The Creative School

A framework for success, quality and effectiveness Bob Jeffrey and Peter Woods

LONDON AND N W !O"# $iii$ %irst &ublis'ed ())* by "outled+e%almer ,, New %etter Lane, London -.P . /imultaneously &ublis'ed in t'e 0/A and -anada by "outled+e%almer (1 West *2t' /treet, New !ork, N! ,))), RoutledgeFalmer is an imprint of the Taylor & Francis Group 3 ())* Bob Jeffrey and Peter Woods 4y&eset in /abon by #eystroke, Jacaranda Lod+e, Wolver'am&ton Printed and bound in 5reat Britain by 4J 6nternational, Padstow, -ornwall All ri+'ts reserved7 No &art of t'is book may be re&rinted or re&roduced or utilised in any form or by any electronic, mec'anical, or ot'er means, now known or 'ereafter invented, includin+ &'otoco&yin+ and recordin+, or in any information stora+e or retrieval system, wit'out &ermission in writin+ from t'e &ublis'ers7 British Library Cataloguing in Publication Data A catalo+ue record for t'is book is available from t'e Britis' Library Library of Congress Cataloging in Publication Data A catalo+ue record for t'is book 'as been requested 6/BN )$.,2$(8(,2$( 9'bk: 6/BN )$.,2$(8(,.$. 9&bk: $iv$
4o /ue ;um&'ries, ;eadteac'er of -oombes ,1<,$())( and to 4'e staff, &arents, and &u&ils, &ast and &resent, and to t'e numerous friends of t'is sc'ool7
Contents Illustrations c!no"ledgements 6ntroduction , 4'e -oombes et'os ( Learnin+ t'rou+' t'e environment> t'e creative use of s&ace * 4'e &olitics of a&&ro&riation . -urriculum or+anisation and delivery 2 4'e learnin+ e=&erience ? -oombes as a learnin+ community References uthor inde# $ub%ect inde# i= = , ,) () .8 ?< 18 ,(* ,*? ,.* ,.2

$vii$

Introduction
4'is is a book about one &articular sc'ool, a 'i+'ly successful one @ud+ed by a number of criteria, wit' a national and international re&utation7 6ts &ublication will coincide wit' t'e retirement of its first lon+$servin+ 'eadteac'er, and in some ways mi+'t be seen as a celebration of 'er life and work, w'ic' 'as been devoted to t'e advancement of t'e sc'ool7 But t'e book is more t'an t'is, offerin+ to ot'er sc'ools at all levels e=am&les of 'ow creative teac'ers wit' t'eir own stron+ beliefs and values can not only come to terms wit' a 'eavily &rescri&tive &ro+ramme +overned by contrary &rinci&les, but to some e=tent at least incor&orate it wit'in t'eir own desi+n7 6n recent years, c'ild$centredness, APlowdenismA, A&ro+ressivismA, +rou& teac'in+, creativity, even t'e notion of ArelevanceA 9Wood'ead, ,112: 'ave taken a 'ammerin+ in t'e +overnmentAs drive for t'eir limited version of raised standards of education7 4eac'ers 'ave stru++led wit' t'e de+ree of &rescri&tion and constant overload7 -o&in+ is an issue in itself, teac'ersA creativity bein+ diverted into 'ow to mana+e7 %or t'ose w'o +o alon+ wit' t'e mana+erialist, market$orientated, &erformativist cast of t'e reforms, t'ere is no &roblem7 But w'at are t'ose w'o believe in Bontessori, %roebel, Dewey, Cy+otsky, Bruner and ot'ers to doD -oombes &rovides one notable a&&roac' to a solution, one t'at salva+es t'e best features of t'e reforms and embraces t'em wit'in t'eir own discourse7 Amon+ t'e lessons to be learned 'ere, we would ar+ue, is t'e need for teac'ers to 'ave a stron+ &olitical consciousness7 ducation and &olitics cannot be se&arated in t'e current climate, t'ou+' +overnment reforms are often &resented as educational Acommon senseA 9Woods and Wen'am, ,112: $ &art of t'e r'etoric or As&inA to win &o&ular su&&ort for t'em7 4eac'ers need to understand t'e $,$ +uidin+ &rinci&les be'ind t'em, and 'ow t'eir own com&are7 %rom t'is kind of testin+ comes a +reater e=&licitness and firmness about t'eir beliefs, followed by a &lan of action to secure t'eir im&lementation7 -oombesA teac'ers were as dismayed as any ot'ers by t'e c'an+es of t'e late ,18)s and early 1)s7 But t'ey 'ave worked t'eir way t'rou+' t'em to, in t'e early years of t'e twenty$first century, a &osition of some &ersonal stren+t'7 Ot'er &rominent features of t'e -oombes a&&roac' include t'e 'i+'ly ima+inative and intensive use of t'e sc'ool +rounds, and t'e way it is incor&orated in t'e curriculum and en'ances all as&ects of teac'in+7 4'e develo&ment 'as been over twenty years in t'e makin+, and is on+oin+7 Not all sc'ools will be able to emulate -oombes in t'is res&ect7 As a rural sc'ool it 'as certain advanta+es, t'ou+' it does not 'ave a lar+e amount of s&ace7 But it is t'e mindset t'at is im&ortant, t'e realisation t'at all t'e s&ace t'at t'e sc'ool occu&ies is of &otential education si+nificance7 ven 'ard tarmac, as -oombes s'ows wit' its modification of t'e &lay+round, can 'ave a number of uses7 W'ere t'ere are ot'er, more natural features available, t'e ideas +iven 'ere mi+'t &rovide some ins&iration7 4'is notion of educational s&ace and area runs far beyond t'e sc'oolAs +rounds7 -oombes is a community sc'ool in t'e true sense of t'e conce&t, bot' servin+ and bein+ served by t'e w'ole of t'e community7 4'ere is tremendous resource and +oodwill available beyond t'e sc'ool +ates, and t'e staff are constantly alert for 'ow it can be em&loyed in &rovidin+ uncommon interest, rousin+ ent'usiasm, demonstratin+ skills, advancin+ ac'ievement, stimulatin+ t'ou+'t7 4eac'ersA own education and self$renewal benefits from t'is activity7 All are teac'ers and all are learners in t'e -oombes environment7 W'ere a s&ecialist in&ut is wanted and is unavailable wit'in t'e community, t'ey will +o beyond7 4'e sc'ool year is &unctuated by a number of e=citin+ events7 Life at -oombes is never dull7 4'ese teac'ers 'ave to AdeliverA t'e National -urriculum, and t'e literacy and numeracy &ro+rammes, @ust as ot'er sc'ools7 ;ow do t'ey do itD At t'e centre of t'is endeavour is an ima+inative modification of t'e curriculum w'ic' evades its domination by t'e &rescri&tive &ro+rammes7 Like everyt'in+ else at -oombes, t'is is an on+oin+ &ro@ect, discussed every week7 Not'in+ is allowed to sta+nate7 Wit'in t'is or+anisation t'e sc'ool bot' meets t'e demands made on it and accom&lis'es a +reat deal of its own &ro@ects7 $($ interconnected levels of learnin+ t'at are involved7 4eac'in+ itself is creative, never formulaic7 4'e aim is Acreative learnin+A, wit' c'ildren comin+ to own t'eir own knowled+e and skills, bein+ ent'used and c'an+ed by t'e &rocess, and 'avin+ some control of t'e learnin+ &rocess, but under teac'er +uidance7 Personal involvement and e=citin+ events not only stimulate c'ildren, but +ive t'em somet'in+ to remember in later life7 Learnin+ is very muc' for life at -oombes7 6t is a new kind of c'ild$centredness, one, we feel, t'at is better ada&ted t'an t'e Plowdenism of t'e ,1?)s and <)s to t'e needs of t'e twenty$first century7 4'rou+'out t'e book, we +ive e=am&les of -oombesA teac'in+, most of w'ic', we believe, are available to all &rimary sc'ools7 6n t'e various researc'es t'at we 'ave undertaken in &rimary sc'ools over t'e last twenty years, we 'ave found t'e vast ma@ority of teac'ers to be dedicated to t'e basic &rinci&les of c'ild$centredness7 Bany 'ave been frustrated and in'ibited7 Levels of stress 'ave risen t'rou+'out t'e &rofession and retention levels amon+ new and e=&erienced teac'ers fallen 94roman and Woods, ()),:7 But t'ere are &ositive ways a'ead7 -oombes offers one outstandin+ e=am&le7

Methodology
We 'ave been connected wit' -oombes since ,11), collaboratin+ wit' teac'ers in writin+ articles, book c'a&ters, conference &a&ers and &roducin+ O&en 0niversity films and course material7 Between ,111 and ()),, we conducted a sustained et'no+ra&'ic &ro@ect aimed at

understandin+ teac'in+ and learnin+ at t'e sc'ool in +reater de&t'7 4o t'is end, Bob Jeffrey attended t'e sc'ool for t'ree days eac' 'alf term over a &eriod of two years7 Durin+ t'is &eriod, t'e sc'ool staffin+ consisted of si= full$time teac'ers and at least five &art$time teac'ers7 All t'e full$time teac'ers and t'ree of t'e &art$time teac'ers took &art in t'e researc' 9%i+ure ,:7 One si+nificant fact concernin+ t'e -oombes teac'ers is 'ow often first encounters wit' t'e sc'ool result in a determination to stay at t'e sc'ool7 %inal$year teac'in+$&ractice students suc' as "ay and Jo became committed to +ettin+ a @ob t'ere, so muc' so t'at Jo took a &art$time @ob in t'e 'o&e t'at a full$time one would come later7 Parents sometimes stayed on7 /ue "owe, for e=am&le, worked as secretary before decidin+ to train as a teac'er7 /'e 'as now been $*$

