AUTISM ACCREDITATION PEER REVIEW

SERVICE REVIEWED: Rowan Tree Primary School

DATES OF REVIEW: 12 - 14 December 2017

TEAM MEMBERS: Team Coordinator: Jackie Macey Team Member: Sally James

OVERVIEW OF PROVISION

Rowan Tree Primary School is managed by Wigan Local Authority and provides 101 places for children, aged 2-11yrs with complex needs including autism.
Currently around 80% of pupils are autistic. The school has a strong emphasis on pupils’ well-being and sees this as fundamental to learning; in addition the
curriculum includes a focus on communication, thinking, social and vocational skills showing a clear understanding of the needs of autistic pupils.

Recent refurbishment has been carefully thought through and this is particularly evident in the development of outside spaces for activities which include:
cycling, gardening, sensory circuits, and a nature den. The internal environment is very well ordered and has a good range of specialist resources, including
several sensory facilities and a Food Technology room.

SUMMARY OF EVIDENCE

Observations

Observations were carried out across the full age range and curriculum areas. In addition further observations took place during lunch, breaks and transition
times.
Interviews and Discussions

During the review the team met with a wide range of key professionals from across the school, including: Head Teacher and Senior Leadership Team,
Therapy Team, Pastoral Support Worker, Behaviour Support Lead, Teachers with responsibility for personalisation and challenge, HLTAs with responsibility
for sensory circuits, massage and yoga.

A member of the review team met with the school council and a group of parents.
Some brief more informal discussions were held with individual teachers and members of class teams.

Documentation

Policies
Training Audit
Learner Profiles
Individual Education Plans
Positive Support Plans
Behaviour Support Plans
Annual Review Documentation
Progress Data
Planning
School Prospectus
Questionnaires
Self Audit
School website
Ofsted Report Sept 2017

As a result of this process, the following actions were identified for the service to work on:
Actions for development
Communication E2,
The review team recommend that the school audits its use
of symbols and ensures that these always correspond
with the intended meaning. It is suggested that key
information or words are symbolised rather than a symbol
being given for every word.
Sensory Experiences E10, E15
The school has worked well to develop its sensory
practice in many areas and is now well resourced. The
review team feel that some further training would fully
embed staff understanding in the process of regulating the
sensory system to enable learning and that planned
interventions meet pupils’ needs.
KEY FINDINGS
Reasoning
During the review some examples were seen where symbols were used alongside fairly complex
text or longer sentences and in these cases one or two carefully chosen symbols would
communicate the meaning more clearly. It is also felt that when only a few symbols are given
then they are more likely to be attended to and understood. There were many examples of very
appropriate use of symbols seen to be effective. In some cases the information being
symbolised was aimed at staff and in these cases symbols are not required. Through discussion
it was clear that the school was in agreement with the team’s suggestions and were likely to take
on the suggestions very promptly.
In general visual supports were seen to be well understood and used very effectively across the
school.
The school has committed to developing its provision for meeting the sensory needs of its
autistic pupils. A Sensory Integration Specialist OT has been working with the school to provide
training and advice on using existing resources to support pupils to regulate their sensory
systems and develop self-regulation.
Pupils’ sensory likes and dislikes are recorded on Learner Profiles and together with work on
Zones of Regulation, pupils are encouraged to choose sensory activities when they need a
break or are showing signs of becoming disregulated. Discussion with the OT revealed that
pupils might be choosing the activities they like (e.g. spinning) but might not always be selecting
those that they need to become regulated and ready to learn. Increasing staff understanding of
the process of Alerting – Organising- Calming would help increase the effectiveness of sensory
time on arrival at school in the morning and sensory breaks throughout the day.
The school, in conjunction with the OT, might like to consider grouping and ordering the photos
of the equipment into the alerting, organizing and calming categories so that pupils can choose
equipment from each in the appropriate order.

