Curious Minds

In line with their School Improvement Plan and feedback from OFSTED, Heasandford Primary School wanted to explore ways of developing Key Stage Two pupils’ ability to play “purposefully” both outdoors and indoors.

The school wanted to explore activities in the outside space during lessons and break time, looking at the effect different activities can have on pupils' behaviour and their ability to learn back inside the classroom.

The school planned an initial creative consultation project which allowed staff both to observe and take on board direct feedback from pupils about what they enjoy about creative and imaginative play in outdoor spaces and what more they want from their environment, both in their school playground and other outdoor settings. Sean Creagh and Rosie Fenwick worked with teachers to develop the project which involved direct consultation, video documentation, observation of pupils during ordinary play and during a range of alternative play experiences in different settings. Each class went on a 'Play Trip'.  This involved pupils being given different play materials and resources, first in their own playground and then on a playing field. Teachers had the opportunity to observe the differences in the pupils' responses and pupils were asked to articulate what they enjoyed and why, and how they felt about it.

Practitioner Thea Soltau worked with pupils to develop and explore different types of imaginative play through drama role play and performance. Thea worked with staff  to link curriculum topics, using the theme of traditional games and rhymes, with a particular focus on phonics, poetry, sound and writing.

Teachers, pupils and practitioners then co-planned Phase 2 of the project, designed to develop the key play skills identified and bring their ideas to fruition.  

• The consultation and observation identified the key areas for play development as:

1. Lateral thinking  - the ability to see objects creatively beyond their literal use
2. Listening skills and the ability to take instruction
3. Team working skills
4. Problem solving skills
5. The ability to explore situations and topics from different perspectives.

• The school has developed new ways of facilitating and engaging pupil voice meaningfully. This will inform the physical development of the school environment within the broader context of planning a new and creative curriculum.
• Staff report that this very genuine form of consultation has been and will continue to be invaluable, and report increased confidence in handing responsibility over to pupils, responding to pupil ideas and suggestions and developing personalised learning
• Staff are now fully committed to extensive consultation with each other, pupils and practitioners as the key to ensuring whole school commitment before planning other programmes of work.
• Through working alongside practitioners, teaching staff have developed skills in observing and creatively documenting pupils' learning through a variety of approaches.

• The school plans to continue developing their skills and curriculum in ensuring personalised learning and effective pupil consultation is embedded across the curriculum and across the school.
• Phase two of the project will involve the pupils working with practitioners to create resources for outside spaces and to develop key skills for learning through play.