Cultural and Behavioural Factors in Urbanism and Architecture, MSc Urban Design

Contemplating Physical Environment and Behaviour in School Setting Anderston Primary School, Glasgow

Aanchal Agrawal MSc Urban Design Cultural and Behavioural Factors in Architecture and Urbanism April 2020

Reg No.: 201992734

Abstract The focus of the report is to study the outdoor built environment of children in a school setting, to understand the quality of environment in which the children are engaged in outdoor play and learn. This involves gathering information on a primary school in the neighbourhood, as that is the age where the children grasp their basic knowledge and spend most of their time. The tools like activity mapping and contemplating settings, with the help of visual photographs is used to assess the built environment, along with a survey. The findings conclude with the understanding of increasing the link between the built environment and the children to alleviate active play and learning.

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Table of Contents Abstract Table of Contents List of Figures

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1. Introduction - Methodology - Limitations

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2. Section 1: Physical Characteristics of the Built Environment - School Profile - Entrances - Layout of School

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3. Section 2: Behavioural Aspects of the Built Environment - The Built Environment - Contemplating Setting: Built Environment - Building Environment Assessment

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4. Section 3: Case Study - Natural Play, Baseline Study for Merrylee Primary School, Glasgow

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5. Conclusion

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6. Appendix

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7. Bibliography

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List of Figures Fig. 1: Design Quality Indicator Fig. 2: Overview of HEAD research design Fig. 3: Location map of Anderston Primary School in Glasgow City Fig. 4: Entrances to the site from streets Fig. 5: Pedestrian entrance to the site through Houldsworth Street Fig. 6: Parking entrance to the site through Port Fig. 7: Entrances to the building Fig. 8: Main entrance to the from north Fig. 9: Entry used to access the open areas, East side Fig. 10: Main entry from parking and entry used to access the open, West side Fig. 11: Section of the school building to show the levels and heights Fig. 12: Spatial plan of the school building showing the layout of the classrooms, activity rooms and corridors Fig. 13: Schematic section through the plan to show the spatial planning of the school building Fig. 14: Green buffer area around the building Fig. 15: Internal circulation plan showing the transition from rooms and outdoor areas Fig. 16: Access to different outdoor play areas from different rooms Fig. 17: The built environment used for play and learn by students of different classes in different ways in Anderston Primary School Fig. 18: Contemplating setting A (Fig. 16) Fig. 19: Contemplating setting B (Fig. 16) Fig. 20: Contemplating setting C (Fig. 16) Fig. 21: Contemplating setting D (Fig. 16) Fig. 22: Contemplating setting E (Fig. 16) Fig. 23: Contemplating setting F (Fig. 16) Fig. 24: Contemplating setting G (Fig. 16) Fig. 25: Contemplating setting K (Fig. 16) Fig. 26: Charts showing the ratings gathered from the survey for the quality of the environment of the school Fig. 27: Chart showing the average rating of the quality of the environment of the school Fig. 28: New design of Merrylee Primary School Fig. 29: Old design of school showing the area and playgrounds Fig. 30: Layout of the new school design Fig. 31: View of the school Fig. 32: Internal view of the school corridors showing the efficient use of natural daylight Fig. 33: View of the wind turbine on the school premises Fig. 34: Students in outdoor learning Fig. 35: Activities on the school pitch Fig. 36: Students enjoying in the outdoor play areas even on a rainy day 4

Fig. 37: Student watering plants in school allotment garden Fig. 38: Teachers embracing the outdoor learning Fig. 39: Different spaces of the Urban Jungle Fig. 40: Evidence collected through discussions with children, teachers and support staff in 2011 Fig. 41: Comparison of what children felt with and without natural play when observed in 2008 and 2011 Fig. 42: Chart showing the differences in mean number of steps and minutes of physical activity in 2008 and 2011.

Fig. 43: Chart showing the impact of natural play on learning an classroom behaviour in 2008 and 2011 

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Introduction “Every learning experience is about getting the pupils to have an emotional connection to it because if the heart is excited then the mind always remembers.” 1 As the world is in a state of constant change, each aspects of our life changes and becomes more flexible and adaptable. This change cannot be assured for and thus we must be prepared for it.