Assessment E3, E4, P4, P7
As a potential area of development the review team
suggest that the school investigates ways of sharing with
pupils the individual targets that are set for them. The
school sets targets in areas such as ‘self help’ and ‘play
skills’ which could be written in simple language or
communicated through photographs or symbols and
pupils could be regularly prompted as to how to achieve
these targets.
The following areas were also identified as examples of what the service does well.
Specific areas of strength
Commitment C3 - C10
The review team assess the strong and clear direction
imparted by the Senior Leadership Team to be a potential
strength of the school. This vision is accompanied by an
approach which supports and enables staff to develop and
share successful and effective strategies which ensure
pupils’ success.
Individual Learner Profiles include information about sensory likes and dislikes but do not
currently detail information about proactive and reactive strategies to enable pupils to maintain or
re-establish sensory regulation. Including this information on Learner Profiles would help staff
provide the individual sensory support pupils require.
The school has a strong focus on supporting pupils in the areas of development that are
commonly affected by autism. In addition skills that will support pupils’ long term development
are carefully included in the broad curriculum, e.g. independence skills. It is felt that involving
pupils more fully in understanding and achieving these targets would have benefits for pupils’
progress and self-worth and be in line with the general ethos of the school’s work.
Reasoning
The Senior Leadership Team at Rowan Primary School has a wealth of experience and
extensive knowledge that informs their decision making. Under this leadership a high number of
staff have taken on specialised roles within the school and these enhance the positive
experience of pupils: behaviour support workers, strong therapy team, play therapy, pastoral
support, creative ICT work, outreach support. Practice across the school that was observed over
two days was judged to be exceptionally consistent and this reflects a shared understanding by
staff at all levels of the approaches and strategies that have been adopted by the school.

Environment C6, E13
The review team judge the way in which the school has
been refurbished to provide an environment that is
predictable, calm and distraction free to be a strength.
In addition specialist rooms provide for a range of
activities designed to meet the needs of ASC pupils, for
example sensory gyms, light room and quiet rooms.
Much thought has been given to the design of outside
areas to create spaces that are stimulating, promote
social interaction, support sensory regulation,
exploration and enable learning.
Emotional Well-Being E10, E15, U17, U19, P11
The review team identify as a potential area of strength
the work the school has put in place in order for pupils to
develop their understanding of emotions and how to begin
to self-regulate (Zones of Regulation).
It was noted that practice in some classes or during some sessions was of an extremely high
quality but also that in none of the situations observed did practice fall below a very good
standard. In discussion with staff during the review it was clear that senior staff recognise the
effective work of staff members but also encourage their ideas and thoughts on the development
of practice.
The school have been successful in creating a calm environment for autistic pupils, calm
colours are used throughout and the corridors are particularly distraction free.
Classrooms have some large floor to ceiling wall cupboards and these enable resources to be
stored out of sight. These cupboards also conceal coat and bag storage for pupils very
effectively.
The school has a good number of small well equipped rooms such as a play therapy and
massage room, a sensory gym, quiet rooms and an immersive learning room where several
projectors can display images to create an atmosphere or experience for the pupils, the room
is a good size and resources can be brought in to the empty space to enhance a sensory
learning experience.
Good use has been made of the outside areas to facilitate social interaction, quiet spaces, a
sensory circuit, swing, climbing frame and growing area.
The school has adopted the ‘Zones of Regulation’ system for pupils to gain a developing
understanding of their emotional states. In the youngest classes pupils are considering what
‘Happy’ and ‘Sad’ feels like whereas more able groups are able to identify their mood from a
range of emotions which are colour coded from red to blue to yellow to green, more complex
emotions are included such as confused or excited.

Communication E2, E4, E6
The review team were impressed by the high quality and
consistency with which staff used visual support
systems to communicate effectively with pupils.
Visual supports were seen to be differentiated for
individual pupils and situations.
Family Support C30
The support the school offers families is considered by the
review team to be a potential area of strength.
These pupils are able to choose a sensory activity in response to their emotion to help them to
return to a ‘green’ level of feeling happy/calm/controlled. Each pupil has a personalised cloth
bag of activities they can choose from. These resources encourage independent management
of the pupil’s feelings which is an essential skill for success as they mature. This approach, with
its consistency throughout the school, has been a significant factor in the school’s successful
reduction in incidents of problem behaviour.
Staff at the school understand the impact of visual supports on their autistic pupils’
understanding. Consistently across all school environments and activities, staff supported
verbal instructions and information with symbols in a range of sizes and formats (single
symbol, schedules etc.) that enabled pupils to respond successfully. Staff were very
competent at using the symbols they carried and in producing relevant symbols for an activity.
Particularly strong was the automatic use of visual systems around the school, during play
sessions, breaks, lunchtimes.
The strong and effective support the school offers to its families is evidenced in the comments
made through the questionnaires. Discussion during the meeting held for families during the
review also identified the appreciation families felt for the staff team.
The school has worked well to establish its open door policy and to develop practices which
recognise the difficulties families face as well as activities that support its pupils, e.g. Saturday
Club, school holiday events, sleep support, support with difficulties families may be facing such
as receiving respite, finding leisure opportunities, signposting and referrals to outside agencies.
Support with health issues is strong, e.g. the Community Paediatrician holds a clinic within the
school and when families need to take a pupil to a medical appointment they may be supported
by a member of staff.
The Pastoral Support Worker builds her relationship with families as soon as they join the
school, home visits help to build trust and regular coffee mornings and workshops inform families
and encourage the development of supportive relationships.

