1 West Hill Primary, Wandsworth CHANGE MANAGEMENT & EVALUATION
2 CONTENTS PAGE Context Learning Space The teaching experience Next Steps Conclusions and outcomes
3 West Hill Primary is a single form entry primary school in Wandsworth, serving a diverse multi cultural community. The school has approximately 220 pupils on roll, and is housed in a three storey Victorian building, which was built in 1903, with a modern annexe. Many of the pupils are from a disadvantaged background; their homes are within the most deprived 20% of the borough. 45% of the children have English as an additional language. There are also a number of learners who start school throughout the school year and come from the local Woman s Aid. This is a hostel for women escaping domestic violence; these children may have suffered emotional distress, which can impact on their ability to learn. This report aims to evaluate the experience of the project by the pupils and staff at West Hill as well as evaluating the space itself. The key aims of the pilot was to transform an under utilised hall into a central hub for personalised learning. Priorities for Personalised Learning were: Outstanding teaching and learning at all levels Pupils having more ownership of their learning Good support for all pupils through people, resources and space to increase children s readiness to learn through developing their social and emotional well being CONTEXT
4 THE HALL BEFORE THE PROJECT
5 1.1 GETTING STARTED 1.1 The school started the process by asking pupils, parents, governors and teachers for written responses to the following three sentences: We want all pupils in our school to become by learning experiences which focus on By the end of year 6 they will be able to show they have achieved these things because Responses recorded on following slides
6 We want all pupils in our school to become 1.2 Happy, enthusiastic and confident Pupils are able to learn in order to achieve in life and they have a positive behaviour. Good citizens Pupils contribute to the community as well as the learning of others. They show independence and have the ability to make healthy choices. Independent learners Pupils develop their own ideas. They are willing to take risks and can make and learn from their mistakes. Creative Pupils have the skills to look at problems in different ways and are able to face challenge with confidence. Equipped Pupils are prepared for the unexpected. Aware Pupils are aware of their rights and responsibilities as global citizens.
7 By learning experiences which focus on positive reinforcement and the sharing of learning (including behaviours, curriculum, and how to achieve) the use of role models concentration and focus finding out and answering questions personal goals talking about feelings, acting and role playing pupils aspirations and what the pupils want to be developing an enquiring mind and asking for help an ethos of developing the whole child as well as the fundamental skills pupils having the right to work in different groups and share their learning with others providing opportunities, which allow pupils to take on different roles in different groups, for example, the leader or timekeeper providing opportunities to make decisions and be responsible for the consequences.
8 and at the end of year 6, students will be able to show they have achieved these things because they can face challenge with confidence and look at problems in different ways are achieving their goals and receiving certificates are ready to move onto their chosen secondary school because they feel, for example, that they have outgrown primary school as demonstrated through the school s transition programme. are confident to take on challenges have and show a positive attitude have good friendships understanding what you can be an how to get there have met measurable targets attendance and participation in the breakfast club and Buddy programme is high, for example. are actively involved and engaged in school initiatives.
9 Three themes emerged A. Outstanding teaching (and learning) at all levels B. Pupils having more ownership of their learning C. Good support for all pupils (through people, resources and spaces) Following discussion with pupils, staff, governors and parents these themes were prioritised and condensed into one focus theme:. To develop outstanding teaching and learning through a shared responsibility for achievement.
