Enhancing the learning environment - Learning Rooms by Gratnells

Enhancing the learning environment Learning Rooms

“School is a building which has four walls with tomorrow inside.” Photo credit: British Thornton ESF Ltd

Lon Watters – US Artist

Contents Introduction by Murray Hudson . . . . . . . . . . . . . . . . . 5 0-5 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Learning Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Colour and mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Inspiring spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

0-5 years

Digital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Digital technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

5-11 years Primary

Learning Rooms . . . . . . . . . . . . . . . . . . . . . . . . . 58 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Our partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Exploration and discovery . . . . . . . . . . . . . . . . . . . . . . 12

Everything in its place . . . . . . . . . . . . . . . . . . . . . . . . . 14

12-18 years Secondary

5-11 years: Primary . . . . . . . . . . . . . . . . . . . . . . 16

Jumbo tray

The design of a classroom does make a difference to pupil learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Stimulation – Individualisation – Naturalness . . . . . 20 Primary focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Focus on learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Extra deep tray

Digital

What turns a room into a classroom? . . . . . . . . . . . . 26 The child’s expanding world . . . . . . . . . . . . . . . . . . . . 28

Organisation and storage . . . . . . . . . . . . . . . . . . . . . . 30 Exploring science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Art, creativity & performance . . . . . . . . . . . . . . . . . . . 34

Learning Rooms

Learning outdoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Trigger the senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 12-18 years: Secondary . . . . . . . . . . . . . . . . . . . 40 Inspirational learning spaces . . . . . . . . . . . . . . . . . . . 42

Deep tray

Support great teaching . . . . . . . . . . . . . . . . . . . . . . . . 44 The design of spaces . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Secondary science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Better use of space . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Store and prepare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Enhancing the learning environment: Learning Rooms

Shallow tray with lid

Introduction Gratnells is a family business that has manufactured school storage systems for nearly 50 years. Whilst taking great pride in the design and quality of the products, I am nonetheless very conscious that the most important role we play is in helping to create the environment in which our children learn.

It is generally acknowledged that we need change to the current system; anyone lucky enough to have heard Sir Ken Robinson speak will have been inspired by his passionate belief that the existing educational systems stifles creativity.

School is a significant developmental stepping stone in a child’s life. It is here they are equipped to face the world. Our contribution to this crucial time in our children’s lives means that we have a responsibility to understand the significance of the physical space in which they learn.

Gratnells created the Learning Rooms project in 2012 to recognise and celebrate the benefits and advantages of different learning environments.

We’re not the first to recognise how important the physical place of learning is to a child’s development, well-being, safety and sense of belonging. The inspirational work of the team behind ‘The Third Teacher’ is well documented and The Royal Institute of British Architects’ (RIBA) ‘Future Schools’ published in 2015 makes fascinating reading. Gratnells products are already a key component within the classroom, but we want to help shape the places where our children are being educated. We want to create the best possible learning environments. To do this, we are working with a wide range of partners to develop new ideas in the application of class design, digital technologies, in the performing arts, in outdoor learning, in all the places where teachers teach and children learn. We have been working with Dr Katherine Forsey, one of the UK’s leading outdoor education experts for the past five years and we have also enlisted the views of Professor Peter Barrett, whose academic work clearly recognises the impact of the classroom design on learning. We know that the learning environment has to meet the needs of all children, whatever their interests, skills and abilities. We know that we have to take into account the immense diversity of children that are in our schools and colleges.

Enhancing the learning environment: Learning Rooms

Photo credit: VS Vereinigte Spezialmöbelfabriken GmbH & Co. KG.

We are working with teachers at every level because we know that they, more than anyone, know what is needed to create the ideal learning environment. Dr Harriet Sturdy, a head teacher, who has overseen and been involved with the development, implementation and running of various schools in Cambridge is a valued contributor to this work. Additionally, as we are an international business, we can collaborate and work with educators in 68 countries around the world. Gratnells is privileged to be part of a sector which has an opportunity to shape the future. We’re looking forward to it.

Murray Hudson Gratnells Managing Director & Chairman. Chairman of the British Educational Furniture Manufacturers’ Group (2012-2016).

“ Young children have a ready appetite to explore whatever draws their interest. When this curiosity is engaged they will learn from themselves, from each other and from any source they can lay their hands on.”

0-5 years Every child’s introduction to the world of education is shaped and defined by the physical environment. Each child needs to share space for play, to own space for personal belongings and to feel welcome in the space to learn. Engaging with designers enables proper recognition to be given to the learning room space and the importance of

Creative Schools Revolutionizing Education from the Ground Up Sir Ken Robinson and Lou Aronica

Enhancing the learning environment: Learning Rooms

storage systems, layout, colour, resources and functionality of the learning process for the youngest learners.

Photo credit: British Thornton ESF Ltd

Children will spend more time in school than anywhere else except at home. For years, the

importance of the first learning environment has been considered as a major factor in how they

Colour and mood

grow, flourish and excel. The importance and use of colour to create a vibrant and stimulating Now this is supported by published research

learning environment for both teachers and pupils is universally accepted.

and adds objective weight to the inspiration of designers, architects and systems providers in pursuit of stimulating, successful learning spaces.