Teacher /ue ;um&'ries 'eadteac'er

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Nursery -oordinator

Figure ( -oombes teac'in+ staff, ()), a&&ointed to t'e 'eads'i& followin+ /ue ;um&'riesA retirement in December ())(7 Data collection was t'rou+' qualitative met'ods, consistin+ c'iefly of interviews wit' teac'ers, su&&ort workers, &arents, c'ildren and visitors7 4'e earlier researc', in t'e first &art of t'e ,11)s, focused on teac'er creativity and 'ow t'e sc'ool ad@usted to t'e +overnmentAs reforms7 We were more concerned in t'e later researc' &eriod wit' t'e c'ildrenAs e=&erience of creative teac'in+, focusin+ on t'eir &ers&ectives, recorded t'rou+' e=tensive field notes7 We collected relevant documentation suc' as newsletters, +overnorsA and ins&ectorsA re&orts, timetables, sc'ool$&olicy statements and national test results7 We used &'oto+ra&'s e=tensively as data and as stimulants for e=&lorin+ c'ildrenAs &ers&ectives7 At one sta+e, $.$

c'ildren were +iven cameras to select t'eir own observations for discussion7 By com&arin+ t'e various different kinds of data, bot' wit'in and across cases, we were able to identify &rominent issues and t'emes connected to our ma@or sub@ect of creative teac'in+ and learnin+ and t'e effects t'is 'as on t'e various &artici&ants7

An additional feature of t'e researc' was t'e e=tent of collaboration sou+'t wit' t'e teac'ers7 4o t'is end we worked wit' t'em on t'e researc' desi+n, identifyin+ ob@ectives and settin+ &riorities7 We re&orted to staff meetin+s, circulated memos and &a&ers to staff and invited t'em to &resent t'eir &ers&ectives at conferences we or+anised7 4'is was for a number of reasons, first outlined in our more +eneral researc' into creative teac'in+ and t'e National -urriculum 9Woods and Jeffrey, ,11?:7 %irstly, it seemed et'ically a&&ro&riate7 We worked closely wit' t'ese teac'ers for lon+ &eriods in t'eir sc'ools and we viewed t'em as 'i+'ly skilled and accom&lis'ed &rofessionals7 -onsequently, we believed t'at t'ey 'ad a vital interest in t'e outcomes of t'e researc' t'at was based on t'eir work7 /econdly, t'ey re&resented a resource, wit' &articular knowled+e, skills and insi+'t, t'at could be &ut into t'e researc' t'at was different from t'at of us, t'e researc'ers, but @ust as valuable in its own way7 4'irdly, we see a ma@or &ur&ose of our researc' as feedin+ back into sc'ools and teac'in+, and we feel t'is needs to be carried out t'rou+' teac'ers if it is to 'ave any effect7 Our teac'ers are s'arin+ t'eir views and e=&eriences not only wit' us, but wit' t'eir fellow &rofessionals elsew'ere, for t'em to discuss and incor&orate into t'eir own &ers&ectives and cultures 9%ullan and ;ar+reaves, ,11(:7 %ourt'ly, like critical t'eorists 95itlin, ,11)F /myt'e, ,11,F #inc'eloe, ,11*:, we are o&&osed to elitist, 'ierarc'ical forms of researc' w'ic' e=&loit Asub@ectsA for academicsA own benefit7 We are conscious of w'at %ine 9,11.: describes as Aot'erin+A $ seein+ teac'ers as com&letely se&arate and different from us, t'e researc'ers7 A fift', and related, &oint, is t'at we were only too conscious t'at we were two males researc'in+ an area entirely staffed by women7 One way in w'ic' we could seek to com&ensate for t'is was to co$o&t t'e teac'ers on to t'e researc'7 Anot'er was to ensure t'at t'e &oint was a re+ular item on t'e a+endas of our researc' meetin+s, to+et'er wit' reflection on &ossible influences on t'e researc'7

$2$

Structure of the book

6n -'a&ter ,, we describe t'e et'os of t'e sc'ool, w'ic' is immediately a&&arent as one a&&roac'es its boundaries7 -'ildren and adults will often be seen workin+ in t'e +rounds of t'e sc'ool, and as one enters t'e sc'ool a dynamism of activity, a welcomin+ +esture and immediate involvement is e=&erienced7 4'is o&en and en+a+in+ et'os is e=em&lified by t'e e=tensive involvement of members of t'e community and worldwide +uests w'o are to be seen, on most days, contributin+ to t'e sc'oolAs curriculum and &ermeatin+ t'e sc'oolAs teac'in+ and learnin+ &ractices7 4'e distinctiveness of -oombes is e=&lained in terms of its a&&roac' to &olicy, curriculum and &eda+o+y7

6n -'a&ter (, we discuss t'e creative develo&ment of t'e sc'ool +rounds, w'ic' 'as been a ma@or feature of -oombesA 'istory7 6n more ways t'an one, it conte=tualises t'e sc'ool and its activities7 A&art from ministerin+ to t'e teac'ersA stron+ interest in environmental education, t'e +rounds &rovide an enormously valuable resource for all curriculum areas7 We e=amine t'e nature of t'is develo&ment and t'e &rinci&les be'ind it7 4'e number and variety of &lants, trees, s'rubs, flowers, &onds, &at's and ot'er constructions in suc' a limited s&ace is amaGin+, and all desi+ned for teac'in+ in a systematic way7 4'e develo&ment 'as been on+oin+ since t'e sc'ool o&ened and is still unfinis'ed $ it is a &erennial &ro@ect, a +rowin+ t'in+ and a source of deli+'t and ins&iration for teac'ers and c'ildren alike7 4'e aim is to involve t'e c'ildren in t'e real world wit' 'ands$on activities to brin+ into &lay all t'eir senses, to liberate t'eir t'ou+'ts and feelin+s, and to stimulate t'eir minds7 6n kee&in+ wit' -oombesA 'olistic a&&roac', its use of t'e +rounds is totally inte+rated wit'in t'e curriculum7 4'e sc'ool t'us &rovides one e=am&le of 'ow an overfull, com&artmentalised National -urriculum 9-am&bell et al7, ,11,: can be brou+'t to+et'er into a co'erent w'ole7

4'e introduction of t'e National -urriculum in ,181 followed quickly by national assessment &ro+rammes and national 9Ofsted: and local ins&ections, faced -oombes wit' a c'allen+e to its distinctive a&&roac' to teac'in+ and learnin+7 6nstead of @ust re@ectin+ or acce&tin+ t'e reforms, -oombes sou+'t ways of meetin+ t'e &rescribed +overnmental demands w'ile sustainin+ its own values in its educational &ractices, even t'ou+' it seemed to borrow from conflictin+ &'iloso&'ies7 We consider in -'a&ter * t'e micro$&olitical

$?$

&rocesses involved in t'eir Aa&&ro&riationA of t'e reforms $ ways in w'ic' t'e sc'ool sou+'t to make t'e reforms work in its, -oombesA, way7 4'e &rocess of a&&ro&riation involves reco+nition of t'e &olitical as&ects of t'e reforms and t'e learnin+ t'eories be'ind t'em7 6t also entails, by com&arison, s'ar&er definition of oneAs views and &rinci&les, and, wit' t'at, a stiffenin+ &ersonal and cor&orate resolve7 6t was from a &osition of some mental and moral stren+t', t'erefore, t'at -oombesA teac'ers Aen+a+edA wit' t'e National -urriculum7 4'ey sou+'t to teac' it creatively, adventurously, interestin+ly, and in ways t'at would lead c'ildren to inte+rate &ersonal knowled+e7 %inally, -oombes 'as built u& a number of alliances $ wit', for e=am&le, sc'ool +overnors, &arents, ins&ectors $ w'ic' serve bot' to reinforce its a&&roac' to t'e &rescribed curriculum and assessment, and to &rovide a stron+ local &olitical base7 6n -'a&ter ., we s'ow 'ow t'e sc'ool res&onded radically by reor+anisin+ its w'ole curriculum structure in an innovative manner w'ilst continuin+ to maintain t'e interest it 'ad in bein+ Ac'ild considerateA7 6t is rat'er a com&licated arran+ement, sustained by everyday discussion about t'e contin+encies of t'e moment7 4'ere are class +rou&s wit' t'eir own class teac'er for re+istration and ot'er activitiesF a+e co'orts for t'e core curriculum sub@ects of literacy and numeracy, w'ere t'ey +o to ot'er teac'ersF and mi=ed a+e +rou&s for ot'er curriculum sub@ects7 A si+nificant &ro&ortion of time is set aside for considered needs of t'e moment7 6n addition t'ere are s&ecial events, termly t'emes and sub@ect days7 4'e aim is to ma=imise t'e resources of t'e sc'ool, to &rovide variety and novel e=&eriences for t'e c'ildren, to ensure t'at t'e &rescribed demands of t'e National -urriculum are met but in an interestin+, e=citin+ and meanin+ful way7 4'e aim is also to maintain creative activities suc' as art and music and to &rovide a many$sided and multilevelled education but in an inte+rated way7 One of t'e ways t'is is done is t'rou+' w'at we term Anetwork learnin+A involvin+ net$like structures of knowled+e and multi&le &ers&ectives a&&re'ended t'rou+' all t'e senses7 4'e main test of success of any sc'ool is in t'e effect it 'as on &u&ilsA learnin+7 -reative teac'in+ needs to lead to creative learnin+7 6n -'a&ter 2 we &rovide details of t'e im&act of -oombesA teac'in+ on t'e c'ildren, w'at learnin+ means to t'e c'ildren, and w'at &art t'e c'ildren t'emselves &lay in t'e develo&ment of knowled+e and &eda+o+y7 4'e essence of teac'in+ and learnin+ $<$

