Post on 18-Jan-2016
The process of changeThe process of change
The UK’s national school grounds charityThe UK’s national school grounds charity
The process of changeThe process of change
Why school grounds matterWhy school grounds matter
Their significance to children and young people:Their significance to children and young people:
• Play / leisure time• Hidden curriculum• Bullying• Physical development• Social and emotional development• Cognitive development• Enhancing formal learning• Opportunities for participation
The process of changeThe process of change
A space for allA space for all
• Dedicated (safe) spaces for children and young people.
• School grounds are the one external environment that all children and young people have access to.
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PlaytimePlaytime
• [7 to 10 year old] children have a predominantly positive view of break-time (Blatchford, 1998)
• 20% of 7 year olds years don’t enjoy playtime for reasons of:
Physical or verbal aggression from other childrenDislike of the coldHaving no-one to play with
The process of changeThe process of change
The hidden curriculumThe hidden curriculum
The process of changeThe process of change
““If somebody looked at this school and the If somebody looked at this school and the playground with just plain cement they will playground with just plain cement they will
think it’s not much of a place.”think it’s not much of a place.”
‘‘If it looked better they’d think it If it looked better they’d think it was a better school.’was a better school.’
‘‘Maybe it’s not the money, Maybe it’s not the money, maybe they think it’s good maybe they think it’s good
enough for us.’enough for us.’
‘‘The space outside feels boring. The space outside feels boring.
There’s nothing to do. There’s nothing to do.
You get bored with just a space of spare You get bored with just a space of spare tarmac.’tarmac.’
The hidden curriculumThe hidden curriculum
The process of changeThe process of change
• Most bullying appears to Most bullying appears to take place on school take place on school playgroundsplaygrounds (Whitney and Smith, 1993)
• Boredom is a major Boredom is a major factor… dull factor… dull environments can favour environments can favour anti-social behaviouranti-social behaviour (Blatchford, 1989)
BullyingBullying
The process of changeThe process of change
• Children have a natural Children have a natural desire to run, jump, desire to run, jump, climb and swing – climb and swing – developing gross motor developing gross motor skills, coordination, skills, coordination, strength, agility, fitness, strength, agility, fitness, etc.etc.
• Physical space, Physical space, challenge, freedom and challenge, freedom and behaviour – learning to behaviour – learning to bring action under the bring action under the control of thoughtcontrol of thought
Physical developmentPhysical development
The process of changeThe process of change
Social and emotional developmentSocial and emotional development
The playground is The playground is the main setting the main setting for social life in for social life in school and school and building social building social relationshipsrelationships
The process of changeThe process of change
Cognitive developmentCognitive development
Through play Through play children discover, children discover, explore and explore and develop an develop an understanding of understanding of the environment the environment around them and around them and the world in which the world in which they live they live
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Enhancing formal learningEnhancing formal learning
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• Provide new skills Provide new skills and learning and learning experiencesexperiences
• Opportunities to Opportunities to work with adultswork with adults
• Better understand Better understand their needs and lead their needs and lead to more successful to more successful outcomesoutcomes
Opportunities for participationOpportunities for participation
The process of changeThe process of change
The Process of Change toolkitThe Process of Change toolkit
The process of changeThe process of change
Holistic
Participative
Sustainable
The process of change should be:
The process of changeThe process of change
Share the concept
Set up a management
structure
Survey the site
Establishthe
school’s needs
Overview of the process of change
The process of changeThe process of change
Create a visionplan
Identifypossiblesolutions Implement
changes
Monitor and evaluateMonitor and evaluate
The process of changeThe process of change
Let everyone know that you want to improve your outdoor area
Share the concept
The process of changeThe process of change
Who with?Who with?
Pupils
Governors
Share the concept
Staff
Parents
Local Community
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How?How?
Assemblies
Share the concept
Internet
VideosCircle time
LTL ToolkitNewsletter
Displays
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Gather people together who can help you realise the project
Set up a management team
The process of changeThe process of change
Who could be on the Who could be on the management team?management team?
