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In 2025, Outwood Primary and Secondary Academies worked collaboratively along with external specialists to consider what an Inclusive Classroom should include when considering the four areas of SEND. Here we summarise the key summary of environment considerations, physical resources and staff approaches / strategies that are useful for all pupils but especially helpful for pupils with Communication & Interaction difficulties.
Click here for Communication & Interaction best practice to support an inclusive classroom
Click here for Communication & Interaction best practice to support an inclusive classroom
Environment
1. Layout of the room to suit different opportunities for talking – as pairs, or groups.
2. Classroom volume is monitored to ensure children can hear.
3. Lightening levels are monitored
4. Visual labels (Widget) for all resources that need to be accessed independently by pupils (e.g. drawer containing equipment, construction materials).
Physical Resources
1. Consistent visual supports eg labels
2. Consistent use of visual timetable in an easy to view place.
3. Visual timetable to be updated morning and afternoon with a clear system to signify where in the day e.g. marker or remove symbol. This can be done by a child with guidance from the teacher.
4. Slides use dual-coding - written text is minimal with visuals alongside.
Staff approach / strategy
1. Extending and expanding on what pupils say.
2. Mother tongue is valued and used where is appropriate.
3. Oracy opportunites are planned into every lesson. Scaffolds are used, where appropriate, to structure pupil's use of language.
4. Every adult understands their role in listening to children and promoting communication. Adults to allow additional time for processing and communication attempts to be heard.
5. Every adult models positive communication and interaction in the playground and in the dinner hall (social opportunities).
6. All forms of communication attempts are valued and accepted (e.g. BSL, makaton, use of gesture).
7. Whole school approach to teaching vocabulary as part of Guided reading strategy, wider curriculum and word of week.
8. Transition times are managed effectively creating automaticity and children know what to expect next promoting independence.
9. Consistent expectations and responses from every adult ensuring children know what to expect.
10. Adults to be mindful of the pace of delivery, giving children time to process and respond.
11. All staff praise positive listening and communication.
12. Teacher's to ensure questions are appropriate to the child's level of understanding to ensure success and promote confidence and self-esteem.
13. All staff are consistent with their use of the visual timetable, and the clear start and finish of tasks. Times are adhered to.
14. Visual timetable is referenced at each transition.
15. Staff are aware to ask pupils to repeat information / instructions to check understanding.
16. Promote a culture of 'active listening'. It's ok to ask for help and seek clarification."
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