Updated on
February 26, 2026
|
February 26, 2026
Audit your classroom for SEND accessibility across sensory processing, physical layout, visual supports, communication, and emotional regulation. Printable checklist for UK schools.
The physical and sensory environment of a classroom can either support or undermine every intervention on a pupil's provision map. A carefully designed Individual Education Plan loses much of its impact when delivered in a room with flickering fluorescent lights, cluttered walls, and unpredictable noise levels. Most classrooms are designed, whether consciously or not, for neurotypical learners. Pupils with autism, ADHD, sensory processing differences, and physical disabilities must adapt to spaces that were never built with their needs in mind.
This checklist gives SENCOs, class teachers, and school leaders a structured way to audit the learning environment across five domains: sensory processing, physical layout, visual supports, communication, and emotional regulation. Each section includes specific items to check, the SEND impact of each feature, and practical fixes that can be implemented within a single term.
Winnie Dunn's Sensory Processing Framework (Dunn, 2007) identifies four patterns of sensory processing: registration, seeking, sensitivity, and avoiding. Every pupil sits somewhere on each continuum. For most neurotypical children, the typical classroom falls within a tolerable range. For pupils with autism, ADHD, or sensory processing disorder, the same environment can push them into overload or withdrawal before the register is taken.
Consider fluorescent lighting. Standard fluorescent tubes flicker at 100 Hz. Most people do not perceive this flicker consciously, but research on visual processing in autistic individuals shows that many can detect the oscillation, leading to headaches, eye strain, and difficulty concentrating (Colman et al., 2009). A Year 3 teacher notices that one pupil always covers his eyes during morning maths, which takes place under the oldest strip lights in the school. Moving him to a desk near the window reduces the behaviour within a week, without any change to the maths itself.
The HEAD project at the University of Salford found that classroom design features accounted for 16% of variation in pupils' academic progress over one year (Barrett et al., 2015). The three factors with the strongest effects were naturalness (light, temperature, air quality), individualisation (ownership, flexibility), and stimulation (complexity and colour of displays). These findings apply to all learners but have amplified consequences for pupils with SEND.
The implication is direct: before investing in new interventions, programmes, or staffing models, audit the room itself. A classroom that works against a pupil's sensory profile will erode the benefits of even the best targeted support.
The sensory audit covers five areas: lighting, acoustics, visual environment, temperature, and smell. Each requires a different kind of attention, and each has specific consequences for pupils with sensory processing differences.
Lighting is the most frequently overlooked variable. Natural light supports circadian rhythm, concentration, and mood. Fluorescent tubes create glare and invisible flicker. LED panels provide steady, non-flickering light at adjustable colour temperatures. A SENCO conducting an audit should stand at each pupil workstation during a lesson and note whether overhead lights create glare on whiteboards or desks, whether any workstations sit in deep shadow, and whether blinds are functional.
Acoustics matter more than most teachers realise. Background noise in a typical primary classroom runs at 55-75 dB, which is comparable to a busy restaurant. For a pupil with ADHD who struggles with selective attention, or a pupil using hearing aids, this ambient noise makes it physically difficult to isolate the teacher's voice. Acoustic panels on two walls and soft furnishings in one corner can reduce reverberation time by 40% (Shield and Dockrell, 2008).
Visual clutter on walls and surfaces competes with instructional content for working memory resources. Research on cognitive load demonstrates that irrelevant visual information consumes processing capacity that pupils need for learning (Sweller, 1988). A practical test: stand at the classroom door and count the distinct visual elements on the walls. If you count more than 20 separate items on any single wall, the display is likely contributing to overload for vulnerable learners.
A Year 6 SENCO photographs each wall from a pupil's seated eye level, then reviews the images with two autistic pupils. Both independently identify the "birthday display" and the overlapping topic boards as the most distracting features. The SENCO removes the birthday display and introduces a single, structured "learning wall" format with clearly bordered sections and a plain background. The class teacher reports improved on-task behaviour during independent writing within the first fortnight.
| Area | What to Check | SEND Impact | Quick Fix |
|---|---|---|---|
| Lighting | Fluorescent flicker, glare on surfaces, access to natural light | Headaches and visual stress for autistic pupils; reduced concentration for ADHD | Switch to LED panels (£15 each); use blinds to control glare; seat sensitive pupils near windows |
| Noise | Ambient dB level, echo, corridor noise bleed, chair scraping | Difficulty isolating teacher voice for hearing-impaired pupils; sensory overload for autism | Tennis balls on chair legs (£5); one acoustic panel (£30); carpet squares in group areas |
| Visual clutter | Number of wall displays, colour density, overlapping materials | Extraneous cognitive load for all pupils; disproportionate effect on ADHD and autism | Reduce to 3 structured displays per wall; use borders and neutral backgrounds |
| Temperature | Thermostat settings, radiator proximity, ventilation | Sensory discomfort and dysregulation; difficulty with interoception for some autistic pupils | Ensure 18-21°C range; allow flexible clothing; open windows at transition points |
| Smell | Cleaning products, air fresheners, food smells from canteen, marker pens | Nausea and distraction for pupils with olfactory sensitivity; anxiety triggers | Switch to unscented products; ventilate before pupils arrive; remove plug-in air fresheners |
The arrangement of furniture determines how pupils move through the room, who they can see, and how easily they can access resources. For pupils with physical disabilities, the layout is a matter of basic access. For pupils with ADHD, autism, or SEMH needs, it shapes their capacity to self-regulate.