at -oombes lies in its aut'enticity, in t'e &rovision of real$world and real$life e=&eriences7 "eal learnin+ and c'ildrenAs &ersonal knowled+e are encoura+ed t'rou+' 'ands$on, active en+a+ements, t'rou+' role &lay, and t'rou+' +eneratin+ &ositive feelin+s about learnin+7 Learnin+ is e=citin+, fun, ins&irin+, rewardin+ and moti$ vatin+7 4'rou+' &rovidin+ a ran+e of o&&ortunities for c'ildren alon+ t'ese lines, -oombes 'as develo&ed an Aadventure cultureA of new e=&eriences for t'e discovery of new knowled+e, skills, talents, abilities and interests7 -'ildren are encoura+ed to be creative, to &lay wit' ideas, to take risks and to use t'eir ima+inations7 4'rou+' doin+ so, c'ildren transform knowled+e into meanin+ and structure t'at 'as relevance wit'in t'eir own &ers&ectives7 4'ey make knowled+e t'eir own7 But it is knowled+e t'at 'as social and communal currency, fostered t'rou+' t'e equally stron+ collaborative culture of learnin+, not only amon+ and between teac'ers and c'ildren, but involvin+ all members of t'e community7 4'ese are t'e features of a reconstructed &ro+ressivism, a c'ild$considered, rat'er t'an c'ild$centred, education7 -oombes 'as &erformed well on official tests and ins&ections7 4'e kind of qualitative evaluations contained in t'is c'a&ter demonstrate t'eir broader and dee&er accom&lis'ment7

6n -'a&ter ?, we consider some of t'e factors t'at make -oombes a successful sc'ool7 4'e most &rominent feature 'ere is its stron+ly develo&ed and maintained state as a learnin+ community7 As suc', it constitutes one &ossible model for future &rimary sc'oolin+7 At its 'eart is a visionary leader, t'e lon+$servin+ 'ead of -oombes, w'o 'ad a A&lanA from t'e very be+innin+, one t'at was to +row and +row until it &rovided its own momentum7 /ue also 'as uncommon abilities, es&ecially in ins&irin+ ot'ers and in +ettin+ t'in+s done, 'owever unusual or im&ossible t'ey mi+'t seem7 A stron+ team 'as su&&orted 'er, teac'ers in 'er own ima+e, also lon+$servin+ and equally dedicated to t'e values and beliefs t'ey all s'are7 4'e team o&erates t'rou+' democratic &artici&ation wit'in a culture of collaboration, w'ic' 'as &roved a useful mode for develo&in+, releasin+ and su&&ortin+ t'e creativity of all its members7 5overnors, &arents and members of t'e community are embraced wit'in a lar+er team, all workin+ in and for t'e same &ro@ect, all contributin+ to, and benefitin+ from, t'e -oombes s&irit7 6t is a community w'ere all are teac'ers and learners, and t'ey all teac' and learn a wide ran+e of skills and knowled+e wit'in an inte+rated framework7 4'e w'ole community is ta&&ed for w'at it can contribute towards

$8$

t'e -oombes &ro@ect, t'e sc'ool, in turn, +ivin+ back a sense of reward, fellows'i& and owners'i& to t'e community7 %inally, no sc'ool can survive t'ese days on educational &rinci&les alone7 4'e successful sc'ool requires a keen &olitical consciousness, and, es&ecially w'ere its &rinci&les are at some variance wit' t'ose of a centralisin+ +overnment, somet'in+ of a local &ower base7 $1$

Chapter 1

The Coombes ethos

Cisitors to -oombes -ounty 6nfant and Nursery /c'ool at Arborfield, near "eadin+, encounter a very distinctive atmos&'ere7 6t is to do wit' t'e activities t'at are takin+ &lace, some of t'em quite unusualF wit' t'e lar+e numbers of involved adultsF wit' t'e dis&osition of c'ildren and adults, t'e relations'i&s amon+ t'em and 'ow t'ey react to+et'erF wit' conte=ts, dHcor, illustrations, teac'in+ aidsF and wit' 'ow you are +reeted and welcomed7 As you +o t'rou+' t'e day, movin+ from one intri+uin+ event or situation to anot'er, t'e c'arismatic climate seems to be Acomin+ out of t'e wallsA 9&arent:7 An et'os is somet'in+ t'at is felt rat'er t'an t'ou+'t7 4'e most &rominent features of t'is et'os, t'erefore, carry a stron+ emotional t'eme7 4'ey are dynamism, a&&reciation, ca&tivation and care7

A dynamic ethos
4'ere is a continuous t'rob of movement and a quiet 'um of activity7 6t is a cor&oreal et'os as c'ildren stretc', @um&, slide, ti&toe, ste& cautiously, 'old 'ands, fiddle wit' eac' ot'erAs 'air and lift and swin+ eac' ot'er round7 /miles, welcomes and lau+'ter &ervade t'e sc'ool7 !oun+ c'ildren are ener+etic &eo&le, forever movin+ t'eir bodies and minds across t'e s&ace t'ey in'abit, e=&eriencin+ t'e deli+'ts of &'ysical e=&ression and t'e e=citement of encounterin+ and en+a+in+ wit' new &'enomena7 4'e sc'ool understands youn+ c'ildren as active a+ents w'o e=&eriment wit' t'eir bodies, emotions and intellects7 4eac'ers acknowled+e t'e enormous ca&acity of youn+ c'ildren to take in an e=tensive variety of e=&eriences in any one day7 A!ou can walk in and find one +rou& of c'ildren wit' ma+nets all over t'e floor, anot'er doin+ t'in+s

$,)$

wit' keys, ot'ers workin+ wit' stin+in+ nettles, or weavin+ and 'arvestin+, or countin+ sunflower seedsA 9&arent:7 W'en /ue "owe 9de&uty 'ead: first visited t'e sc'ool as a &ros&ective &arent, it was t'e &lay+round develo&ments t'at immediately arrested t'e eye, and made one t'ink, AW'atAs 'a&&enin+ 'ereDA 4'at ric' quality of environment outside t'e sc'ool made you want to +o indoors and see w'at was 'a&&enin+7 4'at day was actually ;alloweAen, and everyone was dressed u&, t'ere were c'ildren divin+ t'eir 'eads in and a&&le$bobbin+, and teac'ers wit' +reen faces and wild 'air, and t'e &lace was 'ummin+, really 'ummin+7 And itAs like t'at most days, most weeks7 4'ereAs a dynamic centre to t'e week7

An appreciative ethos
-oombesAs et'os is also Aa&&reciativeA7 4'e ecolo+ical environment, social interactions, s&iritual narratives, t'e skills and crafts of t'e community, cycles of life and annual cultural celebrations are all a&&reciated for t'eir uniqueness and t'eir si+nification7 veryone, includin+ &arents, en@oy t'e A+randA events t'at &ermeate most weeks of t'e year and t'e &olicy of a A'ands$onA a&&roac' ensures t'at c'ildrenAs curiosity is stimulated and satisfied7 Pleasure is +ained from many adventures> seein+ a A-oombes'en+eA rise before t'eir eyes in t'e +roundsF 'el&in+ to cut down t'e -'ristmas tree, &lantin+ daffodils, &otatoes, sunflowersF Abeatin+ t'e boundsA of t'e sc'ool site wit' lon+ sticks and returnin+ to one of t'e many annual events, suc' as t'e &i&'any marc' around t'e +rounds in January7 A&&reciation involves understandin+, awareness, discernment and insi+'t as eac' new en+a+ement not only reveals features and qualities of itself but @oins wit' all t'e ot'er en+a+in+ e=&eriences to com&re'end t'e breadt' of t'e world and t'e deli+'ts of learnin+7 very week, &eo&le visit t'e sc'ool to talk about t'eir lives, &erform t'eir skills and re&roduce t'eir crafts $ 6ris' dancers, /cottis' ba+&i&e &erformers, 'ar&ists, artists, stone masons, a military band, a bell$rin+in+ +rou&, a vet ministerin+ to t'e s'ee&, a member of t'e -romwell society on a 'orse, a crew in an army 'elico&ter, a @u++ler on a one$w'eel bike, a s&ecialist in c'ildrenAs &lay+round son+s and r'ymes from America, a Buslim woman $,,$

talkin+ about 'er fait' and culture7 4'ere are also environmental maintenance events suc' as s'ee&$s'earin+, 'ed+e$buildin+, and willow$arc'$weavin+7 4'ese talks, demonstrations or &erformances en+a+e t'e c'ildrenAs interest and take t'em on somet'in+ akin to a A5rand 4ourA of t'e world outside t'e sc'ool> 6n t'e sea$s'anty e=&erience instructors talked above t'e c'ildren and alon+side t'em as t'ey ta&&ed t'eir feet, wi++led t'eir 'i&s, &ractised dance ste&s, s'ook arms, @um&ed u& and down, stretc'ed le+s, twisted and turned and swun+ t'eir arms7 4'ey e=&erimented by runnin+ too far and e=a++eratin+ t'eir arm movements w'ile marc'in+7 6n a smaller dance +rou& some 'ad t'umbs in t'eir mout's as t'ey concentrated on dance instructions and t'eir eyes scrutinised t'e &erformers as t'ey antici&ated &artici&ation7 As t'e dance movements were e=&lained t'ey w'is&ered quietly and e=&erimented wit' t'eir arms and feet7 4'ey focused intently on t'e detail of t'e &layin+ instruments w'en invited to ask questions7 9%ield note:

