The Greatest School On Earth?

Headteacher Gary Spracklen shows how the principles of climate, creativity and collaboration help his school aspire to be the Greatest School on Earth.

I love my job, I love inspiring children to learn. I love leading a school that makes a real difference and I love sharing my work with others around the world. All of this pales into insignificance though when I think of my own children and the love I have for them. I’m not the perfect Dad (I don’t think anyone is) but I am always touched when one of my own children (I have three in my little tribe) tell me that I’m “The Greatest Dad on Earth”!

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      string(1445) "them – “they’re the visionaries who are going to make it work in practice”. And Ben accepts too that it’s not for everyone – “I could see the fear in some faces” he confirmed when Heads of neighbouring schools saw what he was doing. “It depends on where you are on your journey” he continued, suggesting it’s only a project to embark on “when it’s right to change and you’re brave enough to do it”. But then the poetic former English teacher in him came out recalling a learning walk he’d recently taken through the English block, where a class had all been sat reading Of Mice and Men. Considering it to be a perfectly natural way of organising the space (“surely we should be doing something that is entirely natural?”), and painting a very clear picture of the students, all at different heights, facing different directions on different types of chair he concluded “there was something inherently beautiful about it”. And he was right.And if you want to build one yourselfPrices were correct at time of publishingFor anyone concerned about whether IKEA would honour warranty claims because the furniture was used in a school, they have confirmed that they would respect the guarantee irrespective of the end user, although do recommend that schools checks the Terms & Conditions as the guarantee may be different depending on the product purchased. IKEA can be found at www.ikea.com/gb/en"
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Learning Spaces

Learning Spaces Swedish style

14 Mar 2017

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Learning Spaces

Learning Spaces 2.4

8 Jul 2016

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      string(5717) "collaborativelearning experience.24 Learning Spaces Volume Special IssueCase Studywww.teachingtimes.comPeter Allen, a Partner atPlatform 5 Architects,discusses the firm’s mostexciting project to date –remodelling the austereWaltham College intoa welcoming centre ofeducation.RenewingWaltham College25 Volume Special Issue Learning SpacesCase Studywww.teachingtimes.comNew life has been breathed into the maincampus building at Waltham ForestCollege, thanks to an imaginative andsuccessful refurbishment by RichardHopkinson Architects in collaboration with Platform5 Architects. The team worked closely alongsidethe college, overcoming funding difficulties andphysical obstacles to produce a well-consideredand successfully-delivered scheme.Securing the fundingThe main Waltham Forest College campus was builtin the late 1930s, and stands as an imposing neo-Classical landmark building next to WalthamstowTown Hall. The college was conscious thatthe building, with its austere appearance andformal, enclosed classroom layouts, presented anunwelcoming face to students, staff and visitorsand represented an educational ethos of anotherera. Spaces had become shabby and run-down,and the building was struggling to accommodatemodern educational methods and technology.The college had hoped initially to secure fundingfor a major new building programme under theLearning and Skills Council’s Building Colleges forthe Future funding stream – an opportunity that26 Learning Spaces Volume Special IssueCase Studywww.teachingtimes.comwas unfortunately lost in 2010 when the LSC fundingprogramme was cut. Nevertheless, the collegeremained convinced that there was a critical businessneed for the college estate to be improved. 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The feel of thecollege has also been transformed as austere and run-down areas have been remodelled and revitalised.Today, Waltham Forest College is a welcoming,inclusive and contemporary environment for its staff,its students and many more building users.One of the college’s main objectives was to createa more welcoming environment for people arriving atthe main entrance. Previously, visitors arrived at thetop of an imposing staircase to be met by a shabby,cluttered reception area and a high, blank wall,behind which lay a neglected and underused mainhall. By removing the wall we immediately createdmore space, which we used to refresh the receptionarea. Visitors are now welcomed in a large, brightand airy space that encourages them to come in28 Learning Spaces Volume Special IssueCase Studywww.teachingtimes.comand enjoy the building. The main staircase from thelobby has also been restored which, together withthe transformation of the reception area, has led toa huge improvement in circulation throughout thebuilding.Before the refurbishment, the college library washoused on an upper floor, where it was difficultto get to and was consequently underused. Thecollege wanted to demonstrate that learning wasat the heart of the campus and the college’s ethos,and the creation of new, attractive and accessiblelearning areas was fundamental to our brief. Themain hall area presented an unmissable opportunityto address this point, and we transformed it into anew learning centre designed to attract students,staff and visitors to the heart of the main building.At its entrance is a cafe, providing a much-neededmeeting and refreshment area, and deliberatelyblurring the boundaries between formal and informaluses. Beyond a glazed wall, the former hall thenopens out into a large double-height, brightly lit andcolourful space containing a relocated and updatedlibrary, together with a series of informal learningareas. Thanks to the removal of the wall between theold hall and the college entrance, visitors and usersare welcomed with long views through to the newlearning centre, visibly placing it at the core of thecollege campus.The “learning pod”The college asked us to find ways to create as"
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Learning Spaces

