, communication and emotional differences, and to adapt the physical and social environment accordingly. 

Staff make reasonable adjustments and adaptations when considering pupils’ needs, challenges and barriers. 

Learning and social spaces are organised to reduce barriers, support accessibility and promote positive interaction, connection and belonging. 

The environment design recognises and supports diverse communication needs, using visuals, alternative communication methods and accessible resources. 

Adjustments and adaptations to the environment and policies are made in ways that support children and young people to access education.

Adaptations are reviewed regularly with children, families and relevant professionals to ensure settings remain enabling and inclusive. 

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Schools and settings avoid practices that may stigmatise or isolate learners, and design routines and responses that uphold dignity, safety and a strong sense of belonging.

Signposts and Support

School Age

Early Years

  • Environmental audit including Communication Friendly, Sensory Processing etc. 
  • Identified safe spaces for Children and Young People 
  • EYFS Welfare requirements 
  • Reasonable adjustments in line with Equality Act 2010 
  • follows an assess, plan do review cycle, and takes account of advice from outside agencies, if applicable. 
  • Identify training needs and access this to enable them to plan to increase adaptation and differentiation within high quality teaching and learning. 
  • Groupings or classroom dynamics – Staff should consider how they group children. It can be helpful to pair children with positive role models or children that they respect and like. This may mean working with children with different learning needs. Children’s personalities could also be considered when thinking about groupings, tasks, or group work.