How Acoustic Pods Are Transforming Inclusive Learning Environments in Schools
Helen Roberts, headteacher and special educational needs coordinator (SENDCo), reports on the Simple Acoustics pod at Rampton Primary School.
Although I regard myself as an enthusiastic and passionate individual, the ubiquitous pressures of leadership — with the shackles of budgets, policies and protocols — often do their best to prevent those truly wondrous moments I used to experience years ago. As a professional with nearly 30 years in education, including a decade as a SENDCo and almost seven years as a headteacher, I can genuinely declare that magic was in the air at Rampton Primary School this year. Never would I have believed that this transformative event would occur during a significant building improvement project taking place across the entire school site.
Classrooms are inherently vibrant and dynamic environments. However, during a major upgrade that started in January, it quickly became evident that the increased noise levels caused by the various machines working throughout the site exacerbated the constant school din and quickly overwhelmed both children and adults alike. This enormously impacted one pupil in particular: a Year 5 girl with severe, complex and enduring SEND, including moderate bilateral sensory-neural conductive hearing loss. Without hearing aids, this child cannot hear the spoken word.
The immediate concerns we raised about the noise led to a conversation with my Qualified Teacher of Deaf Children and Young People, members of Arc Partnership and Nottinghamshire County Council. We needed something that would support this pupil whilst her class was rehoused during the refurbishment. These discussions led to the involvement of Simple Acoustics Limited, and the conception of a portable, fully-acoustic ‘pod’ was born.
The design of the pod was totally led by the student’s needs, ensuring there was enough space for her wheelchair as well as her teaching assistant and equipment. The pod was delivered during the Easter break and was built within an hour. On our return, it immediately created optimal acoustic conditions for our most vulnerable child, providing a sanctuary from the onslaught of background noise, with remarkable acoustic absorption that minimised disruptive reverberation.
Its integration transformed this child’s world overnight. Before the pod, she would regularly remove her hearing aids and lead her one-to-one around the school seeking tolerable noise levels. Afterwards, the child led her one-to-one to the pod. I was truly astonished to regularly find her asleep — still wearing her hearing aids — or sharing a book under a blanket with a newfound ability to concentrate and engage, liberated from the anxiety of excessive noise.
Staff utilising the pod reported substantial improvements in the pupil’s concentration, which directly correlated with engagement and overall wellbeing. This thoughtfully designed space empowered my pupil to participate fully in lessons and embrace the joys of learning. From a time when the removal of her hearing aids communicated her unhappiness, she was seen once again smiling and dancing, as she did before the upgrade.
I am genuinely astounded by the profound impact the Simple Acoustics pod has had on our school community. The impact has been so profound that I have secured additional funding and will soon be installing a second pod in our new ‘Wellness Room’. The unbelievably sad fact is that I did not consider the effect that environmental acoustics was having on this pupil until the background noise increased.
Despite nearly 30 years in education, no one ever mentioned the acoustics of my classrooms or school. I simply wasn’t aware that acoustic reviews, treatments or solutions were available. And now I know, I simply can’t stop talking about it. I sincerely hope the new Ofsted Inspection Framework, with its standalone strand focused on inclusion, will have other headteachers talking about it too.
Helen Roberts has been headteacher of Rampton Primary School since 2019, bringing nearly three decades of primary education experience. She also serves as SENDCo, designated safeguarding lead and mental health first aider. A passionate champion for children with SEND, Helen is dedicated to breaking down barriers to learning so every child can reach their full potential.