Desk arrangement should match the task, not stay fixed all term. Rows suit direct instruction and reduce social distraction for pupils with attention difficulties. Grouped tables work for collaborative tasks but create constant low-level noise and social demands that overwhelm some autistic pupils. The most inclusive classrooms use a mixed layout: rows or horseshoe for whole-class teaching, grouped tables for collaborative work, and a quiet workstation (facing a blank wall or partition) available at all times. This flexibility is a core feature of differentiated classroom design.
A secondary maths teacher uses three zones. Zone A has paired desks facing the whiteboard for teacher-led instruction. Zone B has a cluster of four tables for group problem-solving. Zone C is a single desk behind a low bookshelf with noise-cancelling headphones available. Three pupils with identified SEND use Zone C during independent practice by choice, not by instruction. The teacher says: "Choose the zone that helps you think best right now." This normalises the choice for the whole class.
Accessibility for wheelchair users and pupils with physical difficulties requires more than a clear path to the door. Check aisle widths (minimum 900mm for wheelchair access), height of resources (coat pegs, bookshelves, sink), and whether the pupil can reach the whiteboard or interactive display from their position. Adjustable-height desks cost £80-150 and serve pupils who use standing frames or whose wheelchairs do not fit standard desk heights.
Movement break spaces benefit all pupils but are essential for those with ADHD and sensory-seeking profiles. A defined area (even a 2m x 2m floor space marked with tape) where a pupil can do wall push-ups, use a resistance band, or complete five star jumps provides proprioceptive input that helps regulate arousal levels. This is not a reward or a break from learning; it is a sensory strategy recommended by occupational therapists for maintaining attention (Pfeiffer et al., 2008).
Transition management is a hidden barrier. Corridors, stairwells, and cloakrooms are some of the most dysregulating spaces in a school. Pupils with autism often find the unpredictability of corridor traffic overwhelming. Practical solutions include allowing SEND pupils to leave two minutes early, using a visual countdown for transitions, and assigning a "transition buddy" whose role is to walk alongside (not behind or in front of) the pupil.
Visual supports reduce the cognitive load of processing verbal instructions, which is the single most common barrier for pupils with speech, language, and communication needs (SLCN), autism, and working memory difficulties. The key principle is that visual information persists; spoken words do not.
Now-and-next boards are the simplest and most effective visual support. A two-section board (laminated card, Velcro strips, and symbol cards) shows the current activity and the activity that follows. For a pupil with autism who becomes anxious about what happens next, the board answers that question without requiring them to ask. For a pupil with ADHD, it breaks the session into two manageable chunks rather than an overwhelming timetable.
A Year 2 teaching assistant creates a now-and-next board for a pupil with autism and moderate learning difficulties. During carpet time, she places the "listening" symbol in the "now" slot and the "writing" symbol in the "next" slot. When the pupil begins to rock and hum (early signs of anxiety), the TA points to the board and says: "First listening, then writing." The pupil glances at the board, settles, and re-engages. The TA has not needed to speak more than five words.
Visual timetables should be displayed at pupil eye level, read left to right (or top to bottom for vertical formats), and use consistent symbols. Widgit symbols are the most widely used in UK schools and are recognisable to pupils who transfer between settings. A visual timetable is not decorative; it is functional. If pupils do not refer to it during the day, it is in the wrong place or uses symbols they do not understand.
Word walls and vocabulary displays support pupils with SLCN and EAL needs when they follow specific rules: limit to 15-20 words, group by topic or function (not alphabetically), include an image alongside each word, and update every half term. A vocabulary display that has not changed since September is wallpaper, not a teaching tool.
Colour coding provides an additional organisational structure. Some schools assign colours to subjects (blue for maths, green for English), while others use colour to indicate routine stages (red for "stop and listen," amber for "think," green for "go"). Consistency matters more than the specific system. Once pupils learn the code, it reduces the verbal instructions needed.
| Visual Support | Primary SEND Benefit | Cost | Setup Time |
|---|---|---|---|
| Now-and-next board | Autism (reduces transition anxiety), ADHD (chunks time) | £5-10 | 30 minutes |
| Visual timetable (Widgit) | Autism, SLCN, moderate learning difficulties | £50 for Widgit licence | 1 hour |
| Colour-coded routine cards | ADHD (reduces verbal instructions), working memory difficulties | £10-15 | 45 minutes |
| Word wall (topic-linked) | SLCN, EAL, vocabulary gaps | £5-10 | 1 hour per update |
| Makaton signs poster | SLCN, Down syndrome, severe learning difficulties | Free (Makaton charity resources) | 20 minutes |
| Task breakdown strips | Executive function difficulties, ADHD, autism | £3-5 | 15 minutes per set |
Leah Kuypers' Zones of Regulation framework (Kuypers, 2011) provides a shared vocabulary for describing emotional states: Blue (low energy, sad, tired), Green (calm, focused, ready to learn), Yellow (heightened, anxious, excited), and Red (extreme emotions, anger, panic). Many UK primary schools now teach this framework explicitly, but the classroom environment must reinforce it.
A regulation zone is not a punishment area. The distinction between "time-out" and "take-a-break" is fundamental. Time-out removes a pupil from the group as a consequence. Take-a-break allows a pupil to self-select a regulation strategy before they reach crisis point. The language matters: "You need to go to time-out" places the decision with the adult and frames the move as punitive. "Would the calm corner help right now?" places the decision with the pupil and frames the move as a strategy.