Working alongside designers and collaborating with brands such as Dulux, Lego and Fischertechnik underlines the importance of a broad colour palette which helps to deliver a diversity of mood.

These principles apply equally to all key areas of activity from the classroom to the playground, the book corner to the art area, the school garden to the assembly hall.

“ Let the sunshine in... increasing daylight in classrooms has been shown to cut down on absenteeism and improve test scores.”

Colours may be used to provide background consistency, outstanding contrast or colour coding as required.

“ Colour is the most immediate form of non-verbal communication… Colour has the power to influence the performance of the occupants. Whether you specify bright, attention-getting colours or mild, calming colours depends a lot on the function of the space.” The Third Teacher

The Third Teacher

Learning Rooms Enhancing the learning environment: Learning Rooms

Photo credit: British Thornton ESF Ltd

0-5 years

Inspiring spaces

“Everything is where it is supposed to be, conveying a sense of harmony and order that both comforts and inspires.”

Montessori

Case Study

The size of the classroom is also valuable for allowing space

Montessori classrooms are characterised by an inviting and uncluttered use of space,

for tidiness. A tidy room and organisation of the classroom

designed to foster a calm and focused learning environment with sensitive use of colour

shows time spent obtaining order and that the teacher pays

and lighting.

attention to detail. Mess and an untidy classroom projects

Partnering with globally resourced design consultants as one of just three Montessori

chaos and this, of course, can affect the perception of a department or school. Here leading furniture manufacturer Spaceright offer their personal view of a learning space.

American Montessori Society Website ‘Education That Transforms Lives’

approved suppliers of furniture confirms that the teaching philosophy and the teaching environment are an integral part of one holistic approach. A typical example of the ethos at work is to be found just a few miles from Gratnells head office where the outcomes for nursery school children are described as ‘independence’, ‘self-confidence’, and ‘developing a positive self image’. Gratnells has worked with Nienhuis Montessori, a Heutink brand, to create interiors which match the aspirations of the Montessori method, using what they describe as “awardwinning educational trays renowned for their quality, safety, strength and durability. This type of storage is effective and looks good too”.

Dr. Maria Montessori Pho to cre dit : Spa cer igh t

Enhancing the learning environment: Learning Rooms

Photo credit: Spaceright

0-5 years

“ There are three teachers of children: adults, other children and the physical environment.” Loris Malaguzzi

Exploration and discovery

Reggio Emilia

Case Study

High House Nursery School, Stansted, United Kingdom,

The Reggio Emilia concept originated in the town of that name in Italy and

exemplifies the Reggio Emilia ethos, where the environment

has become associated with a progressive and co-operative approach to early

acts as a third teacher and children are given a degree of

childhood education. Among its fundamental principles are the precepts that

control over the direction of their learning.

children are capable of constructing their own learning, that they are natural

Director Vanessa Callan has visited the Reggio Emilia area,

communicators and that the adult is a mentor and guide.

its schools and educationalists, bringing back ideas, insights

For example, in the design of new learning spaces the relationship between the

and principles to merge with the school curriculum.

classroom and the rest of the school must be examined, so that there is harmony

“ The nursery provides a rich and vibrant learning environment where the children are highly stimulated.”

and integration. These new initiatives and approaches are also expanding the horizons and boundaries of space planning for schools. Complementary resources such as modular staging, digital storage and syncing and mobile storage units open up more alternatives for the learning room and maximise the teaching potential of the space available.

OFSTED Report for High House Nursery School Reggio Emilia

Loris Malaguzzi, founder of Reggio Emilia’s educational philosophy

Enhancing the learning environment: Learning Rooms

0-5 years

Everything in its place

Ningbo Beilun Case Study Experimental Kindergarten, China The value of a well planned and stimulating classroom

Flexibility, adaptability and mobility are key attributes in helping to create the range of different work spaces needed to foster children’s creativity while

It is large by European standards with 27 classrooms. It was designed so that the building

where organised education is in its infancy to those where

flows like water, with unique play corners for activities, music and science, fostering the

it is being developed with innovative ideas and techniques,

‘play, experience, grow’ philosophy.

infrastructure and environment are key.

resource and individual ownership.

“ Let us pick up our books and our pens… one child, one teacher, one book and one pen can change the world.”

“ Learning can be improved through accessible storage with resources readily available to help learners develop independence.”

The state kindergarten, in the port district of Ningbo, was built by the Chinese government.

transcends language and culture. From areas of the world

ensuring an efficient system of storage,

Malala Yousafzai, Nobel Prize winner

“ Our philosophy is ‘play, experience, grow’ because we understand that all children love to play and that they learn best through experience. We truly believe that when we respect children’s character and discover their interests and potential, then everything is possible!” Mrs. Jianlan Li, Principal of Ningbo Beilun Experimental Kindergarten

The Design of Learning Spaces Pamela Woolmer (Quoting Loughlin & Suina 1982)

Enhancing the learning environment: Learning Rooms

Photo credit:

Presikhaaf Schoolmeubelen BV

0-5 years

“ There is clear evidence that the physical characteristics of primary schools do impact on pupils’ learning progress in reading, writing and mathematics.” Clever Classrooms, Summary Report of the Head Project

Enhancing the learning environment: Learning Rooms

5-11 years Making best use of space is an important element in children’s development as their individual skills, likes and talents begin to emerge. With an expanding range of media available to them and schoolwork taking on a more formal aspect, school pupils need boundaries between storage and activity areas with a clear distinction between individual and shared spaces. Empirical data points to the holistic impact of classroom spaces on learning in specific subjects.

