FEATURE FOCUS: CLASSROOM DESIGN With social distancing in place during the pilot
period (spring and summer term 2021), the Year 4 pupils were more separated than we would want, bearing in mind that one of our key values is collaboration and one of the key drivers of the space. However, we could see that having a high level of flexibility around the organisation of a space had a huge impact on the way in which teaching and learning happens there. Pupils showed real thought about the areas of
the classroom they choose to work in for different lessons which led to more concentrated focus, collaboration and independence. The children showed more ownership over their learning, having the freedom to select and use the varied resources and areas to improve their own learning as well as assisting the learning of others as appropriate. We wanted to embed the vision of children taking more ownership of their own learning, supporting each other and working together to strengthen understanding. We also wanted to look at our own planning
the global spectrum of education, architecture, design and furniture, fittings and equipment with the aim to help inspire the design of more effective learning spaces. To support this, Planning Learning Spaces in Practice (PLSiP) was launched 12 months later to help schools translate their educational vision into learning space design principles, enabling them to create new or refurbish existing spaces that actively support their learning goals. At Trumpington Park, we are passionate about
exploring the potential of “learning by enquiry” – essentially giving children more freedom and responsibility to organise their own learning – and believe it could have a significant impact on improving learning outcomes. One advantage to a new school like ours, having opened in September 2017, is that not all classrooms are in use yet, and so by joining the PLSiP pilot project we had the opportunity to develop our learning spaces in alignment with our educational vision. Whilst we want to emphasise collaboration and
ownership of learning, this can sometimes feel restricted by the furniture and fixed features of a space which make it harder for children to be able to do some of the things we feel are fundamental in their learning. Ultimately we were still presented with the inevitable standardised classrooms (measuring approximately 55m2 for up to 30 children) in which to work so wanted innovative and cost-effective ways to transform these spaces into inspirational learning environments. Through the PLSiP Design Framework, we
started with our vision, values and ethos, and looked at those in terms of what we wanted to achieve in our teaching and learning. We then assessed the constraints of the current classrooms we have in being able to get that vision to work. A series of six workshops covering pedagogy, curriculum experience, organisation of learning, leadership of learning and community engagement were held with the Planning Learning Spaces team to define our ambition. From there, we were encouraged identify the
practice, learning behaviours and activities we hoped to see in the new spaces, considered how they would overcome potential challenges and
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what this might look like in terms of space and design. After analysing current and future practice ideas, the PLSIP team developed a design brief that considered the learning activities and different zones that would be required. We chose to work in a Year 4 classroom. It was
intentionally zoned with specific areas to provide a variety of both independent and collaborative opportunities. We have a range of desk seating which the children choose from session to session. This includes triangular tables which can be easily moved to create different groupings or a space for independence. These have write-on and wipe-off surfaces for sharing strategies, knowledge and to try out ideas. We have higher working desk areas for those who prefer to sit on a stool or stand at a desk space and again these can be organised to maximise collaboration. We have round tables for guided groups to work with an adult and also a circular table which can flip into a shared whiteboard group thinking area. At the back of the class, we have a fake grass area with beanbags and many children like to utilise these when grappling with particularly complicated concepts or when brainstorming or researching. We also have a write-on wall surface for the children to collect key ideas, questions and vocabulary, which can then be shared with the whole class.
process for subjects like history and ensure that the children were taught high level knowledge and rich vocabulary but in a more child-inclusive fashion – therefore allowing chances for the enquiry and research to come from the children rather than the teacher. The space no longer restricts the variety of grouping methods, so a teacher is free to completely vary the structures in each lesson and focus on student engagement, ownership and focused learning. Professor Peter Barrett, author of The Clever
Classrooms report, monitored the PLSiP project to see how the learning outcomes of pupils were affected by this ‘hands on’ approach to creating their own learning environments. The key finding was that in comparison with the other classes, the children in the PLSiP classroom rapidly regained ground lost due to Covid and ended up ahead of where they were with age-adjusted assessments the previous year. The teachers in the PLSiP classroom, meanwhile, noted that there was improved concentration, increased independent learning, more engagement with curriculum content, more pupil dialogue and peer-to-peer learning.
Specific comments from Professor Barrett:
• The ability to independently choose groups led to reduced conflict, promoted further
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