Setting up a calm corner requires a defined space (1.5m x 1.5m is sufficient), a visual boundary (a bookshelf, screen, or curtain), seating (bean bag or floor cushion), and a small selection of regulation tools. The tools should address different sensory needs.
A primary SENCO sets up the following kit, budgeted at under £60:
| Item | Sensory Function | Approximate Cost |
|---|---|---|
| Noise-cancelling ear defenders | Reduces auditory input for overloaded pupils | £12 |
| Weighted lap pad (1kg) | Proprioceptive calming input | £15 |
| Fidget tools (tangle, putty) | Tactile regulation for anxiety and ADHD | £8 |
| Sand timer (5 minutes) | Visual time boundary for the break | £3 |
| Breathing exercise card (laminated) | Structured regulation technique | £2 |
| Feelings check-in chart (Zones of Regulation) | Self-identification of emotional state | £5 |
| Bean bag or floor cushion | Comfortable seating that differs from task chairs | £15 |
Break cards give pupils a non-verbal way to request access to the calm corner. A pupil places a laminated card on the teacher's desk (or holds it up) and moves to the regulation zone without needing to explain or ask aloud. This removes the social barrier that prevents many autistic pupils and those with SEMH difficulties from seeking help. The card should specify the maximum break duration (usually five minutes) and include a visual instruction for returning to the group.
A Year 5 pupil with a diagnosis of anxiety and selective mutism has never once asked to leave the classroom, despite visible distress during noisy activities. After introducing break cards, she uses one within the first week. She goes to the calm corner, uses the weighted lap pad for three minutes, and returns to her seat. The class teacher notes that the pupil's written output in the session after the break is the longest she has produced all term.
The Elklan "Communication Friendly Spaces" approach, adopted by many NHS speech and language therapy services, sets out practical standards for classrooms that support pupils with SLCN. The core principles are: reduce background noise, slow the pace of verbal interaction, provide visual support for spoken language, and create structured opportunities for talk.
Speaking walls display sentence stems, key vocabulary, and talk frames at pupil eye level. Unlike general display boards, a speaking wall is a live reference tool. During a science lesson on materials, the speaking wall shows: "I think _____ will happen because _____." "This material is _____ (hard/soft/flexible/rigid)." "My evidence is _____." Pupils with language difficulties use these frames to participate in discussion without needing to construct sentences from scratch. This is scaffolding at the environmental level.
Talk partners should be assigned, not random. Pairing a pupil with SLCN with a patient, articulate peer produces better outcomes than pairing with a dominant speaker who fills silences. The teacher establishes a talk partner protocol: Partner A speaks for 30 seconds while Partner B listens, then they swap. A sand timer makes the structure visible. This gives pupils with slower processing time a guaranteed window to speak.
Quiet work areas serve the opposite function. Some pupils with SLCN need silence to process what they have heard. A quiet workstation, equipped with noise-cancelling headphones and a visual task card, allows these pupils to consolidate learning after group discussion. The key is that the quiet area is framed as a choice, not a separation. "If you need quiet thinking time, the silent desk is ready" communicates respect for different processing needs.
A secondary English teacher redesigns one corner of the classroom as a "communication station." It includes a speaking wall with sentence stems for the current unit, a set of colourful semantics strips for pupils building sentences, and a recording device (a simple dictaphone) for pupils who prefer to rehearse answers orally before writing. Three pupils with EHCPs for SLCN use the station daily. Their verbal contributions during whole-class discussion increase from an average of one per lesson to three.
Use this checklist to conduct a systematic audit of any classroom. Rate each item as "Yes" (in place), "No" (not in place), or "Partial" (needs improvement). Record the action needed and assign a priority: H (this week), M (this half term), or L (this term).
| Domain | Item | Yes / No / Partial | Action Needed | Priority |
|---|---|---|---|---|
| Sensory | Non-flickering lighting (LED or natural light) at all workstations | |||
| Acoustic treatment on at least two surfaces (panels, soft furnishings, carpet) | ||||
| Wall displays limited to 3 structured boards per wall with neutral backgrounds | ||||
| Temperature maintained between 18-21°C with ventilation available | ||||
| No strong-scented cleaning products, air fresheners, or markers in use | ||||
| Physical Layout | Flexible desk arrangement (rows, groups, and quiet workstation available) | |||
| Aisle widths of 900mm minimum for wheelchair access | ||||
| Resources (pegs, shelves, sink) accessible at pupil height for all | ||||
| Defined movement break space (minimum 2m x 2m) with proprioceptive resources | ||||
| Transition plan (early release, visual countdown, buddy system) | ||||
| Visual Supports | Now-and-next board visible and updated throughout the day | |||
| Visual timetable at pupil eye level using consistent symbols (Widgit or similar) | ||||
| Topic-linked word wall with images (15-20 words, updated half-termly) | ||||
| Colour-coding system consistent across subjects and routines | ||||
| Task breakdown strips available for multi-step activities | ||||
| Emotional Regulation | Calm corner or regulation zone with visual boundary and sensory tools | |||
| Break cards available for non-verbal self-referral | ||||
| Zones of Regulation (or equivalent) display with matching vocabulary used by all adults | ||||
| "Take-a-break" language used consistently (not "time-out") | ||||
| Communication | Speaking wall with sentence stems and talk frames at pupil eye level | |||
| Assigned talk partners with structured turn-taking protocol | ||||
| Quiet workstation with headphones for processing time | ||||
| Adults use slow pace, short sentences, and visual cues during verbal instructions |
An audit is only useful if it leads to change. The most common failure mode is completing the checklist, identifying 15 issues, feeling overwhelmed, and filing it in a drawer. The solution is a three-tier action plan that separates immediate, medium-term, and longer-term changes.
