What our clients say
Positive Looking Outcomes
For over 18 years, the Positive Looking Programme has helped schools, specialist settings and services improve visual access, increase engagement and create more vision-friendly learning environments.
The outcomes below highlight just a few of the many benefits reported by educators using the Positive Looking Programme to support children and young people with visual impairment, CVI, SEND and complex needs.
Increased Engagement and Participation
“Since implementing Positive Looking, our pupils show increased visual engagement, improved attention and greater confidence accessing learning activities.”
Teacher of Learners with Complex Needs
Whole-School Impact
“Positive Looking has transformed our whole-school approach to vision. Staff have a greater understanding of visual skills, children are more engaged in learning and vision is now embedded throughout the curriculum.”
School Leader
More Vision-Friendly Learning Environments
“Our classrooms are now far more vision friendly. Visual clutter has been reduced, high-contrast resources are used consistently and pupils appear more attentive and engaged.”
Class Teacher
Increased Staff Confidence
“Positive Looking has given staff the confidence to support vision impairment and CVI within everyday classroom practice, not just during intervention sessions.”
School Leader
Improved Visual Skills
“Children are making greater progress in visual awareness, attention and engagement. Positive Looking has given staff practical strategies that make a real difference.”
Teacher of Learners with Complex Needs
Creating Better Outcomes for Children and Young People with SEND
Positive Looking continues to support schools, local authorities and specialist services in developing visual skills, improving participation, promoting independence and creating more inclusive learning environments for children and young people with visual impairment, CVI, SEND and complex needs.
The programme is used nationally and internationally and has helped educators build confidence, improve practice and create meaningful outcomes for the children and young people they support.
Research led by Professor Rachel Pilling and Gwyn McCormack, highlights the importance of meaningful activities, accessible learning environments and responsive support in promoting engagement, participation and successful learning outcomes for children and young people with complex needs. Read more about the research underpinning Positive Eye’s approach.
Interested in learning more? Explore the Positive Looking Programme and discover how it can support the development of visual skills, participation and independence within your setting.
👉 Explore the Positive Looking Programme
