The Olympus Academy Trust is committed to delivering an outstanding education for young people, ensuring that our students have access to the highest standards of teaching, resources and learning opportunities.

We work in close partnership with our schools, ensuring that we facilitate the sharing of best practice and provide access to a wide range of partners and resources for the benefit of our students and the wider community. Visit our website here or follow us on Twitter @olympustrust.

Filton Hill School

Learning environment

Introduction
We believe that a well organised and stimulating environment has a direct impact on the quality of
teaching and learning, reflects high expectations and standards and enables pupils to develop independence in their learning.  This guidance sets out to clarify the expectations across Olympus Academy Trust, as well as a consistent approach and a shared sense of what high standards look like.

“When it comes to display there is just one question you need to ask yourself, and that is ‘what is it for?’. Its sole purpose is not to make your space look pretty -although what you display should get you that result. It is there to provoke self-esteem and well-being, so a child can look at their work and be proud -‘I did that’, or it is there to provoke learning. Something that will teach or remind but most of all engage.”
Alistair Bryce Clegg

Valuing the learning environment

We will take care when selecting and placing materials around our schools, in the same way that we would in our own homes. Wherever possible, we will use natural materials, muted and soft colours; careful placement of objects, images, quotes, throughout makes the entire experience of being there feel special. Carefully chosen provocations around the school will invite interaction from the children.

       

“While it is not ‘precious’ or forced, the environment is respectful and sophisticated”
Kath Murdoch

Ensuring that our identity, values and beliefs are clear and visible. 

We want our learning environment to reflect our values, as well as our enquiry-based curriculum. These values and principles should be explicit on the walls or tables rather than being hidden in a policy document on an office shelf. The learning environment serves as a constant reminder to every one of the shared beliefs underpinning our school.

The Classroom Environment

1. Learning or ‘Wonder’ Walls
We have a ‘learning wall’ approach to display within the classroom. Learning walls should show a range of examples of children’s work, in a range of media – taking on a ‘scrapbook’ feel. Displays should ‘grow’ as the learning progresses; with examples of learning going on display as they happen (not held back to be displayed as a finished product).
  Backgrounds should be neutral, borders should define a space or complement it, without fighting with it. It is children’s work and creativity that should take centre stage.

    

The following areas should be represented within the classroom as a minimum:
• Themed learning – this should include opportunity for the display to be led by the children’s developing interests, as part of the Curious Curriculum.
• Maths
• English
• Phonics (EYFS/KS1)
• Reading Area
The class key text should be clearly visible within the classroom display; this may be within the themed learning display board.

2. Maths & English Learning or ‘Wonder’ Walls
A learning wall should include learning prompts linked to the key skills appropriate to the age and stage of the children. These prompts should be used to support teaching and learning, encouraging children to engage with their environment and the resources/prompts available to them.
Examples of work, in a variety of media, should be added as the learning journey progresses.

     

3. Phonics
A phonics display should reflect the phonic phase/phases the children are currently working within. It should include learning prompts that are easily accessible to the children and its use, as a support to learning, should be modelled by adults (for example, if a child asks for help with spelling a word, an adult could support them in finding the appropriate phonemes on the learning journey).

    

4. Reading Area
All classrooms should include an inviting and gender neutral book area. Soft furnishings, well displayed books and storytelling props all add to the appeal and encourage children to spend time in a book corner, engaging with books and stories.

   

At Olympus we believe that communication is a key component to learning to read and write. Therefore, we encourage teachers to create ‘book nooks’ and use Elizabeth Jarman’s approach to Communication Friendly Spaces (CFS). Books should be available in all areas of the
classroom and school, not just in the book or reading area.

5. Role Play
EYFS classrooms will often include an area for role play. A role play area should be changed regularly (at least once each term) and should reflect the interests of the children. A role play area does not need to be constructed by the teacher – it can be appropriate and inspiring to create an inviting role play area; it can also be appropriate to offer children the opportunity to explore a deconstructed role
play environment.  At Filton Hill,  we not only value, but actively encourage, de-constructed role-play to provide children with the opportunities and materials to be curious and innovative.
This could be a selection of provocations that include materials to inspire children to create their own
environments.

6. An Enabling Environment
Resources should be easily accessible, inviting and clearly labelled.

The School Environment (beyond the classroom)

Research suggests that we benefit greatly from stronger connections between indoor and outdoor spaces. “Taking time to think about and rethink the way we ‘curate’ the physical environment is time well spent.”
(Kath Murdoch)

Corridor displays

Display in the corridors will celebrate a current theme/key text. As in the classroom, backgrounds should be neutral, borders should define a space or compliment it, without fighting with it. It is children’s work and creativity that should take centre stage.  Learners’ work should be displayed in an eye-catching manner and the title of the theme/key text should be clear.

“I see the teachers and children as ‘curators’ in the same way a gallery or a museum might be curated”.
Kath Murdoch

    

    

Communication Friendly Spaces

All Olympus Academy Trust primary schools aim to be Communication Friendly Spaces, based on our work with Elizabeth Jarman.

Elizabeth Jarman says: “It’s critical to understand howthe physical space needs to connect with the
underpinning pedagogy of the setting or school. It’s essential to tune into the environment from the learner’s perspective. We need to observe the way that children interact with the environment if a developmentally appropriate, inclusive and responsive learning space is to evolve, which really meets the needs of children in the space, reflecting their preferred contexts for learning.”

In line with these principles, all Olympus Academy Trust primary school environments will provide:


Physical environment
• Classrooms, which are warm, clean, airy, calm and welcoming.
• Furniture, which is comfortable and capable of being easily moved to ensure variety.
• Areas should be provided for quiet, individual, paired or group reflection or reading.
• Displays, including working walls, provocations and
learning resources which will stimulate enquiry and interest.
• Free access to water and the toilet.

  

Social and Emotional Environment
We will:
• Greet pupils by name and make them feel welcome.
• Create a calm and purposeful demeanour, expecting our pupils to do the same.
• Create routines help to establish order.
• Show high and consistent expectations of every pupil.
• Make a point of commending and rewarding good behaviour.
• Praise those who engage in the learning process.