Tier 1: This week (cost: under £50). These are changes a class teacher can make without budget approval or facilities involvement. Examples: rearranging desks to create a quiet workstation, removing one wall display, introducing break cards, adding tennis balls to chair legs, printing and laminating a now-and-next board. A teacher who completes three Tier 1 changes in a single week will see noticeable differences in the behaviour of sensory-sensitive pupils.
Tier 2: This half term (cost: £50-300). These require a small budget allocation and possibly SLT approval. Examples: purchasing noise-cancelling ear defenders for the class, installing one set of acoustic panels, buying a Widgit licence, setting up a calm corner with sensory resources. The SENCO should present the audit findings to the headteacher with specific costings. Schools with a SEND-specific budget line can often fund these from existing allocations.
Tier 3: This term or year (cost: £300+). These are structural changes that require premises involvement. Examples: replacing fluorescent lighting with LED panels across a corridor, installing acoustic ceiling tiles, creating a dedicated Inclusion Base. These changes should be written into the School Improvement Plan and linked to the accessibility plan required under the Equality Act 2010.
Involving pupils in the audit process produces better data and builds self-advocacy. Ask pupils with SEND: "What in this room makes it harder for you to learn?" Their answers are often specific, practical, and different from what adults predict. A Year 4 pupil with autism told his SENCO that the thing that bothered him most was the ticking clock, which no adult had considered. Removing the clock and replacing it with a silent digital display cost nothing and reduced his anxiety-related behaviours during quiet reading time.
When presenting audit findings to governors or SLT, frame environmental changes as part of quality first teaching, not as an additional SEND cost. Every modification listed in this audit benefits all learners. Reducing echo helps every pupil hear the teacher. Structured displays reduce cognitive load for the entire class. A calm corner serves pupils with SEMH needs, but also the pupil who had a bad morning or the high-achieving pupil who is simply overwhelmed by a test.
Print the full audit checklist from the section above and complete it for one classroom this week. Walk the room during a lesson, not when it is empty, because the sensory environment changes when 30 pupils are present. Identify three Tier 1 changes you can make by Friday. Implement them, observe the impact for a fortnight, then return to the checklist and select your Tier 2 priorities. Share your completed audit with your SENCO (or, if you are the SENCO, with your headteacher) alongside a one-page costed proposal for the top five changes that are not yet in place.
The following papers and reports provide the evidence base for environmental adaptations in SEND provision. Each has direct implications for classroom practice in UK schools.
These five studies and policy documents underpin the classroom audit approach described in this article. They cover sensory processing, classroom design, emotional regulation, communication-friendly practice, and statutory accessibility requirements.
Sensory Processing in Everyday Life: A Conceptual Model View study ↗
Highly cited
Dunn, W. (2007)
Dunn's model identifies four sensory processing patterns (registration, seeking, sensitivity, and avoiding) and maps them onto observable classroom behaviours. This framework is the basis for understanding why the same environment affects different pupils in different ways, and it informs every sensory audit item in the checklist above.
Clever Classrooms: Summary Report of the HEAD Project View study ↗
Landmark study
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015)
The HEAD project measured 3,766 pupils across 153 classrooms in 27 UK schools and found that classroom design explained 16% of the variation in academic progress. The three design factors of naturalness, individualisation, and stimulation provide a research-backed framework for prioritising environmental changes. This is the strongest quantitative evidence available for the impact of classroom design on learning outcomes.
The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control View study ↗
Widely adopted
Kuypers, L. M. (2011)
Kuypers' framework provides the shared vocabulary (Blue, Green, Yellow, Red zones) that many UK schools now use to teach emotional regulation. The curriculum includes specific environmental recommendations for creating regulation spaces within classrooms, making it directly applicable to the calm corner and break card systems described in this audit.
Communication Friendly Spaces: Creating Inclusive Learning Environments View study ↗
Professional standard
Elklan Training / The Communication Trust (2012)
The Elklan communication-friendly spaces approach provides a practical audit framework specifically for supporting pupils with speech, language, and communication needs. It covers room layout, display, noise levels, and adult communication behaviour, and has been adopted as a standard by many NHS speech and language therapy services across England.
Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils View study ↗
DfE guidance
Department for Education (2015)
This statutory guidance sets out schools' legal duties under the Equality Act 2010 to plan improvements to the physical environment, curriculum access, and information for disabled pupils. Every school must have an accessibility plan, and the classroom audit in this article can feed directly into that plan. The guidance provides the legal basis for requesting budget for environmental modifications.
The physical and sensory environment of a classroom can either support or undermine every intervention on a pupil's provision map. A carefully designed Individual Education Plan loses much of its impact when delivered in a room with flickering fluorescent lights, cluttered walls, and unpredictable noise levels. Most classrooms are designed, whether consciously or not, for neurotypical learners. Pupils with autism, ADHD, sensory processing differences, and physical disabilities must adapt to spaces that were never built with their needs in mind.
This checklist gives SENCOs, class teachers, and school leaders a structured way to audit the learning environment across five domains: sensory processing, physical layout, visual supports, communication, and emotional regulation. Each section includes specific items to check, the SEND impact of each feature, and practical fixes that can be implemented within a single term.