The ability to be flexible and adaptable is something that can be exposed in an environment from early age. This is where the primary school environment comes in play. Schools prepare children with skills to succeed in future. Thus the schools also need to adapt to new models and spaces that will help reflect this change. School environment should allow education to be accessible, inclusive and active to all, taking advantage of the new technologies not just in the classroom but outside as well. It is imperative that children are exposed to an environment that promotes and inspires them to development new skills. For this the school environment has to reflect the potential for them to do so.

The school environment encourages children to learn more than what is taught, by inspiring them to explore their interests in spaces that are open and active filled with light, order and beauty, both indoor and outdoor. This physical environment has a direct and indirect impact on the behaviour of the children and teachers as well. Focusing active learning for children, the school building design should involve outdoor play and learn, as they spend much of their day time at school.

The quality of the built environment enhances learning and impacts the occupants, and thus the school building is described as a “third teacher”.2 In light of this, the school building must operate as a teacher of sustainability and should be designed in a way that highlights sustainable practices; like good daylight, air quality, comfort and connection to nature.

Measuring the design quality will never be an exact science.

What is right for one site and one school may be quite wrong for another.3 According to CABE, it is possible to measure the design quality by evaluating exactly what is needed from a particular building and looking for available design solutions.

They developed a version of Design Quality Indicators (DQIs) for schools. It is based on three components. (Fig.1) Build Quality is based in how well the building is constructed.

Functionality is concerned with inter-relationship of spaces and uses. Impact included the buildings ability to create a sense of place and delight.

1

Ivanka Rancic, Delany College. (2018). Future Of Schools, ARUP. pg. 21

2

Dudek, M. (2005), The School Building as a Third Teacher, Children’s Spaces.

3

Creating Excellent Primary Schools. (2010). CABE. pg. 10

Fig. 1: Design Quality Indicator

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Holistic Evidence and Design (HEAD), a research study conducted to study the holistic impacts of spaces on users. The aim was to explore the impacts is school building design on the learning rates of pupils in primary schools.4 It based on the quality of built environment of primary schools; the physical spaces and the building envelope. Individual pupil is the centre of the analysis from which flows the academic and individual characteristics of the time spent in classrooms to the behavioural outcomes. This is sandwiched between the non built environment and the built environment factors, thus leading to the typologies of naturalness, individualisation and stimulation. (Fig. 2).

Naturalness relates to the environmental parameters that are required for the physical comfort. These are requirements needed for c h i l d r e n ’s l e a r n i n g e n v i r o n m e n t .

Individualisation relates to how well the classroom meets the needs of all groups of children. Stimulation relates to how exciting and vibrant the school environment is.

Fig. 2: Overview of HEAD research design

Methodology:

This report to understand the physical and environmental behavioural aspects of the school building environment is done with contemplating setting and behavioural mapping. A set of questionnaire is prepared based on the DQIs (Fig. 1) and HEAD model (Fig. 2) and this survey is to be filled by available parents of the students, a designer and an observer (who passes by the school everyday). The assessment is conducted through the survey and by contemplating the setting with the help of visual photographs available on the school website. The school has a blog and a twitter account where they document all the school activities and progress. A short walking tour will be conducted to assess the built environment.

Limitations:

Due to the current situation there are limitations to study the environment. Since the selected environment is a school building it has been temporarily closed and contacting the authorities has been a major challenge and due to the easter holidays as well. Therefore the assessment of the environment has been made through the available material online and photographs. The building floor layout as depicted in the report has been drawn on assumptions made through photographs and verbal communication with one of the parents. The walking tour could only be conducted till the site boundary as the school premises were locked down but still helpful in interpreting the environment.

Barrett, P., Davis, F., Zhang, Y. and Barrett, L. (2015). The Impact of Classroom Design on Pupil’s Learning: Final results of a holistic, multi-level analysis, Building and Environment, Science Direct.

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Section 1: Physical Characteristics of the Built Environment Anderston Primary School

School Profile:

Anderston Primary School a multi-cultural school is situated in the North West of Glasgow City near Charing Cross. The school is located in a mixed use development area along the Clydeside Expressway.

The co-educational school was built in 1973 and consists of 8 teaching classes and 1 nurture room. Additionally, the school has breakout teaching areas including a library and an art room, with large ’play to learn’ area, including a pitch, an orchard, vegetable plots and outdoor learning spaces.