Primary 17

The design of a classroom does make a difference to pupil learning

“ There are rarely good or bad schools, rather there are more or less effective classrooms.”

Professor Peter Barrett of the University of Salford

Professor Peter Barrett of the University of Salford explains his ground-breaking research. Although everyone knows it instinctively, it has been surprisingly difficult to actually

In addition, the HEAD study takes an

prove that the design of a classroom impacts on the learning rates of pupils. It took

approach that places the pupil at the centre

eight years of effort by a team of researchers at the University of Salford, Manchester to

of analysis. This includes everything (as far as

provide a provable link between the physical space and learning outcomes. A survey

possible) that impacts on the pupil through

which included 3766 children in 137 classrooms from 27 very different schools provided firm evidence that the physical characteristics of the classroom accounted for 16% of the variation in the learning progress of these children. Details of our large study are given in

their senses and is interpreted by their brain. Discussions with colleagues in the A.N.F.A. (Academy of Neuroscience for Architecture) and others led to the development of the, much broader than usual, “SIN” framework of factors to be considered. These are as follows.

a peer reviewed journal [1] and in an illustrated guide for designers and teachers, entitled

To attack the difficulty of separating the impact of the space itself from other factors the

Stimulation: visual complexity and colour. Individualisation: ownership (personalisation and distinctiveness), the flexibility of the layout and connection (or way-finding).

HEAD (Holistic Evidence and Design) study did two things. First, it focused on primary

Naturalness: light, temperature, air quality, sound and links to nature.

“Clever Classrooms”[2]. These are freely available.

Enhancing the learning environment: Learning Rooms

schools, as the pupils are mainly in the same classroom for the whole year. This means

It can be seen that the naturalness factors are fairly familiar and it turns out that these

that any possible impact would be maximised and also that there would be strong

are very important, collectively accounting for about half of the impact of the classroom

metrics of their academic progress. Second, multilevel statistical modelling was used to

on learning. More novel and surprising is the clear finding that the individualisation and

differentiate the impacts of the classroom itself, from variations owing to individual pupil

stimulation factors, taken together, are equally important. They each drive about a quarter

differences or whole school effects.

of the impact on learning.

5-11 years - primary

So the picture is clear. To learn optimally,

Stimulation – Individualisation – Naturalness Academic

Pupils in classroom for year

pupils need classroom spaces that

11%

are healthy (naturalness), distinctive,

Behaviour

Cla

oo ssr

o vel

im f st

urs o l o c nal o i t Func

t ula

ion

(individualisation), and that present an

tter

This last factor is the result of a combination

Clu

nce a l a B

School Built Environment (BE)

Flexibility

of the visual complexity of the space and of the colour scheme. The HEAD study

17% 11%

Complexity Colour Ownership Flexibility Light Temperature Air Quality

16%

for learning, not too boring or too chaotic.

The figure here summarises the impacts associated with the seven design parameters found to be statistically significant.

Fres h Pupils’ starting performance

seems to send a message to the children that they are valued, whilst at a practical level a child sitting on a chair, and at a desk that are too big for them is not going to be comfortable. In

are comfortable ergonomically and clearly feel that “this is our classroom”. The other novel area concerns the appropriate level of stimulation. Visual complexity can come from the shape and form of the room that can be addressed through the basic structure, or via learning zones as mentioned above. It can also be strongly driven by the extent and coherence of displays. So there can be a tension here with individualisation as the level of ambient visual

density e c a p s w o L

to be greater than the aggregate differences between schools. In short, in terms of learning

stimulation can become chaotic. This is not good for learning, but equally too bland is not

progress, the primary school pupil’s classroom is their world and as such is where effort

good either. A moderate level of visual complexity should be sought and can be balanced out

needs to be focused when investing in the infrastructure. This does not mean that other

to a degree by the other element contributing to stimulation, namely the colours used in the

broader factors should be ignored, but it argues strongly for making sure that each (existing

classroom. These again should, taken together, avoid extremes of brightness and dullness. Walls,

or proposed) classroom works in its own right and from there to build out to a broader

floors, furniture, blinds, etc all contribute, but for walls, typically a light, calm colour generally, plus

picture. This could be styled “inside-out” design and is captured by the thought that there

an area of brighter colour, maybe on the “teaching wall” can work well.