Winnie Dunn's Sensory Processing Framework (Dunn, 2007) identifies four patterns of sensory processing: registration, seeking, sensitivity, and avoiding. Every pupil sits somewhere on each continuum. For most neurotypical children, the typical classroom falls within a tolerable range. For pupils with autism, ADHD, or sensory processing disorder, the same environment can push them into overload or withdrawal before the register is taken.
Consider fluorescent lighting. Standard fluorescent tubes flicker at 100 Hz. Most people do not perceive this flicker consciously, but research on visual processing in autistic individuals shows that many can detect the oscillation, leading to headaches, eye strain, and difficulty concentrating (Colman et al., 2009). A Year 3 teacher notices that one pupil always covers his eyes during morning maths, which takes place under the oldest strip lights in the school. Moving him to a desk near the window reduces the behaviour within a week, without any change to the maths itself.
The HEAD project at the University of Salford found that classroom design features accounted for 16% of variation in pupils' academic progress over one year (Barrett et al., 2015). The three factors with the strongest effects were naturalness (light, temperature, air quality), individualisation (ownership, flexibility), and stimulation (complexity and colour of displays). These findings apply to all learners but have amplified consequences for pupils with SEND.
The implication is direct: before investing in new interventions, programmes, or staffing models, audit the room itself. A classroom that works against a pupil's sensory profile will erode the benefits of even the best targeted support.
The sensory audit covers five areas: lighting, acoustics, visual environment, temperature, and smell. Each requires a different kind of attention, and each has specific consequences for pupils with sensory processing differences.
Lighting is the most frequently overlooked variable. Natural light supports circadian rhythm, concentration, and mood. Fluorescent tubes create glare and invisible flicker. LED panels provide steady, non-flickering light at adjustable colour temperatures. A SENCO conducting an audit should stand at each pupil workstation during a lesson and note whether overhead lights create glare on whiteboards or desks, whether any workstations sit in deep shadow, and whether blinds are functional.
Acoustics matter more than most teachers realise. Background noise in a typical primary classroom runs at 55-75 dB, which is comparable to a busy restaurant. For a pupil with ADHD who struggles with selective attention, or a pupil using hearing aids, this ambient noise makes it physically difficult to isolate the teacher's voice. Acoustic panels on two walls and soft furnishings in one corner can reduce reverberation time by 40% (Shield and Dockrell, 2008).
Visual clutter on walls and surfaces competes with instructional content for working memory resources. Research on cognitive load demonstrates that irrelevant visual information consumes processing capacity that pupils need for learning (Sweller, 1988). A practical test: stand at the classroom door and count the distinct visual elements on the walls. If you count more than 20 separate items on any single wall, the display is likely contributing to overload for vulnerable learners.
A Year 6 SENCO photographs each wall from a pupil's seated eye level, then reviews the images with two autistic pupils. Both independently identify the "birthday display" and the overlapping topic boards as the most distracting features. The SENCO removes the birthday display and introduces a single, structured "learning wall" format with clearly bordered sections and a plain background. The class teacher reports improved on-task behaviour during independent writing within the first fortnight.
| Area | What to Check | SEND Impact | Quick Fix |
|---|---|---|---|
| Lighting | Fluorescent flicker, glare on surfaces, access to natural light | Headaches and visual stress for autistic pupils; reduced concentration for ADHD | Switch to LED panels (£15 each); use blinds to control glare; seat sensitive pupils near windows |
| Noise | Ambient dB level, echo, corridor noise bleed, chair scraping | Difficulty isolating teacher voice for hearing-impaired pupils; sensory overload for autism | Tennis balls on chair legs (£5); one acoustic panel (£30); carpet squares in group areas |
| Visual clutter | Number of wall displays, colour density, overlapping materials | Extraneous cognitive load for all pupils; disproportionate effect on ADHD and autism | Reduce to 3 structured displays per wall; use borders and neutral backgrounds |
| Temperature | Thermostat settings, radiator proximity, ventilation | Sensory discomfort and dysregulation; difficulty with interoception for some autistic pupils | Ensure 18-21°C range; allow flexible clothing; open windows at transition points |
| Smell | Cleaning products, air fresheners, food smells from canteen, marker pens | Nausea and distraction for pupils with olfactory sensitivity; anxiety triggers | Switch to unscented products; ventilate before pupils arrive; remove plug-in air fresheners |
The arrangement of furniture determines how pupils move through the room, who they can see, and how easily they can access resources. For pupils with physical disabilities, the layout is a matter of basic access. For pupils with ADHD, autism, or SEMH needs, it shapes their capacity to self-regulate.
Desk arrangement should match the task, not stay fixed all term. Rows suit direct instruction and reduce social distraction for pupils with attention difficulties. Grouped tables work for collaborative tasks but create constant low-level noise and social demands that overwhelm some autistic pupils. The most inclusive classrooms use a mixed layout: rows or horseshoe for whole-class teaching, grouped tables for collaborative work, and a quiet workstation (facing a blank wall or partition) available at all times. This flexibility is a core feature of differentiated classroom design.
A secondary maths teacher uses three zones. Zone A has paired desks facing the whiteboard for teacher-led instruction. Zone B has a cluster of four tables for group problem-solving. Zone C is a single desk behind a low bookshelf with noise-cancelling headphones available. Three pupils with identified SEND use Zone C during independent practice by choice, not by instruction. The teacher says: "Choose the zone that helps you think best right now." This normalises the choice for the whole class.