10 The plans for West Hill Relational experience Identify and develop a new space for learning that accommodates opportunities for learning, which are focused on: collaborative and personal modes of learning. LEARNING SPACE
11 2.1 KEY PERFORMANCE INDICATORS OF A SUCCESSFUL SPACE Evaluative Methodology In order to evaluate the space, evaluation criteria based on the briefing process and understanding of what makes a space successful will be used. A truly successful space requires the harmonious interaction of three interdependent factors: People ( their visions, understanding and attitude etc). Process ( organisation, practice, pedagogy) Place ( design, environment, settings etc) Each of these will be assessed individually with an evaluative question being asked, a considered response given and where possible, evidence furnished to support the response. 2.1
12 2.2 CONSTRUCTION Translating the spatial needs for personalised learning into three dimensions. 2.2 Before During Construction After
13 2.3 OVERALL ZONING CONCEPT The initial zoning for the space is shown below. A key component of the evaluation is to ensure that the activities proposed to hold in these areas are successfully supported in the implemented solution Small groups Large groups (up to doubleclasses) Individual / paired learning spaces 2.3 Resources Resources Problem-solving Designing / Making Researching Speaking & Listening Discussing Debating Thinking Reflecting Thinking Debating Small groups active zone COLLABORATIVE LEARNING Speaking & Listening Thinking Problem-solving Designing / Making Researching quiet zone INDIVIDUAL LEARNING Discussing Reflecting Thinking Debating Researching
14 2.4 EVALUATIVE SUBJECT: PLACE 2.4 How well the implemented space, the PLACE, meets the design requirements laid out in the brief is a key question for this evaluation. The evidence gathered shows that the implemented design faithfully reflects the original strategic planning concepts. PLACE
15 2.5 EVALUATIVE SUBJECT: PLACE Zoning: The zoning of the implemented space closely aligns with the concepts developed during the user engagement. The created zones are well-defined, are located such as to best support the proposed activities and have required resources immediately adjacent to facilitate the activities Aesthetics: The aesthetics of the space are pleasing to the users. The chosen colours serve to update and refresh the image of the space, creating an environment that signals 21 st Century learning Colours serve the useful purpose of delineating the different zones Circulation: Clear, unimpeded routes have been maintained for people walking through the Hall to other destinations There is separation between the main circulation route and those using the Hall, achieved through smart use of the feature wall 2.5 Future Opportunities: By largely avoiding fixed furniture or fittings, there is scope for different settings to be introduced in the future. This will enable the space adapt in order to continue to support the users through the inevitable changes in practice which will occur over time. There is the opportunity in future to expand the space by converting the windows to open-able doors, thus bringing the outside in to the space.
16 2.6 EVALUATIVE SUBJECT: PLACE Evidence 2.6 There are three different zones within the hall, but each has flexible furnishings, so that it can be adapted to the needs of the group. Use of colour defines the different zones within the larger space. Use of colour defines the different zones within the larger space.
17 2.7 EVALUATIVE SUBJECT: PROCESS 2.7 How well the space supports the required activities/processes is another indicator of success. Observations of the space in use indicate that the chosen settings provide learning opportunities for all required activities, in the appropriate group sizes and with the required atmospheres as set out during the workshops and other engagement sessions with the school. Double class sizes are supported and pupils are engaged in both collaborative and more individual styles of learning within the space, as required in the Personalised Learning themes. Pupils are reported to be more independent based on their increased ability to choose different ways to engage with a topic as a result the new menu of settings. PROCESS
18 2.8 EVALUATIVE SUBJECT: PROCESS Identified Personalised Learning priorities 2.8 In developing the stakeholders vision statement, pupils and staff said they wanted learning experiences which focus on Sharing of learning Concentration and focus Acting and role playing Ability to work in different ways Creative hands-on learning Double sized classes Two themes for personalised learning became prominent, and it was agreed that the focus for the implemented design should be settings to support: INDIVIDUAL and Collaborative learning Individual learning COLLABORATIVE
19 2.9 EVALUATIVE SUBJECT: PROCESS Specific Activities to be Supported 2.9 The activities and group sizes identified as predominating within collaborative and individual learning are as follows: collaborative learning Group Sizes: 2-6 pupils, and up to whole class Speaking and Listening Thinking individual learning Problem-solving Designing / Making Researching Group Sizes: 1-6 pupils Discussing Reflecting Thinking Debating Researching Settings to support each of these activities are identified on the following pages.
