Information about the school
Pentrepoeth Primary School is situated in the village of Rhiwderin on the outskirts of the City of Newport. It serves the local area, which is largely residential and relatively prosperous. There are pupils on roll from the ages of three to eleven. A nursery was opened in January 2018. Nearly all pupils live relatively close to the school. Pupils have a full range of ability. When they start school in the reception class, children's skills and experiences are generally in line with those expected for their age. Around 5% of pupils are eligible for free school meals, which is well below the local authority average and the all-Wales average.
Context and background to the effective or innovative practice
Developing enhanced provision in mathematics to help pupils to apply their skills in authentic, real-life experiences is a key priority on the School Development Plan. Using the forest school area and suitably trained and experienced staff, Pentrepoeth Primary School wanted to extend the use of the forest to enhance the curriculum and provide authentic experiences to build and consolidate numeracy, literacy and digital skills across the primary age range.
Description of nature of strategy or activity
Once a fortnight, each class from Year 3 to Year 6 has the opportunity to learn in the Forest School with a dedicated Forest School classroom teacher. Through regular discussions with class teachers, and using class teachers’ planning and pupils’ previous work, the Forest School teacher offers each class a lesson that uses authentic experiences to consolidate skills that pupils have already learnt in class. Each authentic experience strengthens pupils’ numeracy and literacy, and pupils use a range of information and communication technology (ICT) equipment to enhance and record their findings.
Throughout the year, and in all weathers, each class has dedicated time in the forest. Each year group covers mini topics that include the natural world, explorers and a range of fiction and non-fiction books. These topics give a focus for the tasks and provide the Forest School teacher with a way to give meaning to their authentic task. Where possible, these also link to the pupils’ current class topic.
Within each lesson, the teacher presents a problem or dilemma to the pupils, which they need to solve using skills and knowledge. Pupils learn that the most important approaches to solving any problem are group discussion (in mixed ability groups), trial and error and whole-class communication. Pupils work through the problem and create their own path to solving it, with minimal input from the teacher. Pupils share ideas and possible solutions before moving on to work in mixed ability groups to try and solve the problem during the time in the session. Including multiple plenary or check-in sessions throughout the lesson encourages the pupils to share ideas and evaluate their findings as they go along. This allows them to change and refine their methods with ease.
What impact has this work had on provision and learners’ standards?
Pupils in Pentrepeoth Primary love the forest and see it as an area where they can have fun and play while they are learning and applying their skills. This means that the forest has become an invaluable tool that enables them to practise and enhance their skills and see them as an integral part of learning. During each lesson, pupils use and apply their creative thinking, communication and team working skills. As a result, Forest School lessons promote self-esteem, confidence and independence. When class teachers speak to learners about their experiences, pupils discuss their learning in forest school with excitement and confidence. It is this ethos and approach that allows pupils to feel free to try new things and experiment with ideas and skills that they may otherwise have been reluctant to explore. Teachers observe pupils repeating these skills naturally in the classroom environment. There is evidence of improved pupil well-being, better planning and organisation of their work, and increased confidence and self esteem.
By being involved in authentic experiences in the forest, pupils are more engaged and focused and understand that mathematical and literacy skills are an essential and useful part of life. The use of mixed ability grouping means that more able pupils have to communicate their ideas clearly and effectively to others, whilst other pupils are challenged by needing to listen to and question solutions suggested by their peers.
Allowing all pupils in the school to experience the forest environment enhances their well-being, and consolidates and reinforces their literacy, numeracy and digital skills through hands-on experiences. For instance, by finding leaves and examining them closely, pupils explore and gain a better understanding of symmetry. Making numeracy, literacy and digital skills fun and authentic has helped to create independent, resourceful pupils who are excited to try new things and experiment confidently with what they know. Teachers in all year groups see clear progression in a wide range of skills, knowledge and understanding since they began to work in the outdoors more regularly and purposefully.
How have you shared your good practice?
Pentrepoeth Primary shares its good practice with other schools within its cluster regularly, as well as through staff discussions. Pupils and staff display images and work completed in the forest in class books that are on display for other teachers, support staff and visitors to view, discuss and signpost as examples of good practice.