4'e dancin+ to and sin+in+ of sea s'anties lasted for forty minutes in eac' classroom and at t'e end of t'e day all t'e sc'ool +at'ered to+et'er in t'e 'all to &erform and e='ibit t'eir new skills and knowled+e7 Parents collectin+ t'eir c'ildren were e='orted to @oin in t'is activity7 New t'emes, or new ways of a&&roac'in+ t'e same t'emes are deliberate &olicy7 4eac'ers believe in Afirst$class e=&eriences for adults and c'ildren, so t'at t'ey can resonate wit' t'ose e=&eriences and be ener+ised ne=t dayA7 A concert, for e=am&le, &rovided Avaluable reflective time, a c'ance to reor+anise t'eir t'inkin+, to be refres'ed, and u&$and$runnin+ t'e ne=t dayA7 6t mi+'t take you away from a task, but Ayou +et back to it wit' renewed vi+ourA7 /ue ;um&'ries 9'eadteac'er: Abelieved &assionately in t'e ability of certain e=&eriences to re+enerate everyoneA, Areflective nu++etsA s'e called t'em, w'ic' were Aeven more im&ortant now t'an formerly because of t'e mec'anistic a&&roac'es induced by current develo&mentsA7 -ommunity$en+a+in+ events are a central feature of t'e re+ular curriculum cycle $ CalentineAs Day, saintsA days, reli+ious festivals and national events includin+ Bastille Day7 Lifelon+ learnin+ days are 'eld annually w'ere e=tended families @oin in t'e curriculum as $,($

well as creatin+ it7 A tec'nolo+y week is 'eld w'ere c'ildren brin+ in AcarriersA and em&loy t'em to trans&ort t'e ri&e &um&kins from t'e +rounds for ;alloweAen, and &lantin+ and 'arvestin+ are ea+erly antici&ated as &art of t'e sc'oolAs cycle of events7 4'ese events constitute an everyday community knowled+e, a Acommon$senseA knowled+e 9Bernstein, ,1<,: of t'e &u&ils, t'eir families and &eer +rou&s> 6tAs a sense of bein+ en+a+ed and intri+ued by work t'at +oes on around t'em7 6tAs comin+ into t'em from t'e community, via a national world, and via a National -urriculum7 6t is by encoura+in+ ot'er nationals, by encoura+in+ &eo&le wit' a mark for talent, w'et'er itAs sowin+, knittin+, or writin+ &oetry7 4'ey are bein+ connected to muc' wider artistic, work and s&iritual concerns7 6n t'is way t'ey are learnin+ more t'an t'e National -urriculum, w'ic' 6 'o&e we are doin+ well, but t'ese ot'ers are equally im&ortant, as is nursin+ t'e side of t'e c'ild t'at is +oin+ to be em&at'etic, ima+inative and tolerant7 9/ue ;um&'ries:

A captivating ethos
-oombes embraces &u&ils, &arents and teac'ers alike7 Jenny 'as been at t'e sc'ool for twenty$si= years> 6 brou+'t my eldest dau+'ter, Jo, as a risin+ five to t'e -oombes, and came in as a 'el&in+ mum, t'e way we encoura+e all mums to come in and 'el&, and 6Ave been 'ere ever since7 "ay was a student at t'e sc'ool7 On t'e first day s'e t'ou+'t it was wonderful7 4'e c'ildren @ust seemed really 'a&&y, t'e staff were really, really welcomin+, and 6 could see c'ildren usin+ t'e +rounds in suc' a creative way, 6 @ust knew t'at 6 wanted to come back, so as soon as t'ere was a &lace 6 +ot back in7 6Ave loved it7 /ue "owe was similarly ca&tivated> 6 t'ink it was my e=&erience 'ere as a mot'er, comin+ in to 'el&, and seein+ a style of education t'at 6 didnAt realise e=isted anyw'ere, and becomin+ increasin+ly involved7 $,*$

Navnite 9&arent: 'ad found c'ildren in ot'er sc'ools wit'drawn and reserved, but 'ere, it was very natural, it 'ad a certain sort of ambience about it7 4'ereAs not'in+ fabricated or set u&, to me itAs @ust anot'er 'ome away from 'ome because t'ere is so muc' em&'asis on lovin+, carin+ and s'arin+7 6tAs @ust like a w'ole bi+ family, itAs not like individual c'ildren, itAs everyone to+et'er7 4'e ma+netism of t'e sc'ool also works for t'e s'y c'ild7 DeeAs dau+'ter was A&ainfully s'yA and found it Avery difficult to mi= wit' &eo&leA7 /ue ;um&'ries su++ested t'ey s&end a day wit' 'er &ros&ective class> 6 stayed for a bit, t'en 6 realised t'at 6 could sneak off, s'e was com&letely absorbed in w'at was +oin+ on7 6 came back a little later and s'e didnAt even notice 6 was t'ere7 6 decided t'ere and t'en it was com&letely w'at 6 was lookin+ for7 Wit'in a week of 'er startin+ 'ere t'ey were makin+ &um&kin sou&, t'en t'ey were burnin+ down 'ouses and eatin+ baked &otatoes, t'en t'ey were movin+ into t'e -'ristmas stuff and 6 was @ust like AWowI W'atAs t'is aboutAD Bartin found t'e buGG, t'is unknown quantity t'at you @ust cannot &ut your fin+er on7 6t @ust e=udes from t'e walls of t'e

buildin+7 4'ereAs a ma+ic formula7 4'e w'ole community 'as been ca&tivated by -oombes7 /ue ;um&'ries s&oke of t'e Atremendous su&&ortA t'ey received from &arents7 A6f you or+anise it, you make t'e w'ole community &art of t'e workA7 An illustration of /ueAs o&&ortunism was +iven durin+ t'e s'ee&$was'in+7 Limara said, ABy mummy was'es 'er own 'air, and s'e used to be a 'airdresserA7 AA'aIA said /ue, A6 'ave an idea7 6f we asked 'er to come in, would s'e +ive us a demonstrationD 6All volunteer to 'ave my 'air doneIA 4'us are ideas +enerated to sustain t'e flow of interaction between sc'ool and community, and between sc'ool work and everyday life7 4'ere were frequent Adis&lays of community affection w'ic' 'asnAt dwindled a bitA, and $,.$
a Avery im&ressive under+round network w'ic' reac'es out to &eo&le miles away and &ulls t'em in to serve t'e sc'oolAs traditionsA7 /ue s&oke of Adays of e=citement, w'en it works for all of you $ &u&ils, teac'ers, &arents $ as a kind of yeastA7 4'ere was an o&en door for &arents to enter t'e sc'ool to observe or to assist7 4'e sc'ool was a Alaboratory for anyone w'o ste&s over t'e door7 6f &eo&le feel t'at t'ey want to do somet'in+, t'e more &eo&le develo& a sense of owners'i& $ an owners'i& action &lan $ weAre all +oin+ to be better off for itA 9/ue ;um&'ries:7 4'is is anot'er as&ect of t'e 'olism t'at &ervades t'e underlyin+ &'iloso&'y, involvin+ all w'o 'ave links wit' t'e sc'ool in w'atever role7 On s&ecial$event days 9see -'a&ter .:, w'en e=tra adult 'el& was required, t'ey turned out in force7 But t'ey were free to use and en@oy t'e +rounds t'emselves7 /ue 'as fond ideas of an Ao&en sc'oolA for use by t'e community in t'e evenin+, &er'a&s as a &lace for youn+sters to use7 4'e sense of an Ae=tended familyA 'ere is ty&ical of a learnin+ community 9see, for e=am&le, -ocklin et al7, ,11?:7 6t runs counter to t'e kind of sc'ool w'ose function is mainly to se&arate c'ildren from families and to introduce t'em to wider society 9Bacbet', ,11.:7 4'e latter is a more traditional view of sc'ool, wit' a AboundaryA set u& between t'e sc'ool and t'e outside world, and between teac'ers and &arents7 But t'e -oombes community would not reco+nise t'ese divisions7 4'ey would ar+ue t'at t'e interests of society $ and of individuals $ is better served by combinin+ forces7 ;owever, t'ey also reco+nise t'e need to ensure a secure and safe environment for t'e c'ildren7 All re+ular visitors are vetted accordin+ to t'e local education aut'orityAs +uidelines and new visitors 'ave to si+n in and wear bad+es of identification7 6n a&&ro&riate cases +rou&s of visitors are assi+ned to sc'ool staff for t'e time t'ey are in t'e sc'ool7 4'e reality of -oombesA o&en &olicy is t'at t'e e=tensive number of adults on t'e sc'ool site means t'at it is 'i+'ly unusual for any adult to be found alone wit' c'ildren7 4'ere is almost always more t'an one adult wit' any +rou& of c'ildren and t'e rooms 'ave been desi+ned to be easily viewed by t'ose &assin+ by7 $,2$