20 2.10 EVALUATIVE SUBJECT: PROCESS Evidence Individual booths for quiet reading, small group work or working with individuals DEBATING DISCUSSING Area for listening, discussion and larger group activities. Children can sit on the floor or on bean bags. Double classes, such as for mixed-ability reading, can be easily accommodated. SPEAKING AND LISTENING DEBATING DISCUSSING
21 2.11 EVALUATIVE SUBJECT: PROCESS Evidence 2.11 Area for small and larger groups to work together on a range of activities, including designing and making things. PROBLEM-SOLVING DESIGNING / MAKING RESEARCHING Area for individual and pupils in pairs to hold quiet discussions and sessions of reflection. DEBATING DISCUSSING REFLECTING THINKING
22 2.12 EVALUATIVE SUBJECT: PEOPLE 2.12 The space also needs to the aspirations of the pupils and staff in order to be seen as being truly successful Anecdotal evidence suggests that the space has inspired both staff and pupils through creating an informal, multi-activity zone at the centre of the school which represents a significant break from previous experiences of traditional learning spaces. Pupils report a preference to learning in the space and an awareness of working more collaboratively; teachers report being encouraged to challenge their delivery of the curriculum as the space supports a greater range of activities and group sizes. PEOPLE
23 2.13 EVALUATIVE SUBJECT: PEOPLE Evidence: Teacher and Children feedback/observations 2.13 Teachers using the space: Many of the teachers were very excited from the start with lots of ideas coming to them; how they could change their curriculum, change their style of teaching to ways that would result in a more open, personalised learning experience for the children. Children using the space : The children really love it; they re very excited by it. I think they were in awe when they were first allowed to come in after the building works had finished. They were completely taken aback by the colours it was just a completely different space for them. My class in particular is thrilled by it. They love the fact that they can move around and find an area that suits the purpose of the task that they re carrying out They re actually much calmer and more comfortable using this space, because they re not constrained, they re not constricted to sitting at a table. They can move around, they can find something that suits their needs.
24 2.14 EVALUATIVE SUBJECT: PEOPLE Evidence: What the children said THE HALL IS BETTER THAN THE CLASSROOM BECAUSE IT IS MORE BIGGER AND (THERE IS) MORE SPACE TO LEARN. IF YOU ARE SQUISHED IN ONE LITTLE CORNER IN THE CLASSROOM WITH 30 CHILDREN THERE YOU GET SQUASHED. I would like the hall to be my classroom all the time! WE ARE DOING LEARNING. WE HAVE A GROUP AND WE CAN HELP EACH OTHER. I WOULD LIKE TO HAVE ALL MY LESSONS IN THE HALL BECAUSE IT IS FUN IN THERE (PUPIL YEAR TWO) It is good to work in teams because it is really lonely with just one person and you don t have much ideas, but with five people you have five ideas and you work better. IT IS GOOD TO LEARN IN A GROUP BECAUSE YOU CAN CHAT TO YOUR FRIENDS, AND THEY MIGHT HAVE SOME GOOD IDEAS, AND YOU CAN SHARE IDEAS.
25 THE TEACHING EXPERIENCE
26 4.1 HIGH POINTS... (what went particularly well?) Team work it has given more opportunities for collaborative working and has given children the opportunity to develop team working skills 3.1 Being creative The space gives class teachers more opportunities to let children take risks: they are not as constrained by the lack of space in the classrooms Being a self manager - The larger space allows more freedom and focus on independent learning Skills based learning Planning for learning in the space has ensured that teachers focus on learning skills. Therefore the space prepares the children for life in the 21 st century every lesson in there can be different. Improved self esteem There is now more mixed ability teaching in the space for example in numeracy, which has improved self esteem. In addition, the process of developing the space increased self esteem; the children were involved in talking to a range of professionals about what they wanted for the hall. Collaborative CPD staff have shared possible lesson plans for the space, and there has been some team teaching.
