Pupil Referral Units (PRUs) and Alternative Provision are in the spotlight as exclusions in English schools rise and more pupils are being pushed out of mainstream education. Children who attend schools outside of the mainstream generally do so because they have complex social and emotional needs that cannot be met in a regular school, which often leads to environments designed to cope with ‘behaviour’ rather than focusing on their needs. What you end up with are places that are purely functional and somewhat dispiriting, that betray a lack of belief in the young people who attend them. This needs to change.

Teacher and Educational Consultant, Annabel Bates, has worked extensively in non-mainstream schools. She explains why environments are so important, “We all feel and work better in nice environments. We should be creating the nicest environments for those who face the greatest challenges and have the furthest to travel in their learning; spaces that nurture them and show they are valued. People would far rather come into a warm, homely environment that is comfortable and inviting – it’s human nature, not rocket science. If you create the right environment and get the kids involved in looking after it the incidents drop through the floor. I’ve worked in schools where we had pot plants, pianos, paintings on the wall – just like you’d have at home – and the difference it makes is extraordinary.”

If it all gets too much, or if a teacher feels a child needs some time away, it might help if they could go to a sanctuary space. This is a room with naturalistic elements to create a calming environment. Neuroscience research has shown that natural environments have a calming effect that improves cognitive performance, so this room is replete with naturalistic finishes. The back wall is a mural of lavender fields, the floor cushions look like pebbles but they are manufactured from soft felt, and the floor itself is astroturf which is tactile, you can stroke it while sitting on it

This is a space with no hard corners or loose furniture so it’s a safe space, designed to help reduce stress and anxiety, that looks beautiful. There is a temptation to regard this kind of space as a ‘therapy’ room, but it’s important not to use labels with potentially negative connotations or to dictate how this kind of space is used. While it may be used for therapy, it could also be a ‘chill out’ room, a relaxation, meditation or mindfulness space. By labelling it a ‘therapy’ room you run the risk of children not wanting to use it because of the potential stigma attached to being ‘in therapy’.

02 KEEPING IT CASUAL

If you’re feeling edgy or wound up the last thing you want to do is sit formally in a four-legged chair, you need to pace, fidget or slouch. This informal seating area includes upholstered stools that you can sit on or even lie across, toadstools for perching on and a Ewe-Sit sheep stool that is tactile and fun. This area is for when teachers need a less formal space that feels more relaxed.