Project Name: Outdoor Learning School(s): The Oaks PRU Local Authority: Buckinghamshire Creative Partner(s) Stu McLellan and Gina Martin Creative Agent: Judy Munday Year Group(s) / Young People involved: Year 1 – 6 Start Date: December 2009End Date: July 2010 Change Schools Virtual Scrapbook

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions The project question was “How might a creative outdoor space and curriculum impact on playing, learning and social skills?” With this in mind the project focused on learning in the outdoors. This was ran by the co-ordinator Rachael Small with all staff within the Oaks being involved in the project. The lead partner was Visual Artist – Stu Mclellan with support in our art weeks from Gina Martin. The project included working creatively in the outdoors with pupils attending the PRU. The aim was to investigate whether working creatively had an impact on behaviour and related social skills. Stu worked three afternoons a week, over two terms with approx 6 pupils on each afternoon – 18 in total over a week. This was further enhanced by two art weeks – one in the Spring Term and one in the Summer Term. The art weeks involved pupils from every group – Mon – Fri and also included visual outdoor work with Gina. This method of work suited our newly rebuilt outdoor space which included a sensory area, two keyhole gardens to grow plants, a story circle and an outdoor classroom – to name some of the features. Having had the new area built it felt essential that we maximised its use and looked at how a new curriculum could support this. The art work tapped into the idea that pupils with social, emotional and behavioural difficulties may react differently when working outdoors and in a creative manner.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisatio n change What didn’t work so well ? Next questions The project went hand in hand with our whole school approach that we are NOT SCHOOL. We work as a PRU providing support for a range of pupils from 4 – 11 yrs with difficulties accessing mainstream school. We offer lessons that support the needs of individual pupils and try to work out of the box. The project allowed us to do this to great affect and with a purpose and goals. We explored how being outdoors has impacted on playing, learning and social skills. The work also linked with our International School status using key hole gardens used in Africa. We made straw huts which linked with our work on Rights, Respecting Schools – every child has the right to shelter. We achieved Level 2 RRS status in June 2010 – the first PRU in the country to do so! The work fits in with our whole school curriculum as we now teach maths outdoors as well as our creative art work. With or change school status we have shared work with our mainstream schools in the county and pupils from a neighbouring school visited when we built our straw hut.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions The creative activity was chosen to investigate whether working outdoors would have a positive impact on vulnerable pupils. The use of the outdoor space enhanced this research as we wanted to know if the outdoor environment led to any changes in behaviour or feelings towards learning. Our key statement was: A creative outdoor space and curriculum will provide the arena for imaginative problem solving, sensorial learning and high level thinking. All these factors are key when working with pupils attending a PRU. Work needs to be provided that engages yet challenges pupils – art and the outdoor environment can do this.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions We worked with Stu on a regular basis – three afternoons a week over two terms. This meant the work was with three separate groups: Tuesday group Yr 4- 6, Thursday group Yr 2-3, Friday group R-Yr 1. Stu provided work to challenge all year groups and stimulated thought and stretched minds. There were over 40 sessions with pupils and approximately 35 pupils over the time scale – the pupils attend for two term placements so children have left and started throughout the project as well. All of this needed to be factored into the planning and workings of the project. The work was undertaken outside – on occasions the new outdoor classroom provided some shelter when the heavens opened! The space was explored, painted on, chalked on, drawn on measured, used as a base and a den, watered, clayed, and played in. It has been fully utilised! The artists were interviewed and out of three we selected two – Stu chosen as lead artist. We have added to our resource bank and bought new spaces and sheds to provide all the wood, pebbles, string, material etc with a home. Thankfully no-one needed any convincing to support the project – the whole school felt it was essential to motivate and engage our pupils.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions The pupils were motivated by the creative work and working outdoors provided a different setting in which to teach and learn. “I liked working as a team using the willow.” “I learnt that it is possible to make a hut out of straw.” The work made the pupils also think about how others live: “I learnt that people find it hard to live in different countries.” The children responded differently when working outside, “I feel happy when I work outside.” “Sometimes it’s a bit cold!” The scope of the work was wide and one comment captured this perfectly, “They have made me do things way beyond my imagination.” The perseverance of some pupils was significant, “ I thought I couldn’t do the big sea picture but when I started thinking about it I did know.”

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions The pupils have enjoyed working with the partners and their approach and feelings towards and about their work has changed. Some didn’t realise they could work outside in school. Some felt freer being outside and learning. “I’ve enjoyed everything!” was a common comment from pupils when reflecting upon the work completed.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions Confidence has been key to success. As the project moved on all adults involved became more confident and comfortable working creatively outdoors. The process of focusing on art work meant pupils had the space and time to learn together. There was a more relaxed atmosphere – essential in a PRU – a stressful environment can spiral and cause more anxiety. The increased space and time allowed staff more chances to talk to the pupils – again this is key to working with vulnerable pupils. The simple activities tapped into the thoughts and minds of the pupils – it was simple yet very effective. The cross curricular work is sustainable – other groups not receiving direct weekly input from Stu made their own mosaic with staff. Our culture is changing and the creative work has provided a steeping stone for us to be able to achieve it.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well ? Next questions The majority of the creative activities worked successfully but some were a bit tricky for the pupils or did not capture the imagination fully. This was sometimes due to the groups’ attitude/behaviour on the day. Working in a PRU this has to be thought about and prepared for on a daily basis. The realisation that a back up plan is always needed was a quick one. The activities can also be too adventurous and a calmer alternative is sometimes needed. Often the group would also need to work in smaller groups – pairs or threes. The dynamics of the day and the needs of the children have to prioritised. Solutions to this need to be thought about and worked through and preparation is key. The project was a great success and the main way to improve would be to involve the lead artist with all groups not just three. This is an area we are hoping to work on next year.

OverviewContextInitial Questions ProcessImpacts on Young People Young People’s Creativity Adult Learning & organisation change What didn’t work so well? Next questions The creative outdoor learning has been extremely successful and worthwhile. It has enabled the school to encompass outdoor learning wholeheartedly and adapt the way lessons are approached. There has been noticeable differences in the way pupils concentrate and focus when working creatively – it can transform some of the pupils. The next step forward would be to look at this further with the support of the educational psychologist service. Can further research be gained about the impact outdoor learning has on pupils with social and emotional problems? This is the field we want to move into next year – to develop our work further. Does it make a difference? We believe so – do others?

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