Equipment and resources

Use to find resources to overcome potential barriers to learning.

  • Resources are available in every classroom or learning environment for all children and young people to access when appropriate.

    Quality and impact of support is scrutinised.

    Examples of good practice

    • Resources are within easy reach of all children and young people and used to promote learning, independence and reduce stigma.
    • Children and young people have easy access to sensory equipment that they require, e.g. writing slopes, pencil grips, wobble cushions, fidget toys, ear defenders, weighted resources. They also have regular access to a variety of age and stage appropriate sensory activities such as dried pasta and cornflower (EYFS).
    • Resources are clear and uncluttered, labelled using text and images. Print size and font is appropriate. Coloured backgrounds and paper are used to reduce visual stress.
    • Physical resources such as PE and Maths equipment are adapted to promote independence e.g. different size balls.
  • Specific resources and strategies are provided to overcome potential barriers to learning.

    Examples of good practice

    • All resources, including adapted resources are available for those children and young people who require them.
    • Information Computer Technology (ICT) is used to help access the environment e.g. switch buttons, talk buttons to help children with routines.
    • For school age children, ICT provides alternatives to written recording and to promote independent learning.
    • ICT is planned and used effectively use to support learning.