A caring ethos
Audrey 9&arent: was Aoverw'elmed by w'at a &ositive e=&erience it obviously was for all t'e c'ildrenA7 /'e t'ou+'t it was a matter of carin+ and res&ect> 4'e fundamental t'in+ is t'at c'ildren are tau+'t to care for eac' ot'er and to s'are everyt'in+ and so t'eyAre tau+'t res&ect for t'emselves and res&ect for ot'er &eo&le and res&ect for t'e environment7 -arol affirmed, A4'ereAs a very, very stron+ em&'asis on carin+A7 Bartin was im&ressed wit' t'e continuity of learnin+, stemmin+ from t'e o&en &olicy of t'e sc'ool> 4'e sc'ool is e=ce&tional in t'e way t'ey welcome c'ildren and &arents and anybody t'atAs associated wit' a &articular c'ild into t'e sc'ool7 Bakin+ t'em welcome makes t'em want to be &art of t'e sc'ool, makes t'em want to learn and take in and s'are everyt'in+ t'ey learn 'ere7 /o t'ey come 'ome and t'ey tell us about it, we talk to t'em about it, and t'ey come back a+ain t'e followin+ day and e=&lain a+ain w'at t'ey 'ave learned7 6tAs @ust a continuation7 4'ey donAt actually leave sc'ool7 WeAre very &leased wit' all as&ects of work, &lay, and carin+ and s'arin+ and bein+ &art of an e=tended family7 /'e doesnAt feel as if s'e is comin+ to sc'ool, s'eAs @ust comin+ to anot'er &art of 'er family, and w'en s'e comes 'ome to us s'e comes back to t'e ot'er &art of 'er family7 /'eAs +ot no &roblem wit' crossin+ t'e boundary of t'e sc'ool +ates7 -at' 'ad recently moved to t'e area7 /'e came to -oombes to look round and found> 4'ey were so very kind w'en we came in7 6 walked into t'e wron+ classroom, and t'ey said, AO' Bark, 6 'o&e you come into this classA, and 6 @ust t'ou+'t, A4'eyAre so very friendlyA7 At 'is &revious sc'ool 'e cried for t'e w'ole weekI At least w'en 'e came 'ere, 'e cried for one day, and t'e ne=t day 'e was quite 'a&&y to +o to sc'ool7 W'en 4'eresa &'oned u& for an a&&ointment s'e was told, A!ou donAt need an a&&ointment7 4urn u& w'enever you like, +o $,?$ w'erever you likeA7 /'e found, Ayou can @ust wander around, but if you ask if you can 'el& t'ey will find somet'in+ for you7 /o you +et very involved7A /idone found t'e same7 /'e 'ad not en@oyed sc'ool 'erself, and Aalways felt on ed+e walkin+ into a sc'oolA, but Aw'en 6 walked in 'ere t'eyAre @ust so friendly7 6 really value t'e fact t'at 6 can walk in at any time and @oin in7 4'at means a lot to meA7 Beryl llinor 9sc'ool +overnor:, reflectin+ on w'y -oombes was suc' a s&ecial sc'ool, concluded 4'ereAs a lot of love in t'is sc'ool, and 6 t'ink t'atAs w'at draws me to it &articularly7 Because we all need love and t'is sc'ool does +enerate a +reat deal7 6tAs t'e dedication of t'e 'eadteac'er and 'er staff7 4'e &arents t'at are so willin+ to 'el&, t'e ot'er members of t'e community are willin+ to 'el&, and t'e well$bein+ and t'e way t'at c'ildren learn and t'e way t'eyAre so 'a&&y,

itAs $ well $ itAs ma+icI Linda 9teac'in+ assistant: felt similarly, A6tAs a very lovin+ friendly atmos&'ered sc'ool7 6 love it7 As you walk t'rou+' t'e front door t'ereAs a friendly atmos&'ere t'at seems to envelo& you7A

The distinctiveness of Coombes

-oombes 'as over two 'undred &u&ils, from a mi=ed rural catc'ment area7 6ts c'ildren 9*$< years old: are nearly all from t'e w'ite ma@ority et'nic +rou& includin+ a&&ro=imately .) &er cent of its &u&ils from t'e local army +arrison and a re+ular +rou& of traveller c'ildren7 Bot' +rou&s are &rone to move re+ularly and consequently t'e sc'ool 'as a relatively 'i+' transient &o&ulation7 6ts staff are well establis'ed in t'eir &osts7 -oombes 'as won national and international acclaim7 6t is rat'er an unusual sc'ool7 6t attracts a&&ro=imately a t'ousand visitors a year from all over t'e world and its staff +ive courses and lectures about t'e sc'ool and its teac'in+ in many countries7 6t 'as won a number of awards, notably a &resti+ious Jerwood Award in ,11)7 6ts lon+standin+ 'eadteac'er, /ue ;um&'ries, was awarded an BB in ,112 for outstandin+ services to education7 -oombes features re+ularly in t'e educational &ress, 'as been t'e sub@ect of television &ro+rammes, for e=am&le, an O&en 0niversity course 9 ()8, 4C(,, AA /c'ool for our 4imesA: and 'as been written about 9Woods ,112F "owe and $,<$

;um&'ries, ()),F Jeffrey, ()),:7 A reconstruction of &art of t'e +arden, w'ic' included 'ome$+rown sunflowers and +arden sounds was e='ibited at t'e ;am&ton -ourt flower s'ow in ())( and televised7 6t serves re+ularly as a site for field tri&s for ot'er sc'ools7 We s'all attem&t to &resent t'e essential features t'at make it an outstandin+ sc'ool, and to discern w'at all sc'ools can learn from -oombesA e=&eriences of teac'in+ and learnin+7 4'ese features are in t'ree main areas7

Policy
6n ,118 t'e /ecretary of /tate for ducation set u& a National Advisory -ommittee to re&ort and make recommendations on At'e creative and cultural develo&ment of youn+ &eo&le t'rou+' formal and informal educationA7 4'e resultin+ re&ort, entitled ll our Futures) Creati*ity+ Culture and ,ducation 9NA--- , ,111: stron+ly ar+ued t'e case for more creativity wit'in education7 -oombes offers one case of 'ow t'is mi+'t be ac'ieved wit'in t'e conte=t of t'e National -urriculum and national assessment7 -oombesA teac'ers 'ave s'own remarkable creativity and ener+y in incor&oratin+ t'e +overnmentAs initiatives into t'e sc'oolAs or+anisation w'ile reconstructin+ t'eir own values7 4'e sc'ool could t'erefore &rovide a touc'stone for t'e develo&ment of a new kind of &rimary sc'ool, one w'ic' bot' reflects t'e official &olicy discourse and illustrates 'ow sc'ools can influence, evaluate and reconstruct t'at discourse7

Pedagogy
-oombes teac'ers 'ave develo&ed w'at mi+'t be termed a Areconstructed &ro+ressivismA7 Buc' of t'e debate on teac'in+ 'as been conducted in terms of &olarities or dic'otomies> traditional versus &ro+ressiveF c'ild$centred versus curriculum or teac'er$centredF instruction versus discoveryF 'olism versus com&artmentalisationF individual versus w'ole$class teac'in+F &'onics versus +ood booksF mana+erialism versus &rofessionalismF economic rationalism versus 'umanism7 4'is debate on t'e w'ole does more 'arm t'an +ood, and is res&onsible for t'e &endulum swin+s between traditionalism and &ro+ressivism t'at ty&ify t'e n+lis' educational system7 ducational advance, we would ar+ue, de&ends on a subtle balance between t'e two, somet'in+ many &rimary teac'ers 'ave tried to

-18attain, wit' varyin+ success7 A+ain, -oombesA teac'ers rise above t'is debate and offer a solution in develo&in+ a Astructured c'ild$centrednessA 9/u+rue, ,118:7

Curriculum
Bost &rimary sc'ools ad'ere to t'e National -urriculum and t'e literacy and numeracy &ro+rammes7 W'atever t'e merits of t'ese initiatives, t'ere 'as been criticism from many sc'ools t'at t'ere 'ave been too many of t'em and t'at t'ey 'ave been too directive, t'us im&edin+ teac'ersA own creativity and narrowin+ t'e +eneral curriculum, wit' many valuable sub@ect areas and activities bein+ lost or squeeGed7 4'e value of -oombes lies in t'e creative ways it 'as a&&ro&riated t'ese &olicies, doin+ w'at is required but doin+ muc' more besides7 Ot'er sc'ools may be very interested to learn e=actly 'ow -oombesA teac'ers 'ave or+anised t'eir curriculum in order to ac'ieve t'is7 $,1$
Juestia Bedia America, 6nc7 """-.uestia-com

