Playground planning: Fun and Function
Mitchell Brook Primary School is larger than average. The majority of pupils are from minority ethnic backgrounds. The percentage of pupils who speak English as an additional language is well above average. A few of these pupils are now at the early stages of learning English. The proportion of pupils with special educational needs and/or disabilities is average, and the number of pupils with a statement of special educational needs is well above average. Pupils' needs range from moderate learning difficulties to behavioural, emotional and social and speech, language and communication difficulties. The proportion of pupils known to be eligible for free school meals is well above average. Mobility of pupils is very high. There is Early Years Foundation Stage provision in the Nursery and two Reception classes for up to 100 children. There is extended school provision, a breakfast club, lunchtime and after-school clubs, and weekend and holiday care. The school has gained the Foundation Stage of the International Award and the Healthy Schools Award.
Ofsted, 2010
Project objectives
Between February and May 2010, year 3 pupils worked with Architect Catherine Greig on a project to develop and put forward planning ideas for their school playground. With a high percentage of English as additional language (EAL) pupils, the school wanted to finds ways of developing student voice within the school community, explore the impact of outdoor learning and encourage collaborative working between pupils and teachers.
During workshop sessions, Catherine presented basic architectural and landscaping ideas and practices, including how the design of public spaces such as a playground, are constructed in order to suit their function. The project required the pupils and teaching staff to explore architecture, landscape and environmental art and required working in a cross-curricular way incorporating subjects such as Maths, English, Art & Design, ITC, Personal, Social Health Education and Science.
Working in teams, pupils took part in activities where they converted 2D designs into 3D models, tested different materials within the space to identify what was suitable and safe to use and surveyed the opinions of playground users and the school community by developing interview questions and actively conducting and recording interviews.
Following weeks of learning, designing and communicating, year 3 pupils confidently presented their project at a school assembly. Recommendations were also put forward to the school leadership team, on how changes could be made to the existing space and also the need to develop more opportunities for outdoor learning, several of which were deemed to be within the realm of possibility and are now under consideration.
Impact
In conclusion, the project was able to meet its initial aims as the pupils were highly enthused about working outside and were able to take more ownership of their playground through the different activities of assessing the form and function of the space. Teachers working on the project also noticed the positive impact of working outside and were more confident in promoting the potential for using the playground space as a learning resource, to the rest of the school.
Teamwork encouraged pupils to respect each other’s views, skills and ideas. Conducting interviews within the school allowed for other year groups to have a say about the plans for the playground and also helped year 3 pupils develop their communication and presentation skills developing a more sophisticated vocabulary especially with the architectural terminology.
“Something I remember is working as a team.” Anisan, Year 3 Pupil
“My favourite activity was working outdoors.” Kymora, Year 3 pupil
“Something I remember is making the 3D model. It was pretty hard bit I quite enjoyed it.” Zola, Year 3 pupil.