The school has a clear understanding that supporting families is often essential for pupils’ well-
being and success within school.
 FAMILY QUESTIONNAIRE SCORES

SCORES

Number of Questionnaires sent out (please request from service if not available prior to review): 80

Number of Questionnaires returned: 8

Unscored Strongly Strongly

Disagree Agree
disagree Agree

I am able to contact the school about my child/family member on a regular basis 0 0 0 0 8

I am given information about my child’s/family member’s progress on a regular 0 0 0 0 8

basis

The school listens to my views about my child/family member and their support and 0 0 0 1 7
takes them into account.

I am aware of how to raise concerns about any aspect of my child’s/family 0 0 0 1 7

members support and am confident that they will be considered and addressed.

The school has a good understanding of my child/family member and works well to 0 0 0 0 8
meet their needs.

The school respects the complexities of caring for a family member on the Autistic 0 0 0 0 8
Spectrum

The school provides opportunities for me to find out more about autism and my 0 0 0 1 7
child’s/family member’s specific needs

The school has had a positive impact on my family member’s life and learning 0 0 0 0 8

TOTALS 0 0 0 3 61

PERCENTAGES 0% 0% 0% 5% 95%
Eight questionnaires were returned. Only grades of ‘agree’ or ‘strongly agree’ were given, this shows the confidence families have in the
school and the quality of support and communication the school achieves. A selection of the comments made is given below:

 My child is really happy at this school, his individual needs are catered for and learning is based on his understanding. A great friendly
approachable school.

 Rowan Tree is an excellent school. My son’s gone from being frustrated and unable to speak much, to a happy chatty boy who loves
to learn.

 The staff have been and continue to be amazing, nothing has been too much trouble.

 I could not be any happier with the school. All the staff are wonderful and a credit to the school.

 We are 100% confident that we made the right decision to send our child here to this school.

 Excellent school.

OBSERVATION SCORES

Topic Not Met Partially Met Majority Met Fully Met

Differences in social 0 0 13 12
communication

Self-reliance and problem 0 0 12 13

solving

Sensory Experiences 0 0 17 8

Emotional well-being 0 0 12 13

TOTAL 0 0 54 46

PERCENTAGE 0 0 54 46
 FINDINGS FROM OBSERVATIONS

Topic Comments

Differences in social
communication
The school’s Autism Policy describes communication as being fundamental to learning. It also sees all problem behaviour
as communication. Supporting the development of communication skills is therefore one of the school’s strategies to
help pupils to be able to express themselves through effective and acceptable communication rather than through
unwanted behaviours which can be very distressing for pupils.

The school sees the development of effective communication skills as a priority for all pupils. Training in augmented
approaches is quite strong, e.g. Picture Exchange Communication System and iPad systems (ProLoquo2go). The use of
PECS for those pupils who are at an appropriate level of development was very well executed, showing a clear
understanding or initiation. Staff were using the system in all environments, not just within the classroom. Some
parents reported that they were using PECS at home and the school is able to offer training to parents were this is
relevant. PECS was also seen to be used within the curriculum, e.g. it was very speedily and expertly used for a small
group of quite severely affected autistic pupils who were making icing to decorate biscuits, they were able to use
sentence strips to request each item and specify colour preferences.

PECS is often introduced through snack sessions with the motivation of food helping to maintain attention. In one class
Snack sessions were offered to a small group of pupils at a time so that the focus was on using PECS consistently, these
sessions were conducted in a screened off area to avoid distractions.