Learning Spaces HE/FE issue

16 Mar 2016

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      string(1328) "publication there are sections illustrating ways in which learning zones and social and informal areas of buildings can be designed to complement each other and link to the flow and navigation of a building. The book concludes by emphasising the importance of previous and ongoing research into the impact of learning space design on educational outcomes.Professor Peter Barrett’s eight year study of children in 137 classrooms confirmed that the physical characteristics of the classroom accounted for 16 per cent of the variation in the learning progress of these children—a figure that school designers should acknowledge.Readers are invited to engage with projects, including The Organisation for Economic Co-operation and Development’s (OECD) School User Survey, which aims to generate insights into how students and teachers use learning spaces in practice. They can also consider Australia’s University of Melbourne’s Learning Environments Applied Research Network (LEaRN), and the Innovative Learning Environments and Teacher Change Project (ILETC).Overall, this is a must-read for anyone involved in the commissioning, design and use of a new learning space, be it a large project such as a new school or a more modest classroom rethink."
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Learning Spaces

Planning Learning Spaces: A New Practical Guide For Architects, Designers And School Leaders

13 Mar 2020

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      string(2306) "Our knowledge of school building design in relation to its effects on learning is surprisingly underdeveloped. This is due to the complex nature of the environments, a lack of consensus about the criteria for their pedagogical assessment, and attendant methodological challenges. Post-occupancy evaluations typically fail to assess whether the school estate can support a particular institution’s pedagogy and they don’t consider the views of their key constituency, i.e. students. The conventional methods do not yield findings that are accepted amongst the diverse range of professionals and communities involved in procuring, designing, maintaining, and inhabiting school buildings. We know that school buildings matter, but we have a limited understanding of why or, indeed, how they matter.Inspired by contemporary school design, progressive educational practices and recent findings in evolutionary developmental psychology, the new research at the University of Cambridge proposes to address this gap in our knowledge by using an innovative approach. Its principal aim is to explore how the design of secondary schools affect pupils’ appetite for learning and promote innovative pedagogical practices. It aims to establish the characteristics of learning-sensitive architectural design. The project employs a tablet application designed to collect data that correlates students’ engagement in learning and the spatial affordances of their learning spaces in a number of urban secondary schools in England. Using the tablets the participants collect images of their surroundings and information about their school related experience in situ – their thoughts, feelings and behaviours as they occur and in the environment within which they occur. This data allows the assessment of the compatibility between the buildings and the pedagogies they host, and will hopefully lead to an innovation in our assessment of how buildings matter educationally.Karolina SzynalskaWould you like to get involved?  Go to spaceandlearning.org or  email kms69@cam.ac.uk.Karolina will be presenting her research at Transitions Europe on 7th September in London. Transitions Europe is organised by ILETC in partnership with A4LE UK and Ecophon Saint-Gobain."
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ECO Friendly Design

Do Learning Spaces Matter?

17 Nov 2017