Accessibility for wheelchair users and pupils with physical difficulties requires more than a clear path to the door. Check aisle widths (minimum 900mm for wheelchair access), height of resources (coat pegs, bookshelves, sink), and whether the pupil can reach the whiteboard or interactive display from their position. Adjustable-height desks cost £80-150 and serve pupils who use standing frames or whose wheelchairs do not fit standard desk heights.
Movement break spaces benefit all pupils but are essential for those with ADHD and sensory-seeking profiles. A defined area (even a 2m x 2m floor space marked with tape) where a pupil can do wall push-ups, use a resistance band, or complete five star jumps provides proprioceptive input that helps regulate arousal levels. This is not a reward or a break from learning; it is a sensory strategy recommended by occupational therapists for maintaining attention (Pfeiffer et al., 2008).
Transition management is a hidden barrier. Corridors, stairwells, and cloakrooms are some of the most dysregulating spaces in a school. Pupils with autism often find the unpredictability of corridor traffic overwhelming. Practical solutions include allowing SEND pupils to leave two minutes early, using a visual countdown for transitions, and assigning a "transition buddy" whose role is to walk alongside (not behind or in front of) the pupil.
Visual supports reduce the cognitive load of processing verbal instructions, which is the single most common barrier for pupils with speech, language, and communication needs (SLCN), autism, and working memory difficulties. The key principle is that visual information persists; spoken words do not.
Now-and-next boards are the simplest and most effective visual support. A two-section board (laminated card, Velcro strips, and symbol cards) shows the current activity and the activity that follows. For a pupil with autism who becomes anxious about what happens next, the board answers that question without requiring them to ask. For a pupil with ADHD, it breaks the session into two manageable chunks rather than an overwhelming timetable.
A Year 2 teaching assistant creates a now-and-next board for a pupil with autism and moderate learning difficulties. During carpet time, she places the "listening" symbol in the "now" slot and the "writing" symbol in the "next" slot. When the pupil begins to rock and hum (early signs of anxiety), the TA points to the board and says: "First listening, then writing." The pupil glances at the board, settles, and re-engages. The TA has not needed to speak more than five words.
Visual timetables should be displayed at pupil eye level, read left to right (or top to bottom for vertical formats), and use consistent symbols. Widgit symbols are the most widely used in UK schools and are recognisable to pupils who transfer between settings. A visual timetable is not decorative; it is functional. If pupils do not refer to it during the day, it is in the wrong place or uses symbols they do not understand.
Word walls and vocabulary displays support pupils with SLCN and EAL needs when they follow specific rules: limit to 15-20 words, group by topic or function (not alphabetically), include an image alongside each word, and update every half term. A vocabulary display that has not changed since September is wallpaper, not a teaching tool.
Colour coding provides an additional organisational structure. Some schools assign colours to subjects (blue for maths, green for English), while others use colour to indicate routine stages (red for "stop and listen," amber for "think," green for "go"). Consistency matters more than the specific system. Once pupils learn the code, it reduces the verbal instructions needed.
| Visual Support | Primary SEND Benefit | Cost | Setup Time |
|---|---|---|---|
| Now-and-next board | Autism (reduces transition anxiety), ADHD (chunks time) | £5-10 | 30 minutes |
| Visual timetable (Widgit) | Autism, SLCN, moderate learning difficulties | £50 for Widgit licence | 1 hour |
| Colour-coded routine cards | ADHD (reduces verbal instructions), working memory difficulties | £10-15 | 45 minutes |
| Word wall (topic-linked) | SLCN, EAL, vocabulary gaps | £5-10 | 1 hour per update |
| Makaton signs poster | SLCN, Down syndrome, severe learning difficulties | Free (Makaton charity resources) | 20 minutes |
| Task breakdown strips | Executive function difficulties, ADHD, autism | £3-5 | 15 minutes per set |
Leah Kuypers' Zones of Regulation framework (Kuypers, 2011) provides a shared vocabulary for describing emotional states: Blue (low energy, sad, tired), Green (calm, focused, ready to learn), Yellow (heightened, anxious, excited), and Red (extreme emotions, anger, panic). Many UK primary schools now teach this framework explicitly, but the classroom environment must reinforce it.
A regulation zone is not a punishment area. The distinction between "time-out" and "take-a-break" is fundamental. Time-out removes a pupil from the group as a consequence. Take-a-break allows a pupil to self-select a regulation strategy before they reach crisis point. The language matters: "You need to go to time-out" places the decision with the adult and frames the move as punitive. "Would the calm corner help right now?" places the decision with the pupil and frames the move as a strategy.
Setting up a calm corner requires a defined space (1.5m x 1.5m is sufficient), a visual boundary (a bookshelf, screen, or curtain), seating (bean bag or floor cushion), and a small selection of regulation tools. The tools should address different sensory needs.
A primary SENCO sets up the following kit, budgeted at under £60:
| Item | Sensory Function | Approximate Cost |
|---|---|---|
| Noise-cancelling ear defenders | Reduces auditory input for overloaded pupils | £12 |
| Weighted lap pad (1kg) | Proprioceptive calming input | £15 |
| Fidget tools (tangle, putty) | Tactile regulation for anxiety and ADHD | £8 |
| Sand timer (5 minutes) | Visual time boundary for the break | £3 |
| Breathing exercise card (laminated) | Structured regulation technique | £2 |
| Feelings check-in chart (Zones of Regulation) | Self-identification of emotional state | £5 |
| Bean bag or floor cushion | Comfortable seating that differs from task chairs | £15 |
Break cards give pupils a non-verbal way to request access to the calm corner. A pupil places a laminated card on the teacher's desk (or holds it up) and moves to the regulation zone without needing to explain or ask aloud. This removes the social barrier that prevents many autistic pupils and those with SEMH difficulties from seeking help. The card should specify the maximum break duration (usually five minutes) and include a visual instruction for returning to the group.