Natu

the classroom furniture should be age-appropriate and of good quality. At one level this

and outside play facilities, but the variation between classrooms within each school tended

scale Inappropriate

detailed level of analysis that is needed to bring about improvements that will impact on the

htin

the pupils – their work on display boards on the wall, their names on trays, etc. Additionally,

Considerable effort was taken to include school-level factors, such as the layout of the school

ion Personalisat Dayl ig

the curriculum in an interesting and engaging way. Ownership can come from visible signs of

adjustable chairs. The aim in relation to “individualisation” is get to the point where the pupils

are rarely good or bad schools, rather there are more or less effective classrooms. That is the

Ethos etc

with the creative use of furniture. Without this infrastructure it is hard for teachers to deliver

contrast to the UK, in Norway, for example, it is absolutely normal for all pupils to have height-

clearly showed for the first time that in practice a mid-level of stimulation is ideal

So, even in a rectangular room, learning zones (eg for reading, art, role-play) can be established

isation

dual I ndivi Teachers

12%

appropriate level of ambient stimulation.

ate v i r /p open

21%

17%

allow ownership and personalisation

Pupils’ Progress over Year

Non-BE school environment

educational progress of pupils.

ralne

The naturalness design parameters of good (day)lighting, control over temperature and

Overall, what is suggested is that the HEAD findings mean that it is now a practical proposition for teachers and designers to look at classrooms as an active contributor to the learning process. We have an extra set of levers to be pulled as appropriate to assist as we strive for excellence in education!

ventilation are all important in relation to learning. So windows should not be covered with display material, individual classrooms should have local thermostats, and windows should

air

Nois e

be opened when rooms are getting stuffy (which they often are). These are all quite obvious in one way, but in practice are often not given the high priority their connection to learning demands. In this case, as with the following factors, there is much that can be done in existing spaces, as well as at the design stage.

Professor Peter Barrett Emeritus professor, University of Salford Honorary Research Fellow, University of Oxford Email peter.x.barrett@gmail.com

The more novel individualisation design parameters of flexibility and ownership are, respectively, about offering options to pupils and teachers and the opportunity to create a

Ability

Gender

Socioeconomic Enhancing the learning environment: Learning Rooms

personal connection with their classroom. Some of this is about the spaces created within and adjacent to the classroom. These can support a variety of activities, which is especially important for younger children where the teaching methods are typically more play-based.

References 1. Barrett P S, et al., The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 2015. 89: p. 118-33. Weblink: http://dx.doi.org/10.1016/j.buildenv.2015.02.013 2. Barrett P S, et al., Clever Classrooms: Summary Report of the HEAD Project 2015, University of Salford: Salford. Weblink: http://ow.ly/Jz2vV

5-11 years - primary

Primary focus Like homes, classrooms have a personality. In the best of schools, you feel this as you walk into a classroom. The room that lacks any personality, or individuality feels colder and less welcoming.

Callero Library Unit

The room that celebrates learning, has posters, students’ work, plants etc is the room that is

more attractive to be in and, I would suggest, is as a result, more conducive to learning.

“Four studies across a range of countries provide reasonable evidence that creative learning environments can enhance the creative thinking of students, leading to a greater level of originality on open tasks.”” Report published by Elsevier quoting from Cremin et al 2006, Webster & Campbell 2006, Haigh 2007, Whitbread et al 2006

ch d it : M o n ar P h o to cr e

Enhancing the learning environment: Learning Rooms

Photo credit: Monarch

5-11 years - primary

Focus on learning The role of the learning room in the physical environment in which teachers teach and children learn – as explained in the concept of the third teacher – embodies a number of

principles which designers can use to inform their work. Children will learn through sensory experience; they must be able to influence the direction of their learning; they should be encouraged to explore; they must be offered ways to express themselves.

“There are many other models for redesigning the school environment to embody different and more innovative concepts of curriculum and learning.” Creative Schools Revolutionizing Education from the Ground Up Sir Ken Robinson and Lou Aronica

5 Top Tips 1. The learning environment is ‘The Third Teacher’. 2. Clever use of colour can transform a learning room. 3. Use mobility and flexibility to alter the learning landscape. 4. Aim for balance between excitement and good order. 5. Make outdoor spaces every bit as important as the classroom.

Enhancing the learning environment: Learning Rooms

5-11 years - primary

What turns a room into a classroom? Teachers now use the classroom as a forum for delivering lessons using visual, auditory and other kinaesthetic teaching techniques to enhance pupils’ achievement. On a practical level, it is clear that there are many keys to the door of success in a classroom that turn it from a simple space into a ‘class’ room.