No. Of Pupils : 200 Ages : 4-12 years Teacher No. : 11.2 FTE 5 Average class size : 23.7 6 Pupil Teacher Ratio : 14.8 7 Class Division : P1 to P7

Entrances:

Primary School Residential Commercial Fig. 3: Location map of Anderston Primary School in Glasgow City

Access to the Site Entry 1 (Fig. 4) is the main pedestrian entrance to the site used by students and visitors, and entry 2 (Fig. 4) leads to the parking space accessed by teachers and staff members.

The entrances are gated as well as has a buffer of green spaces and school building is at a good distance from the streets that creates a safe and sound environment for the students as well the teachers.

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1

2

Fig. 4: Entrances to the site from streets

School Information Dashboard- Primary, Scottish Government

The dashboard does not show the number of teachers who are physically present in the school. Instead, teacher numbers is calculated in terms of those working full time hours ,Full- Time Equivalents (FTE). For example, in a school where there are 10 actual teachers, 9 of whom work full time, and 1 of whom works 2 days a week, this will show 9.4 teachers working at the school.

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School Information Dashboard- Primary, Scottish Government

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School Information Dashboard- Primary, Scottish Government

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Fig. 5: Pedestrian entrance to the site through Houldsworth Street

Fig. 6: Parking entrance to the site through Port Street

Access to the Building Entry 1 (Fig. 7) is the main entrance to the building used by students and visitors, and entry 2 (Fig. 7) is the entrance accessed from the parking area. The entrances A, B, C and D are the other entrances used to access the open areas on the site.

The entry at point 1 is fenced as a barrier.

Thus, points A and B are entries that can be accessed only for outdoor activities from 1 internal corridors. Similarly, entry point C is fenced and can be accessed only for services and point D is to access the adjoining open Fig. 8: Main entrance to the from north area.

A B Fig. 9: Entry used to access the open areas, East side

1 A

B

2 C

D

Fig. 7: Entrances to the building

C 2

Fig. 10: Main entry from parking and entry used to access the open, West side

Layout of School: The school building is in the north-south orientation and is in respect to the contours present on the site.

Fig. 11: Section of the school building to show the levels and heights

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As seen in Fig. 12, the layout of the school flows smoothly. When entering from the school from the main access point on the north, there are activity rooms such as kitchen with dinning space, library and an art room along with space for nursery children. Each of the rooms has access to different outdoor play areas through internal doors. The classrooms are on the south side for higher class students and this section also has direct access to the outdoor spaces.

These corridor from the classes leads to the assembly hall, gathering space for the entire school in the centre of the building.

The open spaces are accessible to all the students for learn and play, as well as festive celebrations.

The school also has a pitch that is used for sports activities and competitions.

The school offices are accessed from the parking side further leading to the central space.

The transition between classes, activity rooms, central space and outdoor areas is taken well into consideration.

Fig. 13: Schematic section through the plan to show the spatial planning of the school building

Fig. 14: Green buffer and fencing around the building

Fig. 12: Spatial plan of the school building showing the layout of the classrooms, activity rooms and corridors

Fig. 15: Internal circulation plan showing the transition from rooms and outdoor areas

Fig. 16: Access to different outdoor play areas from different rooms

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Section 2: Contemplating Behavioural Aspects of the Built Environment The Built Environment:

Does the building enhance learning? There is no hard evidence to support a connection between the built environment and academic attainment.8 But the children should be challenged educationally, and the built environment acts as an object that interferes with the learning of children. Thus, the built environment is absolute, where children deserve to be in an atmosphere filled with love, respect, safety, beauty, culture and connectivity to the nature.

A

E

B

C

F

J

D

G

K

L

H

I

M

Fig. 17: The built environment used for play and learn by students of different classes in different ways in Anderston Primary School. (A) Class P1 and P2 learning about nature, (B) Class P3 in play and learn in Health class, (C) Class P4 on Easter egg hunting, (D) Class P5 learning measurements, (E) Class P6 enjoying a class in good weather, (F) Children playing on the pitch, (G) Cultural festive celebrations, (H) Puzzle solving in the built environment in the passage, (I) Basketball learning, (J) Facade of the building, (K) Parents dropping of younger children, north entry, (L) Children resting on sports days, (M) Students standing in line for play and learn under supervision

Contemplating Setting:

Contemplating setting is used here to describe the spatial environment and setting as seen in Fig. 17, and a conceptual effort is put into interpreting the setting and the behaviour of children of different classes performing different activities in these spaces through the use of visual photographs.

