Thoughts from the past (1965) on the ideal school grounds

As I begin to plan for an upcoming pair of classes for teachers on using school grounds as a place for study, I've dug up something I wrote in 1965 when I was beginning my work as Advisory Teacher for Field Studies, in Leicestershire, UK. 

It makes, I think, for interesting reading.              

The ideal outdoor environment for an ideal school

1965

Now that I've been in my new advisory job (Field Studies Advisory Teacher) for a couple of months, I've visited plenty of schools, big and small.

With the recent abolition of the 11+ in Leicestershire schools, there’s a lot going on now, of course. Direct Instruction is fading away – fading away fast in some classrooms. Primary School teachers, in particular, have more ownership of what and how they teach. Kids still come to learn the 3Rs, but now teachers are beginning to use science-based activities to excite their boys and girls, knowing that if curiosity is ignited, then motivation and engagement for learning the 3Rs follows.

Consequently, I’m trying to encourage teachers to investigate their school grounds with their children.  It’s a challenge, though, as some of the schools have really interesting grounds, others don’t.

**  But, if you look closely, there’s plenty outdoors around the school building to get the kids going.

I know schools visit parks and countryside by bus, but a natural area at the school, immediately accessible for a an individual child or a small group, would almost make the perfect school environment, an enriching  focus of the school’s curriculum activity.

As we are opening more and more new schools because of the increase in population, and more and more teachers are using science to enrich their teaching, here are few of my thoughts on the ideal outdoor space for a school, a mix of imagination and reality. [1]

OK, here goes,                  

The ideal school grounds:

·      The ideal school buildings are set in an acre or more of well-planned grounds, with paved paths providing easy access for children, teachers from every teaching area, and visitors to school.

·     
    Close to the school (front, side and back) are grassy areas surrounded by flowerbeds, shrubberies, rose bushes, trees, and rocks.

·      
     There is adequate parking at the side for bikes, cars and buses.

·      
     The playground is not just a boring rectangle of asphalt but has an irregular shape, has seats for the children, low walls and steps, and secluded areas where everyone can safely wander.

·      
    There is a grassy mound, shaped on one side into a terraced slope that can be used as an ampitheatre.

·      
     The other side is wild, with mature deciduous and coniferous trees, numerous bushes, a small pond, all to attract birds, butterflies, insects and mammals. There's a couple of nesting boxes, bird feeders, and bird baths.

·      
     For supervised gardening activities, there’s a plot of fertile soil, cold frames, a small greenhouse, and a potting shed where all the tools are stored..

·      
     The playing fields are marked out for soccer and cricket, and, in the far corner, is a small pavilion.

·      
    There is a covered swimming pool -  safe for the youngest children.

ALL the teachers are eager to use such an area...........

Perfect, yes?    Fingers crossed……. will it ever happen?                               

 John Paull   October 1965

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[1] It’s a pity that, I’m sure, that many of these ideas will never be incorporated by architects  in the planning of a school, but the idea of the Utopian outdoor learning  environment is in keeping with the open plan school design and the integrated day practice which relies on using scientific enquiry to get pupils to read, write and measure more and more.