Dr Harriet Sturdy, who has owned and run three schools in the University

city of Cambridge, has plenty of ideas built on her unique experience. Growing up in Cambridge, one of my earliest memories was visiting the

Fundamentally furniture needs to be adaptable and manoeuverable. In my visits to international schools in Europe, I have been struck by the generous size of each classroom, the tall ceilings and clean cut lines of each room. Particularly memorable is the school where learning continued in the corridors, with carefully thought out learning zones, ranging from play furniture for the younger children, to extended library or discussion space for older students, allowing free flow for students who were not confined to sitting still at a desk for the formal delivery of a lesson.

local auction house in order to furnish the new school my parents had recently bought. This was in 1976, when, inspired by an understanding of the importance of child-centric education in small classes, my mother Jill Sturdy founded a school with just 11 children in just 2 classrooms. We spent happy hours bidding for beautiful carpets and high quality wooden furniture, which suited the grand Victorian building which housed the school. What we

It can sometimes be a challenge to provide classrooms of appropriate size for each group. However, even if a class is small, if they are in a restricted space they can be harder to manage and support than a large class in a large space. This is particularly the case if the desks can only have a particular layout or spacing because of room design. The need for the teacher to move easily around the room is important, so that they can circulate and spend equal time with all students. Each child must have their own working space, and not be perched on the end of desks, which I have seen in a number of schools.

bought was stylish and elegant, but most definitely traditional and functional rather than innovative, in direct contrast to the ethos behind the school. This was not a failing of the school, simply a reflection of the time. Whether the furniture was adaptable and allowed for creativity within the classroom was simply not a question that was relevant in the 1970s or 80s. Since my own education during the 1970s, and during a career working in schools spanning more than 20 years, there have been extraordinary changes in the learning environment for pupils. This has been coupled with a clear recognition from educators that the school environment is an essential factor in the experience of students and their achievements.

The size of the classroom is also valuable for allowing space for tidiness. A tidy room and organisation of the classroom shows a teacher who pays attention to detail and will invest time in obtaining order. Mess and an untidy classroom projects chaos and this, of course, can affect the perception of a department or school. Effective classroom design inevitably relies on space and appropriate resources for organisation. When I first became a school leader, I used to despair over the hours spent in meetings discussing classroom and outdoor storage, not recognizing at the time how vital effective and attractive storage is to the management of a classroom setting. Ideally, a classroom should offer the ability to move the seating and chairs around. In my current school, the children have expressed clear preference for those classrooms which have padded chairs. They are softer, more comfortable and aesthetically more pleasing than plain plastic chairs you see in so many schools today. Poor quality seating is an issue for pupils with back problemsand indeed all students’ concentration will be affected if they are uncomfortable.

Enhancing the learning environment: Learning Rooms

Photo credit: Lucinda Price

Sometimes brand new schools that are purpose built have made the decision to create square or rectangular rooms that are all exactly the same dimension but the uniformity and lack of quirkiness can make it harder for each learning area to have a personality. I believe students prefer rooms that they perceive to have a warmth and character.

The best classrooms I see provide good access at all points in the room to the white board. All students need to be able to view the board, wherever they are sitting. Desks should be robust enough to withstand spillages and not mark or stain. If desks are easily cleaned, children respect them more and they are nicer surfaces to work on. Like homes, classrooms have a personality. In the best of schools, you feel this as you walk into a classroom. A room that lacks any personality or individuality feels colder and less welcoming. The room that celebrates learning, has posters, students’ work, plants etc is the room that is more attractive to be in and, I would suggest, is as a result, more conducive to learning. Where it is clear that the teacher and the School have invested time, energy and funding towards creating a comfortable, inspiring setting, that investment, I believe, is rewarded in higher levels of engagement and success. This is coupled with a recognition that this environment reflects the respect and care a child will receive. Classrooms need to be Aladdin’s caves of learning, exotic but functional, fun but simultaneously serious and most importantly, inspiring yet practical. Can we make a horseshoe pattern swiftly? Can we make one huge desk to become a United Nations type assembly? Can we quickly make a cafe format two chairs to a desk for peer to peer assessed quizzes? Such questions are asked by the very best of educators, and responded to with positive enthusiasm by School Leaders who trust their staff, their experience and their passion and know that by providing high quality versatile furniture and investing in the classroom environment, they are enabling those magical teachers to do what they do best; to inspire, extend and enhance the joy of learning in all the wonderful young people we are privileged to work with.

5-11 years - primary

The child’s expanding world British Thornton, one of the most trusted partners in creating imaginative school

furniture, considers space, colour, quality,

Years 3 and 4

Study area

Quiet corner

Study area

ICT area

Years 5 and 6

shape, inspiration, flexibility and interaction to be the keywords when designing the ideal environment for younger children. The use of trays integrated with furniture, storage systems and docking stations in areas such as creative and reading zones is

ICT area

Teacher’s area

fundamental to this ever expanding world.

Reading corner

Welcome area

Play pen

“ Children learn by interacting with the furniture, knowing where things are stored, preparing the room and tidying away after use.” Trudy, Imaginative School Furniture, British Thornton ESP Ltd

Easy access storage Teacher’s area Years 1 and 2

Colour boxes Reception

Display boxes Art easel

Role play area Enhancing the learning environment: Learning Rooms

Play table

Creative area

Easy access storage

Role play area Picture credit: British Thornton ESF Ltd

Group working

Creative area 5-11 years - primary

Organisation and storage The emergence of a more flexible approach to classroom layout and of teaching methods has changed the landscape for learners and teachers alike.