Chapter 2
Learning through the environment The creative use of space
-oombes 'as acquired international reco+nition for t'e ima+inative develo&ment of its sc'ool +rounds7 A Learning through Landscapes re&ort 9Adams, ,11): records t'at Aan immense variety of environments 'ave been establis'ed, usin+ every available inc' of s&aceA7 /ue ;um&'ries sums u& t'eir &olicy> We see t'e outside of t'e sc'ool as a wealt'y resource, w'ic' can be drawn u&on, if we are &re&ared to &lan its develo&ment7 We wanted t'e outside environment to reflect t'e same de+ree of care and ima+ination t'at was +iven to ot'er areas of t'e sc'ool7 6n t'is c'a&ter, we consider t'e -oombes ac'ievement and t'e factors be'ind it7 We describe t'e &lannin+ and nature of t'e +rounds, and e=amine t'e learnin+ &rinci&les be'ind t'em7 4'ere are two +rou&s of t'ese connected wit' AinvolvementA on t'e one 'and, and A'olismA on t'e ot'er, wit' t'e ma@or t'eme of AenvironmentalismA runnin+ t'rou+' t'em bot'7 4'ese lead to Ains&irationA, and all &roduce Acreative learnin+A7

The school grounds

a creative use of space

-oombes o&ened in ,1<, on a small, flat, barren site seeded wit' rye +rass and ed+ed wit' c'ain$link boundaries, and de&leted t'rou+' t'e rava+es of builders7 very year since t'en, t'e sc'ool, under t'e +uidance of /ue ;um&'ries 'as worked to develo& t'e +rounds into an area of beauty in its own ri+'t and a ric' resource for learnin+ and develo&ment7 4'rou+' t'e years, teac'ers and $()$ c'ildren 'ave worked to+et'er in &roducin+ Aa livin+ time$lineA7 4'e +rounds re&resent t'e 'istory of t'e sc'ool7 4'e layout at t'e time of writin+ is de&icted in %i+ure (7 4'e +rounds are A&lanted for teac'in+A in a systematic way, since w'at im&ressed t'em most at t'e be+innin+ was t'at At'e sc'ool s'ould be set in a wood $ its kinder+artenA7 4rees in t'e +rounds re&resent all t'e common s&ecies of nort'ern uro&e7 4'ere is a &rofusion of s&rin+$flowerin+ bulbs, two wild$flower meadows, sunflowers, &um&kins, 'erbs, fruit bus'es, ve+etable &lots, a rock +arden, five &onds, 'ed+es, animal enclosures 9for s'ee&:, 'erbs, an ivy +arden 9w'ere t'e s&iders live:, a minibeast sanctuary, a maGe, com&ost 'ea&s, a ditc', clay &it, eart' mounds, nut orc'ard and many nooks and crannies7 All t'is 'osts a world of life, includin+ fun+i, al+ae, mosses, butterflies, mot's, birds and a variety of small mammals7 A sim&le inventory, 'owever, cannot do @ustice to t'e &lannin+ of t'e site7 All$weat'er &at'ways wit' a ran+e of surfaces 9concrete, bark c'i&&in+, timber &lankin+, +ravel c'i&s, etc7: take us round, brin+in+ us close to t'e various features, t'rou+' oak, larc', Norway s&ruce, black &o&lar, 'aGel, silver birc', willow, blackt'orn and 'ornbeam7 4'e trail is wooded nearly all t'e way round, skirtin+ t'e &lay+round, brin+in+ you near t'e &onds but kee&in+ Adiscrete boundariesA for safety &ur&oses, and close to t'e animal &ens7 At &oints alon+ t'e &at' Atime ca&sulesA are buried $ biscuit tins containin+ work from c'ild and adult Afor future 'istoriansA7 /ue ;um&'ries e=&lained 'ow s'e 'ad Ae=tendedA t'e small area allocated to t'e sc'ool by introducin+ a system of bankin+7 W'en t'e sc'ool was first built 4'ere was no back drive down $ we made t'at ourselvesF and t'e site was totally flat and everyt'in+ was on strai+'t &lanes7 4'e area doesnAt alter but by t'e introduction of a few mounds and trou+'s you +et a bi++er area and you +et micro$climates7 6f a ste&&ed bank faces sout' or nort' natureAs very susce&tible to t'e sli+'test c'an+e suc' as

t'e wind reac'in+ t'e &lants, or t'e len+t' of sunli+'t, amount of li+'t or s'adow7 6n t'is way s'e 'ad created s&ace in t'e narrow s&it of land between t'e sc'ool and t'e road> !ouAve +ot a tromp l/0uil effect7 %rom t'e s&ot we stand to t'e road is no distance, but by fillin+ t'e middle +round you create $(,$

Figure 1 4'e sc'ool +rounds $(($

a de&t' t'at isnAt t'ere at all7 6tAs sur&risin+ 'ow t'e arran+ement of forms and a &lantin+ sc'eme create t'is &owerful illusion7 /'e 'as some old &'oto+ra&'s wit' t'e buildin+s on t'e ot'er side of t'e road, and At'ey sur&rise you because you realise 'ow close everyt'in+ is to youA7 Aconites, snowdro&s, crocuses and narcissi flower before t'e trees are in leaf7 4'ey are set in natural drifts so you can see and smell t'em, avoidin+ t'e formal ranks of town &arks7 4'e aim is for a Anatural &rofusion of s&rin+ flowers to deli+'t eyes and 'eartsA7 On one side is Aa s'elter$belt so t'e wind doesnAt scour t'e &lay+roundA7 4'ere is even a Asecondary s'elter$beltA be'ind7 4'e &lay+round was Anot very 'os&itableA to be+in wit', and At'e centre must be ke&t o&en because itAs tarmac, canAt be colonised easilyA and t'e c'ildren need t'e s&ace to &lay in all weat'ers7 !ou can &lant trees around t'e ed+es to &rovide constant contact wit' t'e &lants and t'e smells and t'e c'an+in+ forms all t'e time7 4'e idea is to &ut c'ildren in a woodland settin+ w'ere, around t'e 'ard ed+es of t'e &lay+round, trees droo&, dro& leaves, s'ed blossom, &roduce a&&les7 Plants in t'e +ardens offer different smells to attract insects, birds and 'umans, and if you want to +o on a ladybird safari or you want to do snail racin+, itAs all available to you7 4'e sc'ool site 'as to be Amana+edA7 -o&&icin+ and &ollardin+ are re+ularly carried out on some of t'e trees7 -o&&icin+ involves cuttin+ t'e tree back and induces t'e At'rowin+ of a lot of new s&urs, &rovidin+ very +ood cover for birds, and better nestin+ &otentialA7 Pollardin+ removes t'e crown of a tree 9&reventin+ it +rowin+ too tall: and it t'en sends out new branc'es from t'e to& of t'e stem7 Willows are treated in t'is way, t'e cut branc'es t'en &rovidin+ nouris'in+ food for t'e s'ee&7 /ue 'erself comes out wit' secateurs occasionally but to do several t'in+s, includin+ A&reventin+ t'e 'orse c'estnuts comin+ t'rou+', and anyt'in+ t'at is an alien, suc' as laburnum or sumac' t'at come in wit' t'e leaf litterA7 4'e sc'ool e=&lains its aims and strate+ies, and t'e central &'iloso&'y t'us> Learnin+, &lay and dreamin+ 'ave a unity, w'ic' ins&ire eac' ot'er7 Adults tend to se&arate t'e &arts, c'ildren do not7 We $(*$

'el& t'em stretc' t'eir intellectual &owers by teac'in+ out$ofdoors and or+anisin+ natural renewable resources in t'e same careful way as wit' or+anisin+ an indoor classroom7 %ruit trees bloom and fruit over &at'waysF mat's dia+rams cover t'e tarmacF old lo+s and low walls &rovide seatin+, and t'ere are many &laces to 'ide and be silent7 6t is continually evolvin+ by addin+ new trees, new &lay+round desi+ns, different &lay+round furniture $ and by seasonal c'an+es, dayli+'t len+t', &lant +rowt', and animal and insect activity7 4'e 'ard s&aces are framed by +ardens and woodland areas and &rotected by t'em7 All &rovide easy

'and, eye, ear and nose contact and feed t'e intellectual, emotional and s&iritual elements7 Around t'e &lay+round are boats, walls, lo+s, ste&&in+$stones, a tunnel, a bird wall, buildin+s 9a castle, a look$out &ost, a cave, a &lay table, a 'ouse and t'ree tree 'ouses:, all desi+ned to e=cite t'e ima+ination and interest, and &rovide lots of dramatic &lay7 4'e &lay+round is marked out wit' desi+ns for +ames collected from around t'e world> Pon+ ;au #i, a /c'le+el dia+ram, Nine BanAs Borris, Ac'i, /tar, concentric circles, a number snake, a 'undred square, a c'ess board 9wit' &ieces made by a &arent:, a lo+ic track and a com&ass rose 9a +uide to t'e sc'oolAs &osition:7 W'enever t'e weat'er &ermits, t'e c'ildren eat out of doors, under t'e cano&y of t'e trees7 Dinner su&ervisors brin+ out t'e tables and &ut t'em on t'e &at'ways7 Occasionally t'ey set u& old car&ets under t'e trees for t'e c'ildren to sit on7 /ue &oints to 'ow t'in+s could 'ave been im&roved, for e=am&le> 4'e &inetum s'ould 'ave been e=tended by anot'er five or si= metres, so t'at t'ere would 'ave been not'in+ in t'is area e=ce&t cone$&roducin+ trees7 !ou could 'ave +one from tree to tree, looked at t'e c'aracteristics and noted t'e similarities and differences7 A+ain, it would 'ave been better to +rou& silver birc' to+et'er wit' t'e 'olly so t'at t'ere was an aest'etic keynote t'ere7 !ouAd 'ave +rou&ed t'e s&ecies of oaks to+et'er so t'at you could move from tree to tree, s'owin+ c'ildren 'ow t'ey differed7 /'e 'o&es ot'ers learn from t'ese &oints7 4'e site is still develo&in+7 %or e=am&le, s'e &ointed to t'e trees linin+ t'e drive, A ventually $(.$