27 4.2 VALUABLE... (what was the golden nugget, the most valuable thing you ll take from this project?) 3.2 The new hall provides a different space that can be used flexibly. It also makes a statement about how we aspire to teach, and makes links with our enquiry based curriculum. I think for the school as a whole, our enquiry-based curriculum lessons tend to be taught in here more than anything, because that usually lends itself very well to research and paired talking, group work and collaborative learning which is one of the big focuses of the hall. It has transformed the way I look at the whole building and the possible use of space to support what we want to achieve to meet the needs of our children.
28 NEXT STEPS To develop outstanding teaching and learning through a shred responsibility for achievement.
29 5.1 WHERE NEXT? We have started measuring the impact of the space by doing a first set of baseline lesson observations in the space. We will build on these and link to our priority of developing outstanding teaching. We will also track the impact on standards. The space is not just a nice extra, although it could the potential to become like that if it did not remain firmly on the school list of priorities. Some teachers are confident about using the space and are reaching the desired outcomes of improving personalised and collaborative learning. Other staff are more cautious and need more support and encouragement to develop their teaching in the space. One barrier may be that some staff feel the space is very public and that they are on show while using the space. We ve issued pupil questionnaires, to find out how the children feel using the space are they able to learn collaboratively, do they prefer this learning style and what are their feelings in general about it. So far the feedback is really good, it s all been work in progress but I feel we definitely are on target in achieving those aims. 4.1
30 5.2 IMPROVEMENTS... (what things could have been better?) We would change the difficulties along the way of financing the project! There was some overlap between some of the agencies involved in the project some agencies dipped in and either asked us the same questions as before, which wasted time, or had a different agenda to ours. There is a need for clarity and shared aims by all agencies working with the project. 4.2
31 5.3 EVERYONE ELSE... (what s the most important piece of advice you can give to colleagues planning similar projects?) Ensure that all agencies that are working on the project have a clear and shared aims Go into the project with an open mind - The hall was a blank canvas and as it was underused, we didn t put hurdles in the way for transforming it. 4.3
32 CONCLUSIONS AND OUTCOMES
33 6.1 INVESTING IN CHANGE... West Hill involved all members of the school community throughout the change process. They involved children, parents, staff, governors and other stakeholders from the start. They ran CPD sessions, talked to parents and governors about collaborative and personalised learning, and tied this in with the development of a creative curriculum. All staff had training on how to use the space with identified key goals and suggested lesson plans. The school continues to work on maximising the best possible use of the space and developing their enquiry based curriculum to develop outstanding teaching and learning that will help the children reach their potential. They are developing this by continuing to run INSET for staff, and to encourage team teaching and shared planning for the space.. The Space for Personalised Learning project itself always involved a team working with the school. Education led thinking, involvement of space designers and architects but held together by a common language developed with the school to ensure the design met the education brief. Too often the space and education teams do not work together enough to overcome understanding barriers. 5.1
34 6.2 OUTCOMES FOR CHILDREN We wanted to achieve an outstanding teaching level, whilst using the space for personalised learning. We wanted to develop collaborative learning - speaking and listening skills within our children. We also wanted there to be a readiness for learning. Lots of our children come from more challenging backgrounds. When they enter school, their heads are mixed up with lots of things that are happening outside of school. What we want to do is help them overcome that, so that they re ready and happy to learn, and can improve their emotional intelligence. That was one of the key focuses of the space. We ve set up our learning mentors and transitional times to use the hall, to help children overcome the difficulties of leaving the playground, and entering the classroom. Lots of the children really struggle with that transitional time. It s also used for lots of small group work again, helping some children overcome different barriers to learning. The space prepares the children for life in the 21 st century every lesson in there can be different. 5.2
35 6.3 REMIND ME WHY ARE WE DOING THIS AND WHY IT IS IMPORTANT? I WOULD LIKE TO HAVE ALL MY LESSONS IN THE HALL BECAUSE IT IS FUN IN THERE (PUPIL YEAR TWO) 5.3 The space helps you break free - it has changed my whole approach as a class teacher. It has changed my practice in the classroom as well as in the space (Teacher)
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