8

Dudek, M. (2005), The School Building as a Third Teacher, Children’s Spaces. pg. 56

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Fig. 18: Contemplating setting A (Fig. 17) Behaviour and Activities

Attentive, Distracted, Smiling, Standing, Sitting, Learning

The photo was taken by a teacher in the outdoor environment where children of P1 class are learning about planting. All the students have gathered around the planter box as that is the centre of attraction, but are only given access to one box. When the photo is being taken one of the students seems to be distracted by the student behind and the others are looking just behaving and posing as they do when asked to taken a photo.

Fig. 20: Contemplating setting C (Fig. 17) Behaviour and Activities

Running, Walking, Searching, Playing

This is during Easter egg hunting game organised by the school where the students are supposed to find the eggs with the help of clues given on paper. Here we see that the students are running all over the open areas to look for the eggs. The students are forming their own strategy and ways to solve the puzzle and find the eggs, but are limited to the hard surface and restricted with barriers.

Fig. 19: Contemplating setting B (Fig. 17) Behaviour and Activities

Relaxing, Resting, Sitting, Playing, Learning

The photo was taken during the P2 class having their health class. Each student has his or her prop to play with. At this moment the students are resting in their own spaces defined by the prop.

Some are in groups and others are sitting individually and far off. As noted the students are sitting on the hard surface as they are in open spaces. It suggests that when students were asked to rest they chose to either sit in the last place they were standing or sit with friends.

Fig. 21: Contemplating setting D (Fig. 17) Behaviour and Activities

Attentive, Running, Lying Down, Teaching, Learning, Observing

Here, the students performing an experiment to learn about measurements. The teacher is guiding the students and the activity is performed. We see some students lying on the ground in a line and one student running to join the line while the rest of the students are standing on the side observing and listening to the teacher. It suggests that with this experiment the students are learning with practical examples and experiences.

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Fig. 22: Contemplating setting E (Fig. 17) Behaviour and Activities

Attentive, Distracted, Sitting, Teaching, Listening, Relaxing

This session of class P6 is being conducted outdoor in a good weather. It is noted that due to the weather, the children are enjoying and learning at the same time. The teacher is standing and explaining whereas the students are comfortably sitting on the grass. Also some students are distracted and playing with the grass. It just says that the students and the teacher are enjoying and relaxing with the environment.

Fig. 24: Contemplating setting G (Fig. 17) Behaviour and Activities

Standing, Running, Enjoying, Smiling, Laughing, Playing

The school has organised a festive celebration of Holi. All the students and teachers are gathered on the school grounds to celebrate this festival of colours. We see that the children are playing with colours and running around the place. Some are gathered in groups to celebrate.

Fig. 23: Contemplating setting F (Fig. 17) Behaviour and Activities

Playing, Observing, Exercise, Talking, Standing, Performing, Territory

The students are engaged in a sports competition on the pitch. We see that one student is performing and some students are observing her perform the activity. Other students in the corner are standing in a group and talking to each other. The students are of different age and classes but space helps them interact with each other. It is also observed that the railing behind is used by the students to hang and keep their belongings along the railing, also the students take support of the railing to stand, thus the railing serves different purposes for students.

Fig. 25: Contemplating setting K (Fig. 17) Behaviour and Activities

Attentive, Distracted, Sitting, Teaching, Listening, Relaxing

Here, the students are entering the school premises from the north side entrance. We see that the younger children are being assisted to the school building by the parents, who are holding hands, which is the nature of young children to make them feel safe. Also we see some older children walking by themselves to the school suggesting that those children are capable of understanding the environment around them and feel safe.

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Building Environment Assessment:

In order to further contemplate the built environment of the school, it is assessed on the bases of certain factors and measures based on the DQIs and HEAD model, to identify the quality of the existing built environment of the primary school.

