Teach Primary Issue 18.2

www.teachwire.net | 35 Ann-Marie Bolton is headteacher of Lessness Heath Primary in Kent. Growth and learning At Lessness Heath, we already knew from our successful Early Years setting that when pupils have access to outdoor environments they learn best. Now we have a fantastic new and improved outdoor space in our primary school, we are seeing the benefits to pupils’ learning and wellbeing already. Having a state-of-the-art outdoor space allows teachers to implement an experiential curriculum. For example, it supports pupils’ learning of science: they can see firsthand the lifecycle of a plant and the ecosystems that support natural habitats. Children enjoy learning outside; they find it fun, and can absorb and discover the natural world through their experiences of it. Pupils actively enjoying and engaging with their learning is vital to their ability to retain and develop their knowledge and understanding. It’s also essential for their wellbeing, which, in turn, helps their learning further. Agency and empowerment Another school in our trust, Springhead Park Primary School, has also utilised community links and opportunities to develop its green space. The school received a financial donation to renovate the school grounds from Ebbsfleet Development Corporation, as the school was part of the Ebbsfleet development. School leaders decided that pupils had to be at the heart of the decision-making process over how to best use this money to renovate their school grounds. Following consultation, and the School Council meeting with architects, a plan was put in place between the architects and the contractors to enact the pupils’ desire to create a space that would attract wildlife. Pupils themselves planted the trees that will become the forest school, and a pond with pond life donated by the local garden centre was created. An orchard has also been planted, and a rewilded area has bloomed with a variety of plants and flowers. This was a community- focused project, harnessing the power of local companies and placing pupils and their ideas at the heart of decision-making. Not only has this helped to create a beautiful green space on the school grounds, but it has empowered pupils at Springhead Park to design the world they want to see. This project gave them the agency to make decisions about how to shape the space, allowing them to take collective responsibility and ownership of the area, and build a sense of community. TP F EATURE S PA S TORA L MAKING IT WORK Maintain links and connections within your local community outside of the school gates Facilitate networking for staff and governors, and reach out to organisations within your locality; you may be surprised how often they’ll be happy to help. Choose your time wisely The school holidays are always the best time to get infrastructure projects completed, producing minimal disruption for pupils. As this is the case, it is important to engage with community groups about potential projects months in advance, to be able to confirm the work and get all necessary preparations completed in time. The beginning of the spring term is the ideal time to begin thinking about projects for the summer holidays. Be realistic about what you can achieve, and don’t bite off more than you can chew If you are working with local volunteers and organisations, work out the scope of the project together, so that both parties are clear about what to expect and what to deliver. “Schools are a vital part of a community, and a community is a vital part of a school”