Using the outdoors to develop pupils’ skills
Background
Ysgol Bryn Coch Primary School serves the town of Mold and the surrounding area in the county of Flintshire. There are 648 pupils aged 3 to 11 years at the school, including 77 pupils in the nursery and 23 pupils in the learning resource classes.
Context
The school identified the need to ensure the progressive development of pupils’ skills in the outdoor classroom as a priority within a previous School Improvement Plan. Leaders assigned time during regular foundation phase meetings to draw up an action plan. Staff completed an audit of foundation phase outdoor resources and planned carefully for progression across the common provision areas. To ensure consistency and progression, the school took the following steps:
- Middle leaders drew up plans for the continuous provision area for all foundation phase year groups linked to foundation phase skills and resources.
- To ensure consistency and high standards, and to create a shared sense of ownership of the approach, leaders recognised that it was crucial for all staff to receive appropriate training.
- The school sought advice from the local authority, and advisers provided training for all staff.
- Staff created resources for the outdoor areas that were progressive and allowed for the systematic development of pupils’ skill. For example, in the nursery, the water play area has different sized containers and, by Year 2, pupils have more formal measuring cylinders using standard units.
- Leaders prioritise spending on good quality resources that offered extensive learning opportunities. For example, good quality blocks were provided for all year groups.
- The school purchased outdoor clothing for all foundation phase staff.
There is good quality enhanced provision in the outdoor classroom in the nursery and reception classes. The school has enhanced their learning environments successfully in the Year 1 and Year 2 foundation phase classes, placing a strong emphasis on developing key areas of enhanced provision and supporting staff to scaffold play in these areas.
Early Years
Children explore the outdoor area freely. Staff introduce enhancements each week, based on pupil interests.
Nursery
There are no formal ‘break times’. One adult works outdoors for a whole week and has direct influence on the planning. This ensures consistency and appropriate development of skills and enhancements. One adult supports free flow access in all areas outside.
Reception
There are no formal ‘break times’ during the morning session. Two adults plan for, prepare and support children in the outdoor classroom each week. One adult works in a specific area to focus specifically on scaffolding children’s learning as they play. One adult supports children across the other outdoor areas.
Years 1 and 2:
There is a ‘free flow’ system so that children can access the outdoor area all day. The continuous provision areas are well established and remain constant for a term at a time. Staff enhance the provision using information from observations and children’s suggestions. An adult is timetabled for each session to direct, support and challenge learners. There is either a maths or language challenge outdoors that has to be completed by all pupils during the week. This ensures that all pupils access the outdoor classroom at some point. Teachers plan carefully to ensure that pupils progress in their learning as they work in the continuous provision in the outdoor area. For example, they encourage pupils in the nursery to use comparable language to measure, such as ‘longer than’ or ’shorter than’. Reception pupils use non-standard measurements, for example footprints. Year 1 consolidate non-standard measurements and begin to introduce standard measure when the pupil is ready, while Year 2 focus on standard measure for the majority of pupils.
Impact
Having continual access to a well planned and challenging outdoor classroom has had a positive impact on pupils’ learning. Pupils benefit from learning outdoors by developing their skills in a stimulating environment that is well planned and maximises opportunities for progression.
How have you shared your good practice?
Other schools have visited the foundation phase setting.
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