• • • • • • • • •

Context: assesses the location of the building and the suitability in the surrounding area Connection: assesses the built environments interaction with the natural environment Accessibility: assesses the spatial connectivity and sufficiency of the spaces according to the size and function of the built environment Flexibility: assesses the built environment for its capability to involve different uses and cater to the number of users, both students and teachers Buffer and Barriers: assesses the quality of green spaces and fencing for its suitability in and around the built environment Walkability: assesses the pedestrian footpaths leading to the built environment Safety: assesses the road safety and the crossings for children leading to the built environment Spatial Quality: assesses the maintenance and sufficiency of spaces for all age groups to have a good connection and accessibility with the environment Visual Experience: assess the colours and vibrancy that the environment portrays as per the function of the built environment

The survey questions are rated between 1 to 5, where 1 being highly inappropriate and 5 being high appropriate. The following are the results: (See Appendix A) Parent 1 Designer

Parent 2 Passer-by

Parent 1

Parent 1 Designer

Parent 2 Passer-by

Parent 2

Parent 1 Designer

Designer

Observer

5

5

5

4

4

4

3

3

3

2

2

2

5

0

1

1

1

Parent 1 Designer

Context

Parent 2 Passer-by

40

Parent 1 Designer

Parent 2 Passer-by

0

Connection 5

5

4

4

3

3

3

2

2

2

1

11

0

3

2

Parent 1 Designer

Parent 2 Passer-by

Buffer and Barriers

0

0

Parent 2 Passer-by

Parent 1 Designer

Parent 2 Passer-by

1

Parent 1 Designer

Walkability

Parent 2 Passer-by

0

Safety

5

5

5

4

4

4

3

3

3

2

2

2

1

1

1

0

0

0

Spatial Quality

Parent 1 Designer

Accessibility

4

5

Parent 2 Passer-by

Flexibility

Visual Experience

Fig. 26: Charts showing the ratings gathered from the survey for the quality of the environment of the school

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The context of the school building is considered to appropriate by all as it is in a predominantly residential area with a good catchment area. The connection of the built environment was rated to be somewhat appropriate by the parents but as a designer and passerby the connection was not felt. The accessibility to the site is appropriate for one parent but for others the over all accessibility is inappropriate as the access points are narrow and invisible for a primary school building (Fig. 5). The buffers and barriers has not been rated appropriate in and around the school as it is weak with poor fencing and unmaintained green spaces. The walkability to the school has been rated appropriate by all but the safety was not there. The pedestrian crossing for the school is risky for children to cross alone. According to one parent, she mentioned that it is difficult for her child to cross the road safely, someone has to be there to keep a watch on her or assisted her to the school. There are volunteering parents as well to manage the traffic in the morning and end of school time which is not enough for road safety, but when asked to a passerby, according to him it was appropriate. The outdoor play areas are maintained and sufficient for all students as well as flexible to accommodate all kinds play and learn at present. But the built environment lacks the vibrancy and colours that a primary school could have to stimulate the minds of young children. In overall (Fig. 27) the school environment is rated as somewhat appropriate but requires certain qualities for it to be highly appropriate.

Parent 1

Parent 1

Parent 2

Parent 2

Designer

Designer

Passer-by

Observer

5 4

5

3

4

2

3

1

2

0

1

Fig. 27: Chart showing 0 the average rating of the quality of the environment of the school

In conclusion, the built environment of Anderson Primary School has a good number of outdoor spaces for the children where are encouraged in outdoor learning. The teachers conduct outdoor learning which helps enhance the welling and active play. But it the environment lacks the sense of place and stimulation for the children that could bring out self learning in the children of the school. We see that school has a good topography, but only has hard surface open grounds giving a monotonous level of play and this change in level could be used to improve the environment for the children for more creative and imaginative play. This improvement in the built environment would connectedly help increase not only the children’s play and learn but also all the factors that make up the built environment as mentioned above.

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Section 3: Case Study- Natural Play, Baseline Study for Merrylee Primary School, Glasgow The School Profile:

Anderston Primary School a multi-cultural school is situated in predominantly residential area in South side of Glasgow City. The co-educational school was redeveloped in 2008 and consists of 8 teaching classes followed by resource room, an art room, design room, music room and a library.

The school also has a dinning hall and a large multipurpose room.