The Clever Classrooms report talks of an optimum balance for the learning environment as ‘neither chaotic nor boring but somewhere in the middle!’ By developing integrated systems for storage and organisation of materials which offer versatility of application and a degree of mobility this can be achieved. J. Greenman, in a 2003 report ‘Are we losing ground?’ for the Child Care Information Exchange, defines good storage as ‘safe, located at the point of use, child accessible, clear, understandable and aesthetically pleasing’.

Picture credit: Learning space designed by zioxi

When asked “Which physical factors would improve the learning environment of your school?” Storage space received the highest rating at 67%. School Learning Environments, Teacher Perception and Future Priorities, Smarter Spaces Coalition 2016

Enhancing the learning environment: Learning Rooms

5-11 years - primary

Exploring science The teaching of science as part of primary education encourages children to reason, question and investigate. In the physical environment and the Learning Rooms, this

requires consequent consideration of security, safety and good organisation. In encouraging children to handle and work with various materials, designers can now factor in storage systems which enable good practice in the use and care of equipment, samples and specimens.

“ Education must shift from instruction to discovery – to probing and exploration.” Marshall McLuhan Professor, philosopher, media theory pioneer and communicator

Enhancing the learning environment: Learning Rooms

5-11 years - primary

Art, creativity & performance Designing and resourcing the school for creative activities are among the greatest challenges. Making the space work

to stimulate artistic and performance activities requires an

Callero Art Trolley with drying racks

Recessed top for no-spill transportation

Callero Art Trolley with trays

Creative and performance expression offers children a way to express their individuality and to contribute to group work. The learning environment must facilitate both.

insight into the range of materials involved, safety of use and the need for children’s work to be archived and displayed.

Step-Up

“ Key characteristics that are most effective in promoting creative skills in children… include the physical environment and the availability of resources/materials.” Clever Classrooms, Summary Report of the Head Project

Enhancing the learning environment: Learning Rooms

Stage Mobile

Podium

5-11 years - primary

Learning outdoors

Case Study

“ Learning outdoors provides real world understanding and improves retention and attainment. What’s more, behaviour often improves and a broader skill set is developed.”

Dr Katherine Forsey

Children’s learning outdoors is just as important as its

Dr Katherine Forsey is a leading outdoor education specialist and an expert panel member

classroom-based counterpart, and should be supported at

for Gratnells Learning Rooms.

every opportunity.

She works with individual schools, local authorities and charities such as the Woodland

Many alternatives present themselves, from teachers using

Trust, commercial organisations and nationally recognised CPD centres such as the

the school grounds and field visits, to nature reserves,

National Science Learning Network.

beach visits, museum and gallery trips.

She also delivers practical outdoor education

Every step of a child’s early years education can

opportunities for school children and provides

be enriched and contextualised in this way.

continuing professional development (CPD) to teachers and all those looking to improve and increase their use of the outdoor classroom.

Dr Katherine Forsey D

SmartCase® Outdoor Education Kit

Enhancing the learning environment: Learning Rooms

5-11 years - primary

Trigger the senses

Case Study

Forest School Resource from Eden Learning Spaces

“Being comfortable whilst learning outside means the children can concentrate on the task at hand and learn all about what nature has to offer.”

The benefits to learning outside or taking a class trip to a forest school are endless, but by creating your own forest school on site you can design activities that meet learning requirements. 1. Observation a) Study nature with binoculars and magnifying glasses.

Ross Pearson Abbeyfields Forest School Leader and Horticulturalist.

b) Research common butterflies, insects, plants and trees then see if you can identify Outdoor settings allow other kinds of learning to happen that could not take place indoors. It is an excellent arena for nature walks and messy activities. It is important that the

them whilst out and about. c) Identify animals, plants and birds and provide the scientific names for everything. 2. Allotments

children are comfortable whilst learning outside so that they

a) Learn how to plant seeds and watch simple things grow like cress and beans.

can concentrate on the task at hand. Find nature themed

b) Tend to plants, such as pricking out the seedlings into separate pots when they have

furnishings that won’t interrupt the learning environment by looking out of place.

“I was surprised as I thought the bean bags might be a distraction to the reading lesson, but they were in fact the opposite. The children behaved very calmly and found their own preferred position to relax into their seats with their books.”

sprouted. c) Combine skills learnt and write up methodology including measurements of plant growth. See more details at www.edenlearningspaces.co.uk

Lorraine Sykes Abbeyfields First School Teacher and Key Stage One Leader

Enhancing the learning environment: Learning Rooms

5-111 years - primary

“ The learning environment can have a great impact on teaching and learning. Design should be considered carefully at the outset as poor design will impact on generations of pupils, teachers and technicians’.” The Association for Science Education

Enhancing the learning environment: Learning Rooms

12-18 years

Secondary

The quantum leap from primary to secondary education marks a transition in the learning environment where greater responsibilities are faced by pupils and teachers as the intrinsic values of education are impacted by examination processes. Each child needs an environment which supports their progress and designers have a privileged task when helping to create the future.

Inspirational learning spaces The very best teachers want to inspire their students and to create and foster a culture and atmosphere of respect, innovation and trust. The environment they are in must support these aims, providing learning spaces that are refreshing, but not too busy, exciting, but not too distracting, and comfortable with the firm underlying message that great learning takes place in this room.

