Creating the Learning Environment at Rudston Primary School. “In a well designed area, children are engaged and feel secure” “

Physical environment In creating the Physical environments in our school we strive to reflect the pedagogy of the setting. The way a physical space is organised and arranged says a lot to children about what is expected there and the sort of interactions that are welcome. It is very important that the learning environment and the pedagogy connect and support one another. It is important to us to develop an inclusive, calm and uncluttered environment. An environment which provokes talk, interaction and effective learning dispositions.

Use of space. “For many teachers their environment is still a blind spot; unchanging, unchangeable and beyond their control – an obstacle that they must work around, rather than a tool to support and enhance their practice” Design Council, Learning Environments We try to maximise opportunities, by viewing our setting as a whole space. We consider every space in our school and think about how to use it effectively. Creating zones, learning areas or smaller spaces within the large space. In planning our learning environment there are spaces for individual thought, shared conversation and larger group communication and co- operation.

Different layouts of space We try to ensure that the layout of space supports its purpose. spaces for individuals or pairs co-operative group work half class/full class groups softness in spaces – cushions, rugs, throws, soft flooring, cosy chairs or spaces flexibility resources Furniture arrangement

Indoor and outdoor space. It is important to view learning spaces as a whole and make the most of what’s available. Across the spaces the children need secure spaces to talk, learn and where they feel comfortable and relaxed. Our Outdoor Learning environments have equal importance to our indoor space. Some children learn best in the Outdoor spaces. Some topics or skills can be developed better through the outdoor space. We endeavour to provide quality outdoor Learning spaces.

Child’s perspective. We observe what children are doing and how they are responding to the spaces we create. As a school we try to plan appropriate, flexible environments that stimulate speaking and listening skills and reflect preferred learning styles. As reflective practitioners we ask ourselves - What’s it like to be a child here? How does it feel and look? Can we involve the children’s voice in planning the environment? Children of all ages are encouraged to take part in pupil voice activities to continue to enhance their own learning environments.

Pupil voice. Here are some of the children’s favourite places. “I like climbing the steps of the tree house and looking out of the windows.” “The quiet area because its snuggly and you can share with your friends.” “The reading corner, because its very relaxing and calm.” “The new swing because I feel calm on swings.” “Garden, because it has nature in it.” “Around the corner, because I can make games with my friends.”

Even Better if…. We asked the children “How can we make our Learning environment even better if…?” Here are some of their responses… “By getting some more coloured lights and using them. Change the colours with the light.” “Have more photos of me in our room.” “Move the trays, because they are all together and everyone pushes to get to their tray.” “By adding more nature.”

Display. Our children’s work and their learning processes are celebrated in displays around the school. We display our work on subtle backgrounds to make work stand out.

Our research references… Bercow Report (speaking and listening) EPPE longitudinal study Excellence and Enjoyment EYFS/ECaT Building Schools for the Future Classrooms for the Future PROJECT SUMMARY - Space for Personalised Learning t.pdf Rose Review Community Playthings Family Learning DFES Basic Skills Agency UNESCO Family Learning DFES Communication Friendly Spaces ™