No. Of Pupils : 455 Ages : 4-12 years Teacher No. : 25.7 FTE Average class size : 26.0 Pupil Teacher Ratio : 18.3 Class Division : P1 to P7 Fig. 28: New design of Merrylee Primary School

In 2008 the new school had opened with a design that was fit for 21st century education. The new schools main vision was to "motivate an inspire children to be the best they can be and to live happily and confidently in an ever changing world.�9 The new school was designed using sustainable maintenance-light construction methods. 10% of materials used is from recycled sources and uses wind turbine that produces 12% of the buildings total power consumption.

The new curriculum focused on learning for sustainability and outdoor learning. According to the school handbook, the key strategy was taking learning outdoors and use every space available to create opportunities for the children to connect with nature and enhance their senses.

Fig. 29: Old design of school showing the area and playgrounds

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Merrylee Primary School Handbook, 2019-20

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School Layout:

As seen in Fig. 30, the school layout has been completely changed. The building is oriented in north south direction and makes good use of natural light in the design.

The main entrance to the school is from the parking area and other entrances lead out to the outdoor spaces.

Since the school focuses on outdoor play and learn the facilities include: Urban jungle which is a wild natural area for play and learn, full size football pitch, outdoor classroom, trim trial, basketball area, free play area with natural materials, climbing wall and allotment gardens adjacent to the school.

Fig. 31: View of the school

Fig. 32: Internal view of the school corridors showing the efficient use of natural daylight

Fig. 35: Activities on the school pitch

Fig. 30: Layout of the new school design

Fig. 33: View of the wind turbine on the school premises

Fig. 36: Students enjoying in the outdoor play areas even on a rainy day

Fig. 34: Students in outdoor learning

Fig. 37: Student watering plants in school allotment garden

Fig. 38: Teachers embracing the outdoor learning

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Natural Play, The Project:

Merrylee primary school was identified as the preferred site for natural play development as it offered the chance to incorporate a natural place space within a new build school in an urban area. (Groves and McNish, 2011). Forestry Commission Scotland, Merrylee primary school and Glasgow City Council have worked together to develop a natural play space called The Urban Jungle on the school premises.

The space incorporates topography such as hills, valleys, steps, meadow area, hollows, shrubs, trees, willow tunnels, dead wood, a rope bridge and seatings.

The Urban Jungle entwines active, imaginative and social play area within a series of hills and woodland pockets. It has trees and dens and places to hide and climb. It is used as a learning and teaching resource with outdoor classroom spaces as well as play areas. (ERZ Studio, 2010)

Fig. 39: Different spaces of the Urban Jungle

The project is the first of its kind in the UK and a study has been conducted by Groves and McNish under the authority of Forestry Commission Scotland in 2008, to capture evidence whether or not the creation of a natural play space has made a difference to children’s learning and wellbeing. The study aims to inform further developments of natural play on school grounds.

The Study:

The study conducted was participatory and inclusive approach. It involves children, teachers, parents, playground support and the Forestry Commission. The evidence was collected through a literature review, a baseline study in 2008 where they studied the children using the old play spaces to which they had access. And a follow-up study in 2011 studying children using the new natural play space, including the large football pitch. The study was categorised in two parts one

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measuring the natural play with the children’s emotional wellbeing and second measuring natural play with children's physical wellbeing.

Natural play and children’s emotional wellbeing: To gather data the playground staff were given daily reporting forms to monitor the incidents on the playground.

According to the report, Baseline: 130 incidents were reported over a 14 day period in November and December 2008 (76 accidents, 1 incident of bullying and 53 ‘other’ incidents, which included pushing, hitting and slipping) in the baseline study. In terms of severity, 92 were considered moderate, 37 slight and 1 severe. Follow-up: 8 incidents were reported over a 14 day period during the same months in 2011. There were 6 accidents and 2 cases of bullying, all considered ‘slight’ on the severity scale. Both cases of bullying occurred when the natural play space was closed.