“ From the kitchen to the school yard, the auditorium to the library, there are myriad opportunities to integrate… light, colour and material in to the learning landscape.”

The Third Teacher

Ph ot o cr ed it: ne d by zio xi sig de e Le ar ni ng sp ac

Enhancing the learning environment: Learning Rooms

Photo credit: Flexilearn Interior by HOHENLOHER.

12-18 years - secondary

Support great teaching A learning space that can be reconfigured quickly and easily will engage different kinds of learners and teachers. Seen here The Tony Little Centre for Innovation and Research in Learning (CIRL) at Eton College, UK was designed to develop the leading school’s expertise in teaching and learning. The centre includes an observation classroom where teachers experiment with and observe new ways of teaching and learning. There is also a video conferencing suite through which the college shares its teaching and research with schools and organisations locally and around

the world. The space was designed by Lewandowski Architects with Spaceoasis.

“ Every aspect of the furniture is exactly right for how we use it, and a major reason why the overall effect is so stunning..” Johnnie Noakes, Head of Teaching and Learning, Eton College.

Enhancing the learning environment: Learning Rooms

Photography credit: Jack Hobhouse for Lewandowski Architects

12-18 years - secondary

“ Good design was found to influence well-being, helping pupils and staff feel a sense of ownership and belonging to their school.” Better Spaces for Learning, Royal Institute of British Architects

The design of spaces The interdependence of school architecture with teaching methods, the use of digital media and the smart use of available space, not merely to facilitate the learning process but to stimulate it, is now an accepted fact. As far back as 1987, Canter and Donald are quoted in ‘ The Design of Learning Spaces’ observing that what was essential were the school’s educational philosophy AND physical layout.

“ Good school design has a positive impact on educational outcomes and can contribute to a significant uplift in academic progression.” 47

Better Spaces for Learning, Royal Institute of British Architects

Enhancing the learning environment: Learning Rooms

Photo credit: VS Vereinigte Spezialmöbelfabriken GmbH & Co. KG.

Photo credit: Learning space designed by zioxi

12-18 years - secondary

Secondary science

As a first principle, learning spaces need to be designed with the specific functions of the area in mind, and nowhere is this more important than in secondary science education. From the handling and storage of materials to the delivery of utilities and the requirements of health and safety, there is a unique set of demands on the architect and designer. Functionality and form need to work together so that the teaching and learning of science offer the prize of discovery with the means of getting there. Flexibility of layout and mobility of equipment and materials are major considerations.

â&#x20AC;&#x153; Imagination and creativity, properly conceived, are as much a part of science as the arts. The great discoveries and theories that have driven science forward depend on profound leaps of imagination and practical ingenuity in the design and interpretation of experiments.â&#x20AC;?

Creative Schools Revolutionizing Education from the Ground Up Sir Ken Robinson and Lou Aronica

Enhancing the learning environment: Learning Rooms

12-18 years - secondary

Better use of space “ Six of the seven project schools … used nearly all the funding available, with the largest percentage going to develop more effective and efficient prep room and storage areas.”

Jones and Quinnell report on joint survey by the Gatsby Foundation and the National Science Learning Centre.

Passmores Academy

Case Study

Science technicians, those who according to Beth Jones

Passmores Academy in Harlow, UK ‘embraces the new and emerging technologies

of the Gatsby Foundation and Simon Quinnell from the

of the 21st Century’ (Principal’s message), with outstanding facilities and

National Science Learning Centre in York, UK, can “lead

resources, including the Science laboratory which features a comprehensive

science improvements in any school”, are some of the best

system of storage supplied by Gratnells.

practitioners in the efficient use of space.

Rated ‘Outstanding’ by Ofsted in 2008, Passmores Academy was described by

An article published by Jones and Quinnell in June 2015

Heinz Richardson, a Director of Architects Jestico + Whiles, as ‘One Building,

highlighted clever use of trays and trolleys which improved

One Community, One Purpose’.

proficiency, supported practicals and made complex work more efficient.

Leaking roofs, energy-inefficient fabric and a poorly laid out collection of buildings were replaced by an inspiring new building with an assembly hall at its heart that is flooded with natural light. The school motto ‘improving upon your best’ resonated with the project aims and has resulted in a learning environment that excites, motivates and challenges its students with a building footprint in a dynamic and unusual form. Source: Future Schools, RIBA publishing

Improving the learning environment

12-18 years - secondary

Store and prepare Science teachers cannot work without a good prep room and any design needs to take account of changes in the way science is taught and supported. , Ja ck ie Gr ah am an ci ni ch te sc ie nc e

Separate zones may be needed to cope with the range of activities involved, including handling of dangerous chemicals, maintenance and testing, equipment and sample storage, even washing up.

Software-based planning tools exist to facilitate the design process, along with integral frames, trolleys, trays and inserts, to create good order for learners and a lesson-ready infrastructure for teachers.

