The process of change The UK’s national school grounds charity

The process of change Why school grounds matter Their significance to children and young people: Play / leisure time Hidden curriculum Bullying Physical development Social and emotional development Cognitive development Enhancing formal learning Opportunities for participation

The process of change A space for all Dedicated (safe) spaces for children and young people. School grounds are the one external environment that all children and young people have access to.

The process of change Playtime [7 to 10 year old] children have a predominantly positive view of break-time (Blatchford, 1998) 20% of 7 year olds years don’t enjoy playtime for reasons of: Physical or verbal aggression from other children Dislike of the cold Having no-one to play with

The process of change The hidden curriculum

The process of change “If somebody looked at this school and the playground with just plain cement they will think it’s not much of a place.” ‘If it looked better they’d think it was a better school.’ ‘Maybe it’s not the money, maybe they think it’s good enough for us.’ ‘The space outside feels boring. There’s nothing to do. You get bored with just a space of spare tarmac.’ The hidden curriculum

The process of change Most bullying appears to take place on school playgroundsMost bullying appears to take place on school playgrounds (Whitney and Smith, 1993) Boredom is a major factor… dull environments can favour anti-social behaviourBoredom is a major factor… dull environments can favour anti-social behaviour (Blatchford, 1989) Bullying

The process of change Children have a natural desire to run, jump, climb and swing – developing gross motor skills, coordination, strength, agility, fitness, etc.Children have a natural desire to run, jump, climb and swing – developing gross motor skills, coordination, strength, agility, fitness, etc. Physical space, challenge, freedom and behaviour – learning to bring action under the control of thoughtPhysical space, challenge, freedom and behaviour – learning to bring action under the control of thought Physical development

The process of change Social and emotional development The playground is the main setting for social life in school and building social relationships

The process of change Cognitive development Through play children discover, explore and develop an understanding of the environment around them and the world in which they live

The process of change Enhancing formal learning

The process of change Provide new skills and learning experiencesProvide new skills and learning experiences Opportunities to work with adultsOpportunities to work with adults Better understand their needs and lead to more successful outcomesBetter understand their needs and lead to more successful outcomes Opportunities for participation

The process of change The Process of Change toolkit

The process of change Holistic Participative Sustainable The process of change should be:

The process of change Share the concept Set up a management structure Survey the site Establish the school’s needs Overview of the process of change

The process of change Create a vision plan Identify possible solutions Implement changes Monitor and evaluate

The process of change Let everyone know that you want to improve your outdoor area Share the concept

The process of change Who with? Pupils Governors Share the concept Staff Parents Local Community

The process of change How? Assemblies Share the concept Internet Videos Circle time LTL Toolkit Newsletter Displays

The process of change Gather people together who can help you realise the project Set up a management team

The process of change Who could be on the management team? Set up a management team Parents Pupils Staff Local experts Local Community Governors

The process of change What roles could they have? Chair/co-ordinator Implementation co-ordinator Set up a management team PR Information gatherer Finance: fundraiser & treasurer

The process of change Look at environmental and physical elements of the space you have, how it is used and how people feel about it. Survey the site

The process of change What should you find out? Physical features including condition How is the site used? - for lessons? - for play? - by others? Survey the site How do you feel about the site? Wind and damp Sun and shade

The process of change Survey the site

The process of change What would you like to be able to do in the grounds? Establish the schools needs

The process of change What would you like to be able to do? Teach outdoors More active play for all Establish the school’s needs Increase in positive attitudes Sit in the shade More community use Improved pupil behaviour after break and lunch

The process of change Sit in the shade Establish the school’s needs

The process of change Establish the school’s needs Encourage more active play for all

The process of change Somewhere to sit and talk to friends Somewhere to teach a class outside Establish the school’s needs

The process of change Increase in positive attitudes and self esteem Establish the school’s needs

The process of change Draw a simple plan showing where different activities might take place. Write a vision statement. Create a vision plan

The process of change Gather your information together Write a statement about what you hope to achieve – a vision statement Make a zoning plan Prioritise - decide which areas will be developed, when Write an action plan Create a vision plan

The process of change Create a vision plan

The process of change Develop solutions that will make your ideas come alive. Identify possible solutions

The process of change Sit in the shade Identify possible solutions

The process of change Sit in the shade Identify possible solutions

The process of change Encourage more active play Identify possible solutions

The process of change Identify possible solutions Encourage more active play

The process of change Encourage more active play Identify possible solutions

The process of change Somewhere to sit and talk to friends Somewhere to teach a class outside Identify possible solutions

The process of change Somewhere to sit and talk to friends Somewhere to teach a class outside Identify possible solutions

The process of change Identify possible solutions Somewhere to sit and talk to friends Somewhere to teach a class outside

The process of change Identify possible solutions Somewhere to sit and talk to friends Somewhere to teach a class outside

The process of change Identify possible solutions Somewhere to sit and talk to friends Somewhere to teach a class outside

The process of change Identify possible solutions Increase in positive attitudes and self esteem

The process of change Increase in positive attitudes and self esteem Identify possible solutions

The process of change Identify possible solutions Increase in positive attitudes and self esteem

The process of change Identify possible solutions Increase in positive attitudes and self esteem

The process of change Identify possible solutions Increase in positive attitudes and self esteem

The process of change Prioritise and put your ideas into practice. Implement changes

The process of change Implement changes

The process of change Implement changes

The process of change Implement changes

The process of change What should we monitor and evaluate? The progress of the project Who has been involved Changes in attitude Changes in behaviour Changes in use Monitor and evaluate

The process of change Pupils Governors Who can get involved? Monitor and evaluate Parents Staff Local business Local community members

The process of change How do you do this? Make baseline assessments Clarify your aims and objectives Write an action plan Set your timescale Agree markers of success Feedback into the project Monitor and evaluate

The process of change Managing and maintaining your site

The process of change Managing and maintaining your site

The process of change Managing and maintaining your site

The process of change Celebrate the changes