Universal Support refers to approaches we take to support the inclusion of ALL learners. For example, this could be a specific font we use in our presentations to make it easy to read, the layout of the chairs in the classroom or an emotional check in at the start of lessons. 

With universal supports, we are aiming to remove as many potential barriers to learning as possible so that the learning environment is accessible as possible for all of our learners, regardless of their academic, physical, emotional and social ability. We want our learning environments to be welcoming, comfortable, interesting and empowering.

We work hard as a team to develop consistency in our universal supports across the school so that our learners feel comfortable, regardless of where in the school they are learning or who we are learning with.

The first step in universal supports is to apply the CIRCLE INCLUSIVE CLASSROOM SCALE. This evaluates how inclusive the physical and social environment of our learning spaces is. It enables us to identify our strengths and identify barriers that can prevent anyone from accessing learning. It includes sensory needs, motivation, structures and routines, relationships, how information is communicated and the appeal and demand of activities. 

We use the CICS audit twice a year; at the start of term 1 and then at the start of term 3. After completing the CICS, we meet as a staff to discuss the results, share our strengths with each other and plan what we can improve or change to further remove barriers to inclusion. We do the CICS audit twice a year, because as the year progresses, the social environment of our classrooms grows and develops, new learners can join the school and also the needs of our learners and their families can change. We again make improvements and changes based on the results. 

Through this improvement journey, we have created a shared expectation of what our universally inclusive environments should contain. This is not an exhaustive list, but a starting point for every class at the start of the year. Pupil, teachers and support staff can then add more supports as further develop their learning environments across the year.

Please take a look at some examples of universal supports across our school.