‘In the old school, it was hard to run around. When you fell over, you would scrape your knees and injure yourself’ (P5 Boy) ‘I really love it [the Urban Jungle] a lot. It is quite a bit better than the last one. If you fell over on the concrete it hurt but here it is soft grass.’ (P4 girl)

Fig. 40: Evidence collected through discussions with children, teachers and support staff in 2011

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It was observed that the children that were fewer incidents reported and the children felt happy when in the Urban Jungle. In 2008, children appeared to be less stimulated and would get bored soon. But during the discussions in 2011, it seems that in the new natural play, it kept them busy with imaginative plays. It is observed that different spaces of play allow children to make choices about where they wanna play and what games can they play in that area. The natural play gives them the diversity of space for free and creative play. For example, the wooden log was used for seating but children use for jumping and running around it. Thus it concludes that the natural play spaces enhances the options for the children for free, imaginative and creative play, and has a positive impact on the way it influences the children. This interactive session suggests that the children's mood cannot be controlled but enhances their behaviour and emotional wellbeing.

Fig. 41: Comparison of what children felt with and without natural play when observed in 2008 and 2011

Natural play and children’s physical wellbeing: In order to provide quantitative data the children were asked to wear pedometers during their playtime.

According to the report, chart 1 shows that in 2008 the number of mean steps was 3836 and 2011 this increased to 5104 steps. Therefore, it can be said that there is something about the new natural play that encourages the children to move and be more active. Similarly, chart 2 shows that in 2008 the mean accumulated minutes of physical activity was 20 minutes and 33 seconds whereas in 2011 this increased to 26 minutes and 39 seconds.

Fig. 42: Chart showing the differences in mean number of steps and minutes of physical activity in 2008 and 2011.

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We see that the natural play has a positive impact on the children physical and emotional wellbeing during the playtime but it was also important to see how this affects the children's learning as well. To study this the teachers were asked to submit a weekly reporting for their class to assess the impact of play in classrooms.

As seen in the chart, there has been an improvement in the learning and classroom behaviour of children after playtime.

This has not only helped the children but also has positively impacted the teachers and staff with their wellbeing.

Fig. 43: Chart showing the impact of natural play on learning an classroom behaviour in 2008 and 2011

In conclusion, the research has shown that the natural play space offers a multi-choice space for play to suit different play styles and personalities. Indicators of emotional wellbeing appear to have improved and opportunities for enhanced social interaction as well as solitude, where needed, have been provided. Natural play appears to provide an important alternative to football/ tarmac based activities on flat ground. It allows children, who may not appreciate such activities, to thrive and flourish at best and, at least, not be singled out. Varied topography was seen to be a critical component of these outcomes. (Groves and McNish, 2008) Therefore, introducing natural play into school environment has increased the outdoor learning of the Merrylee Primary School. Natural play directly increases the emotional and physical wellbeing of the children but indirectly it also affects the teachers and parents in enhancing their wellbeing.

This study makes it clear that there are significant benefits of engaging children in outdoor play within the school environment. The school environment can be improved with an inclusive decision to build a high quality out space that supports healthy behaviour, a sense of stimulation, increased interaction and experience for the children.

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Conclusion The assessment to study the quality of built environment focused on how stimulating and encouraging the built environment in a school setting, has shown that the accessible outdoor spaces have been used sufficiently by the students and teachers for outdoor play and learn. There has been a good amount of activity been conducted in the spaces but when contemplating the activities through the use of photographs it could be seen that the built environment of the school uses only hard surfaces for all the kinds of activities, giving the same feeling and views of the environment. There was no difference in each of the outdoor areas. It suggests that even though the children are exposed to the outdoor setting and have been engaged in physical activities which helps build their sense and wellbeing, but that is not enough. The children need to be challenged in these spaces to enhance their visual and physical capabilities.

As studied about the Merrylee Primary School, they made improvements in their school environment to focus on sustainability and outdoor learning, which has shown a positive way to strengthen the emotional and physical wellbeing. The students have mentioned them being more happy and active during their time in natural play.

Outdoor learning has increased after amendments to the 2010 Curriculum for Excellence for Outdoor learning. But in order for the outdoor learning to engage children with built environment and nature, the play space needs to offer a rich and stimulating environment. Thus, it is suggests that the schooling departments and local authorities should consider a change in the built environment by recreating, transforming and revitalising the school grounds with respect to the children experience and behaviour keeping mind the needs and accessibility to all children.

This is assignment has helped me understand in detail how to assess an environment as per the use and functions. By conducting this study it is understood the behaviour and nature of children in their environment. The main aim to select this school environment was due to the reason that children in primary school is where they learn and grasp their basic knowledge of the nature and their surrounding which reflects their behaviour and attitude. It is important to design an environment that compliments the needs of children as well as challenges them to enhance their well-being.