A Year 5 pupil with a diagnosis of anxiety and selective mutism has never once asked to leave the classroom, despite visible distress during noisy activities. After introducing break cards, she uses one within the first week. She goes to the calm corner, uses the weighted lap pad for three minutes, and returns to her seat. The class teacher notes that the pupil's written output in the session after the break is the longest she has produced all term.
The Elklan "Communication Friendly Spaces" approach, adopted by many NHS speech and language therapy services, sets out practical standards for classrooms that support pupils with SLCN. The core principles are: reduce background noise, slow the pace of verbal interaction, provide visual support for spoken language, and create structured opportunities for talk.
Speaking walls display sentence stems, key vocabulary, and talk frames at pupil eye level. Unlike general display boards, a speaking wall is a live reference tool. During a science lesson on materials, the speaking wall shows: "I think _____ will happen because _____." "This material is _____ (hard/soft/flexible/rigid)." "My evidence is _____." Pupils with language difficulties use these frames to participate in discussion without needing to construct sentences from scratch. This is scaffolding at the environmental level.
Talk partners should be assigned, not random. Pairing a pupil with SLCN with a patient, articulate peer produces better outcomes than pairing with a dominant speaker who fills silences. The teacher establishes a talk partner protocol: Partner A speaks for 30 seconds while Partner B listens, then they swap. A sand timer makes the structure visible. This gives pupils with slower processing time a guaranteed window to speak.
Quiet work areas serve the opposite function. Some pupils with SLCN need silence to process what they have heard. A quiet workstation, equipped with noise-cancelling headphones and a visual task card, allows these pupils to consolidate learning after group discussion. The key is that the quiet area is framed as a choice, not a separation. "If you need quiet thinking time, the silent desk is ready" communicates respect for different processing needs.
A secondary English teacher redesigns one corner of the classroom as a "communication station." It includes a speaking wall with sentence stems for the current unit, a set of colourful semantics strips for pupils building sentences, and a recording device (a simple dictaphone) for pupils who prefer to rehearse answers orally before writing. Three pupils with EHCPs for SLCN use the station daily. Their verbal contributions during whole-class discussion increase from an average of one per lesson to three.
Use this checklist to conduct a systematic audit of any classroom. Rate each item as "Yes" (in place), "No" (not in place), or "Partial" (needs improvement). Record the action needed and assign a priority: H (this week), M (this half term), or L (this term).
| Domain | Item | Yes / No / Partial | Action Needed | Priority |
|---|---|---|---|---|
| Sensory | Non-flickering lighting (LED or natural light) at all workstations | |||
| Acoustic treatment on at least two surfaces (panels, soft furnishings, carpet) | ||||
| Wall displays limited to 3 structured boards per wall with neutral backgrounds | ||||
| Temperature maintained between 18-21°C with ventilation available | ||||
| No strong-scented cleaning products, air fresheners, or markers in use | ||||
| Physical Layout | Flexible desk arrangement (rows, groups, and quiet workstation available) | |||
| Aisle widths of 900mm minimum for wheelchair access | ||||
| Resources (pegs, shelves, sink) accessible at pupil height for all | ||||
| Defined movement break space (minimum 2m x 2m) with proprioceptive resources | ||||
| Transition plan (early release, visual countdown, buddy system) | ||||
| Visual Supports | Now-and-next board visible and updated throughout the day | |||
| Visual timetable at pupil eye level using consistent symbols (Widgit or similar) | ||||
| Topic-linked word wall with images (15-20 words, updated half-termly) | ||||
| Colour-coding system consistent across subjects and routines | ||||
| Task breakdown strips available for multi-step activities | ||||
| Emotional Regulation | Calm corner or regulation zone with visual boundary and sensory tools | |||
| Break cards available for non-verbal self-referral | ||||
| Zones of Regulation (or equivalent) display with matching vocabulary used by all adults | ||||
| "Take-a-break" language used consistently (not "time-out") | ||||
| Communication | Speaking wall with sentence stems and talk frames at pupil eye level | |||
| Assigned talk partners with structured turn-taking protocol | ||||
| Quiet workstation with headphones for processing time | ||||
| Adults use slow pace, short sentences, and visual cues during verbal instructions |
An audit is only useful if it leads to change. The most common failure mode is completing the checklist, identifying 15 issues, feeling overwhelmed, and filing it in a drawer. The solution is a three-tier action plan that separates immediate, medium-term, and longer-term changes.
Tier 1: This week (cost: under £50). These are changes a class teacher can make without budget approval or facilities involvement. Examples: rearranging desks to create a quiet workstation, removing one wall display, introducing break cards, adding tennis balls to chair legs, printing and laminating a now-and-next board. A teacher who completes three Tier 1 changes in a single week will see noticeable differences in the behaviour of sensory-sensitive pupils.
Tier 2: This half term (cost: £50-300). These require a small budget allocation and possibly SLT approval. Examples: purchasing noise-cancelling ear defenders for the class, installing one set of acoustic panels, buying a Widgit licence, setting up a calm corner with sensory resources. The SENCO should present the audit findings to the headteacher with specific costings. Schools with a SEND-specific budget line can often fund these from existing allocations.