â&#x20AC;&#x153; Communication between architects, designers and manufacturers on the one hand and science teachers on the other is essential for developing science provision for the highest standards of teaching and learningâ&#x20AC;&#x2122;.â&#x20AC;? The Association for Science Education

Enhancing the learning environment: Learning Rooms

Photo credit: Repton School, Dubai, UAE

12-18 years - secondary

Digital “The digital revolution is… transforming the way children play, access information, communicate and learn. We need to take care of our future by designing innovative and engaging learning environments.” Innovative Schools: Teaching and Learning in the Digital Era Directorate General for Internal Policies European Parliament 2015

Improving the learning environment

â&#x20AC;&#x153; Tensions between traditional methods of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed.â&#x20AC;?

Digital technology The launch of the iPad in 2010 enabled students and teachers to create unique opportunities for personal learning at every level. Children are immersed in the world of digital technology and even where the technical skills of learners often surpass those of teachers, there remains a need to manage, control, identify and safeguard the learning media. The new technologies present fresh challenges for educational practice, particularly at secondary level.

Summary of The Second Educational Revolution: Rethinking Education in the Age of Technology Collins, Halverson 2010

Enhancing the learning environment: Learning Rooms

digital

Learning Rooms Learning Rooms is an all embracing concept which seeks to harmonise the teaching ethos of schools with the learning environment. This applies equally to the outdoors as it does to the classroom, to the shared spaces of the school and to all of its creative, performance and academic aspirations. Learning Rooms is at the same time practical and visionary, aiming to provide common cause for educators, designers, architects, learners and teachers.

â&#x20AC;&#x153; Learning Rooms offers a mix of ideas, advice and content for classrooms, social space and the great outdoors to empower teachers and enrich the lives of children. Its ambition is to engage, challenge, inspire, discover and transform.â&#x20AC;?

ch d it : M o n ar P h o to cr e

Murray Hudson, Gratnells Managing Director & Chairman

www.learning-rooms.com Enhancing the learning environment: Learning Rooms

Photo credit: Willowbrook KubbyClass

Learning Rooms

Bibliography SCHOOL LEARNING ENVIRONMENTS: TEACHER PERCEPTIONS AND FUTURE PRIORITIES SMARTER SPACES COALITION 2016 SPACES FOR YOUNG CHILDREN, second edition Mark Dudek 2012, NCB WORKING IN THE REGGIO WAY Julianne P. Wurm 2005 Redleaf Press THE THIRD TEACHER Cannon Design/VS Furniture/Bruce Mau Design Abrams Books 2010 LORIS MALAGUZZI AND THE SCHOOLS OF REGGIO EMILIA Edited by Paola Cagliari, Marina Castagnetti, Claudia Giudici, Carlina Rinaldi, Vea Vecchi and Peter Moss Routledge 2016 THE DESIGN OF LEARNING SPACES Pamela Woolner Continuum International Publishing Group 2010 THE HUNDRED LANGUAGES OF CHILDREN Carolyn Edwards, Lella Gandini and George Forman in collaboration with Reggio Children and Innovations in Early Education: The International Reggio Exchange PRAEGER 2012

CREATIVE SCHOOLS REVOLUTIONIZING EDUCATION FROM THE GROUND UP Sir Ken Robinson and Lou Aronica ALLEN LANE; Penguin Random House 2015 ARE WE LOSING GROUND REPORT Child Care Information Exchange 2003 CLEVER CLASSROOMS SUMMARY REPORT OF THE HEAD PROJECT Professor Peter Barrett, Dr Yufan Zhang, Dr Fay Davies, Dr Lucinda Barrett University of Salford 2015 CREATIVE LEARNING ENVIRONMENTS IN EDUCATION Dan Davies, Divya Jindah-Snape, Chris Collier, Rebecca Digby, Penny Hay and Alan Howe ELSEVIER 2012

Our partners THE HOLISTIC IMPACT OF CLASSROOM SPACES ON LEARNING IN SCIENTIFIC SUBJECTS Professor Peter Barrett, Fay Davies, Dr Yufan Zhang and Dr Lucinda Barrett ENVIRONMENT AND BEHAVIOUR SAGE PUBLICATIONS 2016 THE ASSOCIATION FOR SCIENCE EDUCATION Website 2016 INNOVATIVE SCHOOLS: TEACHING AND LEARNING IN THE DIGITAL ERA Directorate General for Internal Policies European Parliament 2015 JONES AND QUINNELL REPORT ON JOINT SURVEY by the Gatsby Foundation FUTURE SCHOOLS RIBA publishing

BETTER SPACES FOR LEARNING TopMarkSchools RIBA 2016 CLASSROOM SPACE ENVIRONMENT & IMPACTS ON PUPILS’ PERFORMANCE Professor Peter Barrett University of Salford Gratnells UK manufacturing centre

ABOUT GRATNELLS Gratnells is the world’s leading manufacturer of tray storage systems for the education sector. Based in the United Kingdom, we have a state-of-the-art factory making our extensive range of storage systems which are sent to 68 countries around the globe. We work with education furniture manufacturers, equipment distributors and international schools. Our products range from nursery and early learning storage through to specialised storage for school laboratories and preparation areas.

Enhancing the learning environment: Learning Rooms

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