Cultural and Behavioural Factors in Architecture and Urbanism has helped in assessing and contemplating the environment around by viewing it in a more intricate way rather than just seeing the built form as it is. There is more to that than the building, the actions, the culture, the experience, etc.. An understanding has been developed on how individuals and groups of people respond to the environment setting with their behaviours and actions. It has helped to gain broader vision of human behaviour in any given environment and how this environment speaks through its design. It is known that each human behaves in a different and thus with this study it is understood how humans various actions and needs change in different environment depending on the function. Also developed a critical thinking about the role design plays in enhancing cultural and physical behaviours.

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Appendix A

QUALITY OF BUILT ENVIRONMENT Highly Inappropriate 1 2 3 4 5 Highly Appropriate

Score Parent 1

Parent 2 Designer Observer

1. To what extent does the building blend in with surrounding area? (Context)

4

3

4

4

2. To what degree is the building spaces environmentally responsive and connected?

(Connection)

4

4

3

3

3. To what extent are the building spaces accessible?

And are the entry points sufficient for the building size and number of students and teachers? (Accessibility)

4

3

2

2

4. How would you rate the quality of buffering and fencing in and around the building spaces? (Buffer and Barriers)

3

2

1

2

5. To what extent are the pedestrian footways around the building space accessible and suitable for the building use? (Walkability)

3

4

3

4

6. How would you rate the road safety around the building as per the function of the building? (Safety)

3

2

2

4

7. How would you rate the quality of the built environment? (Spatial Quality)

4

3

2

3

8. To what degree does the built environment involve different uses and is it sufficient to cater to the number of users? (Flexibility)

3

3

3

4

9. How would you rate built environment in terms of vibrancy and attractiveness needed for the users?

(Visual Experience)

4

3

2

2

3.6

3

2.4

3.1

Average Score ( Total score/9)

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Class Blogs. (2020). Anderston Primary School Partnership. [Online] Available at: https://anderstonprimary.wordpress.com/pupil-blogs/ [Accessed: April 2020] Creating Excellent Primary Schools. (2010). CABE Digimap. (2020). [Online] Available at: https://digimap.edina.ac.uk/ [Accessed: April 2020] DQI for Education. (2018). Design Quality Indicator. [Online] Available at: http://www.dqi.org.uk/perch/resources/dqi-schools-guidance-mar18.pdf [Accessed: April 2020] Dudek, M. (2005), The School Building as a Third Teacher, Children’s Spaces Future of Schools. (2018). ARUP 24

Google Maps. (2020) Groves, L. And McNish, H. (2011). Natural Play: Making a difference to children’s learning and wellbeing, Longitudinal study of the Forestry Commission- Merrylee Primary School- GCC Partnership, 2008-2011. [Online] Available at: http://outdoorplayandlearning.org.uk/wp-content/uploads/2016/07/ naturalplaystudyfull-1.pdf [Accessed: April 2020] Ivanka Rancic, Delany College. (2018). Future Of Schools, ARUP MerryleePS. (2016). Twitter. [Online] Available at: https://twitter.com/MerryleePS [Accessed: April 2020] Merrylee Primary School Handbook. (2008). [Online] Available at: http://www.scottishschools.info/Websites/SchPriMerrylee/UserFiles/File/ School%20Policies/Merrylee%20School%20Handbook.pdf [Accessed: April 2020] Merrylee Primary School Handbook. (2019). [Online] Available at: https://www.glasgow.gov.uk/CHttpHandler.ashx?id=14347&p=0 [Accessed: April 2020] Merrylee Primary School. (2009). Glasgow Education Department, Glasgow Architecture. [Online] Available at: http://www.glasgowarchitecture.co.uk/merrylee-primary-school [Accessed: April 2020] The Urban Jungle, Merrylee Primary School. (2010). Learning and Playing, ERZ Studio. [Online] Available at: https://www.erzstudio.co.uk/projects/the-urban-jungle-merrylee-primary-school [Accessed: April 2020] Wall, K., Dockrell, J. And Peacey, N. (2008). Primary Schools: The Built Environment. Interim Report, The Primary Review. University of London

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