Set up a management team
ParentsPupils
StaffLocal experts
Local CommunityGovernors
The process of changeThe process of change
What roles could What roles could they have?they have?
Chair/co-ordinator
Implementationco-ordinator
Set up a management team
PRInformation gatherer
Finance: fundraiser & treasurer
The process of changeThe process of change
Look at environmental and physical elements of the space
you have, how it is used and how people feel about it.
Survey the site
The process of changeThe process of change
What should you find out?
Physical features including condition
How is the site used? - for lessons? - for play?
- by others?
Survey the site
How do you feel about the site?
Wind and damp
Sun and shade
The process of changeThe process of change
Survey the site
The process of changeThe process of change
What would you like to be able to do in the grounds?
Establish the schools needs
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What would you like to be able to do?
Teach outdoorsMore active play for all
Establish the school’s needs
Increase in positive attitudes
Sit in the shade
More community use
Improved pupil behaviour after break and lunch
The process of changeThe process of change
Sit in the shade
Establish the school’s needs
The process of changeThe process of change
Establish the school’s needs
Encourage more active play for all
The process of changeThe process of change
Somewhere to sit and talk to friends
Somewhere to teach a class outside
Establish the school’s needs
The process of changeThe process of change
Increase in positive attitudes and self esteem
Establish the school’s needs
The process of changeThe process of change
Draw a simple plan showing where different activities might take place.
Write a vision statement.
Create a vision plan
The process of changeThe process of change
Gather your information together
Write a statement about what you hope to achieve – a vision statement
Make a zoning plan
Prioritise - decide which areas will be developed, when
Write an action plan
Create a vision plan
The process of changeThe process of change
Create a vision plan
The process of changeThe process of change
Develop solutions that will make your ideas come alive.
Identify possible solutions
The process of changeThe process of change
Sit in the shade
Identify possible solutions
The process of changeThe process of change
Sit in the shade
Identify possible solutions
The process of changeThe process of change
Encourage more active play
Identify possible solutions
The process of changeThe process of change
Identify possible solutions
Encourage more active play
The process of changeThe process of change
Encourage more active play
Identify possible solutions
The process of changeThe process of change
Somewhere to sit and talk to friends
Somewhere to teach a class outside
Identify possible solutions
The process of changeThe process of change
Somewhere to sit and talk to friends
Somewhere to teach a class outside
Identify possible solutions
The process of changeThe process of change
Identify possible solutions
Somewhere to sit and talk to friends
Somewhere to teach a class outside
The process of changeThe process of change
Identify possible solutions
Somewhere to sit and talk to friends
Somewhere to teach a class outside
The process of changeThe process of change
Identify possible solutions
Somewhere to sit and talk to friends
Somewhere to teach a class outside
The process of changeThe process of change
Identify possible solutions
Increase in positive attitudes and self
esteem
The process of changeThe process of change
Increase in positive attitudes and self
esteem
Identify possible solutions
The process of changeThe process of change
Identify possible solutions
Increase in positive attitudes and self
esteem
The process of changeThe process of change
Identify possible solutions
Increase in positive attitudes and self
esteem
The process of changeThe process of change
Identify possible solutions
Increase in positive attitudes and self
esteem
The process of changeThe process of change
Prioritise and put your ideas into practice.
Implement changes
The process of changeThe process of change
Implement changes
The process of changeThe process of change
Implement changes
The process of changeThe process of change
Implement changes
The process of changeThe process of change
What should we monitor and evaluate?
The progress of the project
Who has been involved
Changes in attitude
Changes in behaviour
Changes in use
Monitor and evaluate
The process of changeThe process of change
Pupils Governors
Who can get involved?
Monitor and evaluate
Parents
Staff
Local business
Local community members
The process of changeThe process of change
How do you do this?Make baseline assessments
Clarify your aims and objectives
Write an action plan
Set your timescale
Agree markers of success
Feedback into the project
Monitor and evaluate
The process of changeThe process of change
Managing and maintaining your site
The process of changeThe process of change
Managing and maintaining your site
The process of changeThe process of change
Managing and maintaining your site
The process of changeThe process of change
Celebrate the changes