The need for communicative pressure to encourage pupils to use their communication skills purposefully is well
understood and there are prompt posters as to how to achieve this and other sabotage techniques in a number of staff
areas within the school.

Clear verbal communication was used by staff although on a few occasions it was a little loud. Staff use visual systems
very well, they carry a wide range of symbols on lanyards and use these regularly, often without the need for speech.
 Visual schedules, differentiated for individual pupils help them to understand the events of the day.

The school uses Social stories where there is a need to explain and support expected behaviour or prevent difficulties or
agitiation, e.g. one written about the Christmas play, another on how to be a good friend in the playground.

The school uses objects of reference for early communicators and these were seen to be well used to identify different
rooms in the school. Intensive Interaction is a further approach used with these pupils and the school has a number of
areas where this work can be supported: play therapy room, sensory gym, immersive learning space.

Staff within the school have a good knowledge of signing and this was seen to be used frequently, ongoing training for
signing is in place.

The school’s Speech and Language Therapist supports staff to identify communication targets for IEPs and works within
classes so that she can act as a consultant to the school having a clear overview of practice and how this might be
developed.

Lunchtimes are well organised, pupils are split into two sittings to ensure that the dining hall is kept fairly calm. Screens
are used so that classes can sit in ‘family groups’ often on round tables. These small groups encourage social interaction
and are sufficiently staffed to support this.

Self-reliance and problem

solving
An understanding of the positive impact that structure can have on pupils’ learning and understanding is evident throughout
the school. Classrooms use work stations and zoned areas very constructively.

The school uses ‘Zones of Regulation’, which helps pupils in learning to recognise emotional states. Finding the strategies
(often involving sensory interventions) that support each pupil to understand and manage their emotions helps pupils to
become more independent. This work begins in the youngest classes and as pupils progress some are more able to
express their feelings, find ways of self-regulating and staff report that the approach has a positive impact on behaviour.

Schedules indicate the sequence of activities throughout the day to pupils. Differentiation of schedules was strong, in
some cases ‘Now/Next’ systems were used as a way of focusing attention, colour coding was seen here, ‘Now’ being
green and ‘Next’ red. In some lessons staff prompted pupils to remove symbols from their schedule and see the next
activity, in some lessons staff removed the symbols themselves and told the pupil what the next activity was. The review
team felt that there was some scope for some pupils to develop more independence around using their schedules.
‘Change’ and ‘surprise’ symbols were seen on schedules to support pupils to manage the unexpected. Preparation for the
school play was observed and this was well managed with pupils being given sufficient time to understand what was to
happen next and what would follow.

Offering choice is embedded in staff practice and the team saw many opportunities for making choices:

 Choice of food at breakfast and snack – pupils using PECs to indicate their choices
 Choice of colour of pen
 Offered more than one activity

In one class the teacher was concerned about how the pupils would cope with having to use a different route to the outside
learning area. She successfully prepared them verbally and visually using a symbol representing ‘different’ several times.
In another class there was a change because swimming wasn’t available. A ‘Special’ symbol was used on schedules to
show the change.

Transitions from one activity to another were often supported by a countdown including use of a countdown on the
Interactive White Board in one class. The IWB was also used for symbols and words to visually present information about
tasks and activities for example, before a cooking activity:

1. Wash hands 2. Put on apron 3. Listen to the grown-ups

At lunchtime pupils have a visually presented target as a placemat. Lunch is divided into two sittings: KS1 and KS2.
Choice cards, schedules and visual prompt cards are used to support pupils throughout lunch.

There is a symbol timetable for playtimes which shows the rota for each class’ access to different playground areas and
activities including the use of bikes. Choice boards, schedules and sand timers are used to support turn taking and activity
choices by staff in the relatively unstructured environment of the playground.

