Keresley Grange Primary School: Using our outdoor environment to spark our young adventurers
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Date:2010 - 2011
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Introduction:
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Article:
Our Achievement
- Children not only worked independently, but were confident to collaborate and make collective decisions within their groups.
- Children’s language skills have been particularly developed; their imaginations have been ‘sparked’.
- Staff have developed new approaches to learning and have been encouraged to not always ‘teach’ something the way that it has been traditionally taught; Staff feel empowered to take risks and introduce new ideas.
- Reception is now a child-centred learning environment where children are challenged and excited every day. The learning is stimulated by the children’s interests and they are able to learn actively in their indoor and outdoor spaces.
The Feedback
“When Josh came home every Tuesday, he was keen to share with us where he had been with Tracie and what they had been doing at school…” Parent
“I really like going exploring to find things… We are going to be inventors for an inventor’s house.” Pupil
“I have seen real evidence of imaginative responses and engagement from the children… a significant progression of shared ideas, co-operation, self-direction, teamwork, problem solving…” Tracie Farrren, Creative Practitioner
“It has been a real development of my practice...it has developed my skills in role play and in particular, the effective transitions of in and out of role in order to develop children’s thinking and understanding.” Teaching Assistant
“She was a very shy and quiet girl arriving in school in September. Through this work, her confidence has increased dramatically...she now regularly leads the other children to role play and go on adventures…”
The Cre8us effect at... Keresley Grange Primary School
'Time to Imagine'
Having previously been involved with the Creative Partnerships’ Enquiry programme for one year, staff at the school had come to realise that changes needed to be made to the Foundation Stage provision at Keresley Grange Primary.
The initial focus for this year’s programme was around transition and helping children settle into school; however, thinking soon shifted as children adapted to the new school environment quickly. Staff therefore decided to change the focus on making better use of the underused outdoor spaces, and the development of creative approaches to sustaining children’s interests through role play and storytelling. The school chose to work with experienced drama practitioner, Tracie Farren.
Tracie took on the role of ‘Story’, a character who came into school over several weeks; With the children, ‘Story’ discovered new ways of journeying and navigating the outdoor spaces. ‘Magic Spoons’ and telescopes were also used to re-focus the children and remind them that “all good explorers stay together!” Staff were also given the opportunity to try the approaches and techniques used by Tracie/’Story’ independently.
Following the school Christmas holiday, Tracie returned to school taking on a new character and approach exploring measurement and flight; this led to the setting up of an ‘inventor’s room’ for the children.
Tracie enabled staff to consider how the environment is set up for Foundation Stage; the children were encouraged to explore the new environment and lead their own learning.
The school plans to continue with this approach; next year the Early Years Foundation Stage team will further the development of an active, creative curriculum.
Creative Agent: Louise Bargett
Creative Practitioner: Tracie Farren
School: Keresley Grange Primary School, Coventry
You can download this case study by following the link to the PDF below.
If you are interested in this project and would like to find out more, you can read the full Project End Form Report on the Creative Partnerships database here. If you want to find out more about 'Creative Partnerships' please visit http://www.creative-partnerships.com/.
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