Tier 3: This term or year (cost: £300+). These are structural changes that require premises involvement. Examples: replacing fluorescent lighting with LED panels across a corridor, installing acoustic ceiling tiles, creating a dedicated Inclusion Base. These changes should be written into the School Improvement Plan and linked to the accessibility plan required under the Equality Act 2010.
Involving pupils in the audit process produces better data and builds self-advocacy. Ask pupils with SEND: "What in this room makes it harder for you to learn?" Their answers are often specific, practical, and different from what adults predict. A Year 4 pupil with autism told his SENCO that the thing that bothered him most was the ticking clock, which no adult had considered. Removing the clock and replacing it with a silent digital display cost nothing and reduced his anxiety-related behaviours during quiet reading time.
When presenting audit findings to governors or SLT, frame environmental changes as part of quality first teaching, not as an additional SEND cost. Every modification listed in this audit benefits all learners. Reducing echo helps every pupil hear the teacher. Structured displays reduce cognitive load for the entire class. A calm corner serves pupils with SEMH needs, but also the pupil who had a bad morning or the high-achieving pupil who is simply overwhelmed by a test.
Print the full audit checklist from the section above and complete it for one classroom this week. Walk the room during a lesson, not when it is empty, because the sensory environment changes when 30 pupils are present. Identify three Tier 1 changes you can make by Friday. Implement them, observe the impact for a fortnight, then return to the checklist and select your Tier 2 priorities. Share your completed audit with your SENCO (or, if you are the SENCO, with your headteacher) alongside a one-page costed proposal for the top five changes that are not yet in place.
The following papers and reports provide the evidence base for environmental adaptations in SEND provision. Each has direct implications for classroom practice in UK schools.
These five studies and policy documents underpin the classroom audit approach described in this article. They cover sensory processing, classroom design, emotional regulation, communication-friendly practice, and statutory accessibility requirements.
Sensory Processing in Everyday Life: A Conceptual Model View study ↗
Highly cited
Dunn, W. (2007)
Dunn's model identifies four sensory processing patterns (registration, seeking, sensitivity, and avoiding) and maps them onto observable classroom behaviours. This framework is the basis for understanding why the same environment affects different pupils in different ways, and it informs every sensory audit item in the checklist above.
Clever Classrooms: Summary Report of the HEAD Project View study ↗
Landmark study
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015)
The HEAD project measured 3,766 pupils across 153 classrooms in 27 UK schools and found that classroom design explained 16% of the variation in academic progress. The three design factors of naturalness, individualisation, and stimulation provide a research-backed framework for prioritising environmental changes. This is the strongest quantitative evidence available for the impact of classroom design on learning outcomes.
The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control View study ↗
Widely adopted
Kuypers, L. M. (2011)
Kuypers' framework provides the shared vocabulary (Blue, Green, Yellow, Red zones) that many UK schools now use to teach emotional regulation. The curriculum includes specific environmental recommendations for creating regulation spaces within classrooms, making it directly applicable to the calm corner and break card systems described in this audit.
Communication Friendly Spaces: Creating Inclusive Learning Environments View study ↗
Professional standard
Elklan Training / The Communication Trust (2012)
The Elklan communication-friendly spaces approach provides a practical audit framework specifically for supporting pupils with speech, language, and communication needs. It covers room layout, display, noise levels, and adult communication behaviour, and has been adopted as a standard by many NHS speech and language therapy services across England.
Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils View study ↗
DfE guidance
Department for Education (2015)
This statutory guidance sets out schools' legal duties under the Equality Act 2010 to plan improvements to the physical environment, curriculum access, and information for disabled pupils. Every school must have an accessibility plan, and the classroom audit in this article can feed directly into that plan. The guidance provides the legal basis for requesting budget for environmental modifications.
{"@context":"https://schema.org","@graph":[{"@type":"Article","@id":"https://www.structural-learning.com/post/send-friendly-learning-environments#article","headline":"SEND-Friendly Learning Environments: A Classroom Audit Checklist","description":"Audit your classroom for SEND accessibility across sensory processing, physical layout, visual supports, communication, and emotional regulation. Printable...","datePublished":"2026-02-26T14:24:31.847Z","dateModified":"2026-02-26T14:24:31.847Z","author":{"@type":"Person","name":"Paul Main","url":"https://www.structural-learning.com/team/paulmain","jobTitle":"Founder & Educational Consultant"},"publisher":{"@type":"Organization","name":"Structural Learning","url":"https://www.structural-learning.com","logo":{"@type":"ImageObject","url":"https://cdn.prod.website-files.com/5b69a01ba2e409e5d5e055c6/6040bf0426cb415ba2fc7882_newlogoblue.svg"}},"mainEntityOfPage":{"@type":"WebPage","@id":"https://www.structural-learning.com/post/send-friendly-learning-environments"},"image":"https://cdn.prod.website-files.com/5b69a01ba2e409501de055d1/69a0579f030b4b17405b9b10_69a0573d030b4b17405b6f0b_send-friendly-learning-environ-comparison-1772115773179.webp","wordCount":3967},{"@type":"BreadcrumbList","@id":"https://www.structural-learning.com/post/send-friendly-learning-environments#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https://www.structural-learning.com/"},{"@type":"ListItem","position":2,"name":"Blog","item":"https://www.structural-learning.com/blog"},{"@type":"ListItem","position":3,"name":"SEND-Friendly Learning Environments: A Classroom Audit Checklist","item":"https://www.structural-learning.com/post/send-friendly-learning-environments"}]}]}