The school’s Mission Statement includes the aim: pupils are encouraged, supported and guided to be as independent as
possible. Many examples of staff giving just enough support/prompting for a pupil to carry out a task for themselves as
opposed to doing the task for them. Self Help Skills are included on IEPs so these are regularly reviewed and next steps
considered.
Other examples of strategies to promote self-reliance include:

 On arrival in some classes, pupils move their photos onto a ‘Who is here today?’ board.
 Pupils encouraged to help each other rather than relying on adults – e.g. tying aprons
 Differentiated task schedules in cooking lesson
 Cleaning teeth and hand washing visual schedules
 Pupil photos on chairs to show where they are to sit
 Pupil photos showing who is in each group
 Pupil photos showing order for lining up
 Children helped to put their coats on, not done for them

Rooms throughout the school and resources in classrooms are clearly labelled with symbols and words to support pupils’
independence in moving around the school and collecting resources. Classrooms doors display photos of each pupil and
staff member in that class. Rooms throughout the school also are labelled using an object of reference to support pupils at
the early stage of independently locating places around the school. In most classes jobs are allocated and visually
displayed. Pupils carry out errands beyond the classroom and sometimes wear a ‘helping hat’ to indicate that they are
meant to be out of the classroom and are doing a job.

The school has considered the ways in which it can support families beyond the school day, uptake of after school clubs
was very low mainly due to difficulties with transport and so the school has introduced a Saturday Club where pupils may
attend and use a range of indoor and outdoor facilities for physical activity: soft play, dance activities, outside circuits and
play equipment, cycling. The school report that many young people attend with their dad and that these parents have
enjoyed the contact they have had with each other. Using the school in a different way, at a different time of the week and
mixing with a different group of children encourages flexibility and tolerance of different situations within a safe
environment.

The school offers a residential experience to pupils in Key Stage 2. Year 3 and 4 pupils are able to stay for two nights at
an outdoor adventure farm and in Year 6 there is an outdoor pursuits week. Residential experiences offer many problem
solving opportunities and new experiences which are a real challenge for autistic pupils.

Together teachers and pupils create an ‘Achievement Celebration Box’ which is shared during annual review meetings, this
ensures that pupils are involved in considering their progress and encouraged to think about their future.
Sensory Experiences The school has recently undergone refurbishment which has helped it achieve a low arousal environment. The staff
understand the need for creating environments which are consistent, predictable, calm, distraction free with a low level of
visual and auditory stimulus. Pale colours have been used and displays are confined to boards. Classrooms have wall to
ceiling cupboards that include space for pupils’ coats and bags and contribute to overall tidiness in classrooms.
Classrooms are divided into areas for specific purposes using screens and furniture: reading area, group circle, calm area,
work stations, for example. In the dining room, three quieter areas are screened off for small groups of children eating
together.

The school has created specialist rooms including two sensory gyms used to help pupils regulate their sensory systems; a
sensory light room, soft play room, immersive learning room; play therapy room; quiet rooms. Outside learning space has
been developed to include a Nature Den (a circular space created by planting willow with a fire pit in the middle) and ‘mud
kitchen’, sensory garden, bike yard, well-resourced play areas including one with a swing and climbing frame which are
often used for sensory regulation. The three EYFS classrooms share a dedicated outside play area which adjoins the
classrooms. There are plans to develop the EYFS playground to include areas for different activities, for example:
imaginative and creative play; investigation and messy play; outdoor music; sensory area with a group swing. Each class
has its own raised bed and edible plants are grown.

For about a year the school has employed a specialist sensory integration Occupational Therapist who through training and
advice has helped the school work towards meeting the sensory needs of pupils. A few children now have sensory profiles
and programmes to enable staff to provide the sensory activities and experiences individual pupils need.

Individual Learner Profiles include information about sensory likes and dislikes but do not currently detail information about
proactive and reactive strategies to enable pupils to maintain or re-establish sensory regulation. Pupils are encouraged to
ask for movement breaks by showing staff a symbol card. Pupils were observed using a sensory activity choice board to
request an activity. On arrival at school, some pupils access the Sensory Gyms. Discussion with the OT explained that
pupils mainly choose which activities they want to do but may not always be choosing those they need to do to get ready
for learning. Increasing staff understanding of the process of activities that alert, organise and calm sensory systems ready
for learning would enable staff to offer pupils the activities they need while also accommodating pupil preferences. There
are photos in the Sensory gyms showing how each piece of equipment is to be used. The school, in conjunction with the
OT, might like to consider grouping and ordering the photos of the equipment into the alerting, organising and calming
categories so that pupils can choose equipment from each in the appropriate order.

A range of sensory equipment was seen to be used by pupils: ear defenders, fiddlies, special cushions of different types,
weighted blankets, therapy balls, weighted vest, tent spaces.
 In observations the team saw a range of sensory experiences including ‘cooking’ in the ‘’mud kitchen’, foot painting,
investigating ice, use of foot spa and cooking.