t'ese trees will arc' and @oin u&, and +ive t'e sensation of an old country laneA7 4'e usual &ractice is for sc'ool &lay+rounds to be re+ular $ rectan+ular or square7 ven t'ose &lay+rounds wit' some variation in s'a&e tend to follow strai+'t lines7 6n +eneral, t'e ed+es of t'e &lay+round are difficult to maintain because t'e +rass +ets eroded7 6n t'e wet weat'er it is mud, and in t'e dry weat'er, dust7 -oombes 'as dere+ularised its &lay+round s'a&e7 4'e &lay+round ed+es do not lead directly on to t'e +ardens7 4'e w'ole &lay+round is surrounded by barriers be'ind w'ic' &lantin+ takes &lace7 4'e idea of t'e barrier 9in most cases, a ?) cm 'i+' double$course brick wall indented to &rovided nic'es for small$+rou& &lay and +at'erin+s: is to +ive accessible seatin+ at any moment durin+ &lay7 Additionally, t'e c'ildren can climb on to t'e walls to 'ave a different &ers&ective on t'e &lay+round, or t'ey may c'oose to lie flat on t'e to&7 4'e barrier serves as a series of ready$made s'elves u&on w'ic' a&&aratus may be set, or a book dis&lay e='ibited7 W'at was once a rectan+ular &lay s&ace 'as been indented7 On t'e nort' side t'ere are broad ste&s leadin+ to two tree 'ouses, as well as a tunnel leadin+ to a back &at'way, and an access &oint to t'e field area7 On t'e west side t'ere is a AcastleA and a terrace area7 On t'e sout' side t'ere are two lar+e raised beds &lanted wit' 'erbs, fruit trees and slow$+rowin+ dwarf conifers7 On t'e east side t'ere is a +arden enclosed by a crenellated brick wall7 4'e c'ildren do not enter t'is small +arden w'ic' is &lanted wit' 'olly, 'aGel, silver birc' and a&&le trees, but may reac' into it for ladybirds, snails, leaves, etc7 4'e crenellations are ornamental and &rovide seatin+ at different 'ei+'ts, but t'ey also in'ibit c'ildren from runnin+ on t'e to&7 4'e &lantin+ w'ic' 'as taken &lace in t'e +arden areas immediately be'ind t'e wall barriers 'as served to soften t'e &lay+round ed+es, to &rotect t'e c'ildren from t'e &revailin+ wind, and to reac' out into t'e &lay+round itself7 Bany of t'e trees blossom and s'ower t'e c'ildren wit' &etals7 4'ou+' -oombes is not over$endowed wit' s&ace, t'e develo&ment of t'e +rounds is an on+oin+ &ro@ect, a livin+ t'in+ in itself7 /ue and /ue write, Over t'e years, we 'ave undertaken a &ro+ramme of environmental &lantin+ and im&rovement7 Our sc'ool +rounds, and t'e diversity of 'abitats contained wit'in t'em, are essential com&onents of our work wit' t'e c'ildren7 ac' term over t'e $(2$
years 'as seen at least one ma@or &ro@ect undertaken, and often t'e stimulus for t'e &ro@ect will 'ave come directly from t'e c'ildrenAs su++estions or from a &erceived curricular need7 /ometimes, develo&ment work will take &lace because of a &revious addition to our +ardens and +rounds, w'ic' leads us on to t'e ne=t sta+e7 %or instance, we 'ave created a series of all$weat'er &at'ways t'at criss$ cross t'e sc'ool +roundsF as eac' section is com&leted, t'e site of t'e ne=t needed &at'way becomes more a&&arent7 /ometimes, t'e ne=t &'ase will be t'e result of a c'ance comment from a member of staff, a &arent or +overnor, or a visitor to t'e sc'ool7 We make &ro+ress in our environmental work by remainin+ o&en to new ideas, su++estions, or by evaluatin+ w'at we 'ave been doin+ and lookin+ to take t'e work onwards7 -omments about needin+ to do somet'in+ s&ecial for t'e Billennium led us to t'e idea of settin+ u& a +eolo+y trail t'rou+'out t'e +rounds $ at least ,( different ty&es of rock from t'e Britis' 6sles set in different ways7 4o date, and wit' si= mont's of t'e year still to +o, we now 'ave seven +rou&s of rock ran+in+ from -ornis' arran+ed as a &latform seatin+ area, to Purbeck limestone set as A#in+ Art'urAs -'airA on a small artificial 'ill, to !orks'ire limestone sam&les set in a formation similar to t'e central circle of /tone'en+e $ our very own -oombes'en+e7 /ometimes, it is t'e c'ildren t'emselves w'o come u& wit' t'e ideas

t'at take us into t'e ne=t bit of environmental work7 "ecently t'ey asked for a tree 'ouse wit' a tree +rowin+ t'rou+' t'e middle, and we are now in t'e &rocess of buildin+ it7 9"owe and ;um&'ries, ()),, &&7 ,?1$<): /ome &u&ils 'ave e=&erienced sc'ools as alien, im&risonin+ &laces from w'ic' t'ey 'ave been +lad to esca&e at t'e end of t'e day back into t'e real, natural world 9see, for e=am&le, Woods, ,112, c'7 ?:7 -oombes aims to be ArealA and AnaturalA, offerin+ a resource w'ic' many mi+'t 'ave assumed would be more AnormallyA available beyond t'e boundaries of institutional life7 6t also enric'es not only t'e official side of sc'ool, but also t'e informal7 ven w'en used @ust for &laytimes, researc' amon+ <$year$olds 'as s'own t'at &laytime and dinner take u& (8 &er cent of t'e sc'ool day 94iGGard et al7, ,188:7 4'e quality of interaction mi+'t be variable, wit' bullyin+ and fi+'ts &rominent 9ibid7:7 $(?$
6t is also an arena for t'e transmission of cultural information, es&ecially about +ender 95ru+eon, ,188, ,11*:7 %urt'er, teac'ers seem to feel t'at t'e quality of c'ildrenAs interaction is declinin+ 9Blatc'ford, ,181:7 Pressures in t'e National -urriculum 'ave led to demands t'at &laytimes be reduced 9As'ley, ,11*:7 4'e c'aracter of sc'ools 'as altered in res&onse to t'e National -urriculum and in &articular to t'e standardised tests by w'ic' sc'ool &erformance is measured7 -oombesA staff feel t'at it is now even more essential t'at t'e c'ildren and staff 'ave immediate access to livin+, +rowin+ t'in+s in t'e sc'ool settin+7 4'ey ar+ue t'at bein+ able to move around in a soft, natural landsca&e leads to feelin+s of well$bein+ and &rovides a counterbalance to stress and formal demands made on bot' &u&ils and staff7

"esearc' by Blatc'ford et al7 9,11): s'owed t'at c'ildren t'emselves wanted, amon+ ot'er t'in+s, more &ermanent equi&ment, better +ame markin+s, A+reenA additions and structural c'an+es $ items &rovided at -oombes7 4'us c'ildrenAs informal interaction, as well as t'eir formal education, stands to be enric'ed by t'ese develo&ments7 -oombes sees &laytimes as not only wort'w'ile but essential for learnin+7

Learning principles
-learly, t'e intention of t'is kind of develo&ment is to +ive c'ildren a multi$sensory education7 6t is also stron+ly motivated by love of, and concern for, t'e environment, and t'e desire to +ive c'ildren a +ood start to becomin+ environmentally literate7 6t s&eaks to one of t'e ma@or issues confrontin+ t'e world today7 6t is one of t'e cross$curricular t'emes in t'e National -urriculum7 But it is not only an issue and a t'eme7 6t is also a ma@or resource for learnin+ in +eneral, equivalent to t'e indoor library, informin+ t'e w'ole of t'e curriculum and of life7 4'ere are t'ree ma@or &rinci&les under&innin+ t'e teac'in+ a&&roac' to t'e construction and use of t'e +rounds $ involvement, 'olism and ins&iration7 4'e first two &roduce t'e t'ird7

Involvement
One of t'e sc'oolAs 'andbooks affirms t'at

-'ildren will not easily be &ersuaded by adult talk, by readin+ books, or seein+ slides or &'otos7 4'eir ener+ies and inclinations

