A former traditional ‘four walls and bookshelves’ library at Yewstock School has been transformed into a multi-sensory learning space designed to meet the needs of every pupil. The specialist school, which supports children with a wide range of additional needs, has reimagined its library to reflect a simple idea – that learning doesn’t just happen in the classroom.
‘Our old space was very basic,’ explains one member of staff. ‘It was a simple, generic library: basic bookshelves and a load of books that we’ve either purchased or have been donated to us, and had for years. We wanted somewhere that felt inspiring, somewhere accessible and meaningful for all of our pupils.
The result is a newly designed environment built around what the school calls ‘literacy, love and learning’ – a space where reading is not just taught, but experienced.
The project was made possible through external funding and brought together a team from across the school. Teachers, support staff, technicians and site staff all played a role, from design and artwork to construction and technology. ‘It really was a whole team effort,’ they say. ‘Everyone brought something different to it.’
Crucially, pupils were involved throughout. From painting and creating decorative elements to simply watching the space take shape, the transformation became something the whole school felt part of.
‘They’ve been peeking through the door and the windows as it’s been developing,’ staff say. ‘They’re really excited to use it.’
Support across the spectrum
Unlike a traditional library, the new space has been designed to support a wide range of learning styles. Alongside books, it includes sensory elements, interactive technology and quieter areas.
For pupils at Yewstock, that flexibility is essential.
‘Even for an SEN school, we’re quite unusual,’ explains headteacher Clive Padgett. ‘We’ve got children ranging from those with very complex and profound learning and medical needs to children who need a more traditional subject base. But whatever their learning needs, they all have one thing in common, and that’s that they’ve got communication needs. And reading is an absolutely key part of that.’
‘Our children learn in very different ways,’ one teacher explains. ‘Some need visual stimulation, some respond to sound or touch. It’s about making sure everyone can access learning in a way that works for them.’
That inclusivity is at the heart of the school’s approach – from the very wide ranging needs to those following a more formal curriculum.
The new space has been designed to support that across the full spectrum. Some pupils will use it to explore books through sound, texture and interaction. Others will develop independent reading skills and be encouraged to widen the range of what they read. For many, it will also be a place simply to sit, to share a story and feel part of a wider learning community.
‘We really wanted to engender a love of learning, a love of reading, a love of sharing books and responding to books,’ Clive Padgett says.
Technology also plays a role, with accessible tools and interactive systems helping pupils engage in ways that would not be possible in a more traditional setting.
For a school where every pupil’s needs are different, creating a single space that works for all is no small task.
‘It’s not often you get something that caters for everyone,’ he says. ‘But this really does.’
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