Emotional Well-being

Part of the school’s mission statement declares: the well being and emotional needs of each individual child drive all we
do. and… the learning activities are playful, engaging and fun and happiness is key, pupils are self-confident, feel good
about themselves and all that they achieve.

The school has an HLTA who has the role of ‘Positive Behaviour Support Specialist’ she has quite an holistic role for
pupils, she ensures that there are strong proactive strategies in place to support calm behaviour: classroom organisation,
the use of sensory interventions, using zones of regulation, training staff in positive behaviour management (including
Team Teach) jointly writing Positive Behaviour Support Plans. This approach is supportive of staff with varying levels of
experience and offers an outside and objective view of pupils who are causing concern.

The school’s behaviour policy has been recently reviewed, it gives clear information about the reasons a pupil’s behaviour
might be challenging and how they can be supported towards more positive behaviours. The document is very thorough
and provides an excellent introduction to practice as part of the induction programme.

All staff receive training in positive ways to promote appropriate behaviour, this includes physical intervention training
however this is seen as a strategy of last resort and rarely required.

Practice at Rowan Tree School displays a fundamental understanding that problem behaviour is communicative and needs
to be considered as such, this informs staff responses and their knowledge of the pupil. In addition (as has been described
in the previous section of this report) understanding of the sensory issues a pupil may experience informs practice which
supports pupils to remain calm, reduce their anxiety levels and gradually develop an awareness of the sensory
interventions that will help them to develop self-regulatory skills. During the review only a few quite minor behavioural
incidents were noted and where pupils did appear to be becoming agitated staff show a range of skills to support pupils at
these times: distraction, offering a movement break, reminding of a ‘working towards’ reward, negotiating a next task. Staff
were seen to intervene with confidence and a clear understanding of the pupil’s needs.

Social Stories are often used to support a pupil to understand expected behaviours and why some behaviours are not
acceptable.
The school has a strong rewards system, each class has a slightly different method but all earn points and these often lead
to reward sessions such as Golden time on Friday pm, and trips.

The school also works towards a half termly reward that is discussed and agreed by the student council, who take their role
very seriously.

In one class pupils could choose a piece of work they were proud of to photograph and display, this feedback on
achievement and ownership of progress is a widespread approach across the school. Celebration assemblies are part of
this focus on self-worth.

The ‘Zones of Regulation’ approach encourages pupils to develop self-assessment skills and how to manage difficult
feelings; details of this are given previously in this report.

Almost all pupils have a Positive Support Plan, where there is a further behavioural need then these pupils will have a
Behaviour Support Plan which addresses behaviours that are more extreme, currently the school doesn’t have this need.

Positive Support Plans are broad documents that give clear guidance as to how a pupil should be supported through
behavioural difficulties, headings include: environment, triggers, prevention (which is the largest section) and risk
assessment, in addition there are tiered responses broken down into 6 stages, the first is: offer diversion, support and
reassurance, through further strategies to Stage 6 which is post incident support, reflect, repair and reconnect. The
guidance seen takes a positive approach and includes sensory responses, restricted choices and rewards for motivation.
Plans are agreed with parents routinely.

Class team meetings are an opportunity to discuss triggers / issues and ensure consistent agreed practice, observations
can be shared and strategies suggested.

The school works well to develop strong and effective relationships with its families. The success of this is seen in the
positive comments made by parents in the questionnaire and during the meeting held during the review. The school
encourages parents to visit and sets up family learning events within classes and across the whole school. Family
members can visit and enjoy activities alongside their child. This gives families a chance to meet each other and to gain a
fuller understanding of how the school works with their child. The school has a full time Pastoral Support Worker, who
attends medical appointments with families when there is a need. Some appointments are possible in school and here a
member of staff who knows the young person well is able to support them.
 CONCLUSION

Rowan Tree Primary School has very well established autism practice. At its heart is the need to address the difficulties and deficits which are commonly
seen in autism and an understanding of the skills which will help pupils to be successful in later life, such as communication, independence, managing
change and emotional regulation.

The level of consistent practice seen across the school was striking; the review team see this as an outcome of the work of a very strong leadership team who
are clear in their direction, support and understanding of autism. The school has a very calm atmosphere as a result of strong behavioural support and an
extremely well ordered environment.