$(<$

demand action $ and w'ere better t'an in t'eir own sc'ool +rounds7 ducation from t'e close$at$'and is w'at carries communication and &ower and &rovides t'e foundation stones and buildin+ blocks for t'e adults of t'e future7 lsew'ere is stated> We learn by touc'in+, smellin+, 'earin+, seein+ and res&ondin+ emotionally and s&iritually to stimuli7 We can reinforce t'e e=&erience by talkin+, readin+ and writin+, but t'e startin+ &oints 'ave to be direct, &ersonal e=&eriences7 Our intention is to +ive &redictor e=&eriences, and to e=&edite and +ive learnin+ to more abstract and symbolic t'ou+'t t'rou+' t'ese concrete startin+ &oints7 4'e s&iral curriculum is based on t'ese early startin+ &oints7 A;ands$onA activity is considered essential, and t'e +rounds are desi+ned to facilitate it7 4'e Aall$weat'erA &at's t'rou+' t'e +rounds were &lanned so t'at Ac'ildren will 'ave contact wit' t'e wild flowers and wit' t'e fruit, wit'out disturbin+ t'e very delicate under$ storeyA7 Around t'e beds are A'erbs and &leasantly smellin+ t'in+s t'at you can &luck and &ocket, because itAs somet'in+ t'at you mi+'t draw out later on w'en you need a little bit of nose and mout' comfortA7 4'e c'ildren scatter 'andfuls of sunflower seeds in t'e +ardens, and t'en farm t'em> 4'ey can &ull t'e sunflower out, take t'e seeds out of t'e 'ead, &ull it a&art to see 'ow itAs constructed to +et some idea about t'e detail7 6 know t'at lots of &eo&le donAt like t'ose ideas about &ickin+, but we believe in +ivin+ c'ildren back t'eir ri+'ts7 ;ands are t'e cuttin+ ed+e of t'e mind, and if you donAt &ut 'ands$on, and 'ave smell and taste and contact, t'en you cannot actually move forward or &ro+ress7 6t isnAt any +ood brin+in+ c'ildren out 'ere wit' t'eir 'ands be'ind t'eir backs7 4'ey need to 'ave 'undreds of seeds in t'eir 'ands to &lant7 4'e result s'ould be &rolific enou+' for c'ildren to 'arvest in quantity and investi+ate t'e w'ole &lant7 4'e sunflower &lantin+ and 'arvestin+ &ro+ramme is a su&reme e=am&le of t'e seed to seed cycle7 4'ere were enou+' sunflowers t'at year for eac' c'ild in t'e sc'ool to 'ave one7 4'ey 'ad a sunflower @un+le in t'e sc'ool 'all, $(8$ and 'ad a Ateddy bearsA &icnicA w'ere t'ey feasted on sunflower seeds, mar+arine made from sunflowers, and sunflower 'oney7 /'arin+ and coo&eration are im&ortant &rinci&les underlyin+ t'ese events7 New o&&ortunities are a&&earin+ all t'e time7 6n t'e ditc', rus'es are be+innin+ to +row and W'en youAre talkin+ about rus' torc'es, rus' mats, or readin+ t'e traditional stories like A-a& oA "us'esA, t'ereAll be t'e means in t'e sc'ool +ardens to come out and access t'e &lant itself7 Books offer vicarious learnin+ $ for youn+ c'ildren, t'e direct e=&erience

is crucial7 On t'e last day of t'e aster term it is traditional for everybody to make t'eir own AbirdAs nestA from materials w'ic' t'e birds use naturally> /o you &ick a&art two or t'ree old nests and you look at books or slides7 4'en you +o out and you identify moss, straw, twi+s, dry +rass, dead leaves7 4'en you &ut t'ese t'in+s to+et'er and you try to make a nest7 Of course, t'e easiest ones are t'ose made of moss because t'ey 'old to+et'er so well7 Bany different kinds of life abound7 4'e 'abitat &iles +uarantee 'ibernatin+ newts, and 4'ere are nic'es for different forms of life7 6f we s'ifted t'is lot now, 6 could absolutely +uarantee weAd find five or si= toads7 4'at would be enou+' for a +rou& to 'ave a lesson7 !ouAd 'ave to come out and find t'em first, but itAs absolutely de&endable7 4'ey would be 'andled +ently, &laced in an aquarium, and brou+'t indoors7 4'e c'ildren would 'ave t'eir lesson on livin+ t'in+s, t'en brin+ t'em out later in t'e day and release t'em, so t'ey return to t'eir ori+inal 'abitat7 4'e c'ildren &ond di& t'rou+'out t'e year, findin+ newts, toads, fro+s, water snails, insects, leec'es, dra+onflies and many ot'er forms of life7 4'ere are some Aremarkable butterflies, cater&illars and mot's7 4'e minute you +et a w'ole lot of wild flowers, you be+in to +et a lot of ni+'t$time activity wit' mot's7A 4'ey 'ad set $(1$

mot' tra&s, so t'at t'e c'ildren could study t'em, bein+ sure to release t'em afterwards7 On one afternoon, t'e local s'e&'erd came in to was' t'e s'ee&7 All of t'e sc'ool witnessed t'is, suitably clad in rubber boots and a&rons7 4'ey @oined in t'e 'osin+ and was'in+7 4'ey felt t'eir fleeces before and after7 /o&'ie felt Alots of bits w'en s'e rubbed t'emA, "ic'ard Alots of dirtA, -'ris Asome twi+s, and it was very scratc'yA7 After t'eir s'am&oo t'ey were Anice and softA7 Ot'ers said, A6t stunk of dirtyA, A6 rinsed t'e s'ee& wit' a 'ose &i&eA7 Afterwards t'ey wrote about and illustrated t'eir e=&erience7 Ale= 9rece&tion: wrote a &a+e of emer+ent writin+, but 'e read it to us wit' &erfect sense7 A&&arently, it was 'is first attem&t at writin+7 4'is was w'at 'e read> 4'e water was warm and t'e s'ee& liked it7 All t'e boys and +irls t'ou+'t it was +ood7 4'ey &ut in t'e bat' took turns at squirtin+ at t'e s'ee& wit' t'e 'ose &i&e7 4'e s'ee& was scared7 4'e 'ose was too fast7 /o it @ust be brave and didnAt scare it7 6t was nearly liked it $ liked t'e bat', but not t'e 'ose &i&e7 4'is seemed to us a brilliant attem&t at a first story, w'ic' conveyed t'e basic details, t'e feelin+s involved 9es&ecially of t'e s'ee&:, and some intelli+ent reasonin+7 4'e dominant feature of t'e +rounds is undoubtedly t'e trees7 4'ere are immediate rewards in terms of learnin+, and also a lar+er one7 A5rowin+ a future wood is a most rewardin+ e=&erienceA7 4'e sc'ool 'as a A+row your own forestA idea, w'ic' involves all t'e c'ildren, and +ives a sense of directly contributin+ to a small &art of t'e &lanet7 4'at very autumn t'ey 'ad &lanted some t'irty trees, wit' eac' class +rou& 'avin+ si= trees to &lant7 /ometimes t'ey sowed seeds, &i&s or stones, but most trees were bou+'t as w'i&s or lar+er7 A4'at means you can +et 'ands$on, and can 'el& to di+ t'e 'ole and all t'at sort of t'in+7A -'ildren 'ad been &lantin+ trees re+ularly for twenty$ei+'t years7 /ome years, a class mi+'t only 'ave 'ad a cou&le of trees to &lant, but in ot'er years Aevery c'ild in t'e sc'ool will &lant a tree $ t'atAs t'e nicest t'in+A7 ;avin+ &lanted trees, you 'ave t'e ri+'t to en@oy t'em7 %or e=am&le> We always &ick our own -'ristmas tree and we cut it down ceremonially, stand around it, carry it in, and decorate it on $*)$

t'at day wit' t'in+s t'e c'ildren 'ave made7 6f you 'ave t'e res&onsibility and t'e @oy in &lantin+, you are entitled to &ick and 'arvest7 6vy, 'olly and mistletoe are also +rown and used in t'is way7 4'e same a&&lies to t'e fruit trees $ a&&le, &ear, quince, medlar, c'erry, almond, 'aGel, c'estnut, walnut, &lum7 /ome fruits are eaten fres', ot'ers make @am, @elly, c'utneysF t'e rest are taken 'ome7 6n /e&tember, every c'ild +oes out and ceremonially &icks an a&&le, +oes in, rubs it, bites it, and eventually +oes out a+ain and &lants t'e &i&s, w'ic' also connects wit' traditional tales like AJo'nny A&&leseedA and AWilliam 4ellA7 4'e cro&s 'el& t'e teac'ers deal wit' vital concerns suc' as diet, met'ods of food &reservation, e=&eriments wit' salt, su+ar and vine+ar, t'e seed to seed cycle, &atterns of weat'er and its effect, mildew and fun+us, decay and deat', symbiotic relations'i&, &arasites, soil structure, annual and seasonal &atterns, food c'ains, our de&endence as 'uman bein+s on t'e soil in +eneral7 6n ot'er ways, too, trees are a considerable resource7 4'ere are trees Ato climb, to work under, to swin+ on7 4'eir s'a&es, te=tures and colours fill t'e mind as well as t'e skyline7A 4'ey &lay amon+ t'em, eat under t'em7 Branc'es over'an+ recreation s&aces and become &art of t'eir recreation7 4'ey 'ave &lanted trees around t'e &lay+round and u& to t'e sc'ool buildin+s, Amiti+atin+ t'e effect of t'e &revailin+ east wind, +ivin+ colour and s'a&e to t'eir once naked boundary, and offerin+ c'ildren eye, ear and nose contact wit' a ran+e of livin+ t'in+s7 W'at t'e c'ildren view from t'e sc'ool windows and in t'e &lay+round is a variety of &ictures, c'an+in+ t'rou+'out t'e year7 6t e=cites t'eir interest, stimulates t'eir curiosity, and feeds t'eir intellect and ima+inationA7 Above all, itAs t'e feel t'at you +et from it t'at counts7

4'e A'ands$onA e=&erience is taken t'rou+' from t'e in&ut of knowled+e and sensation $ t'e initial sowin+ of seeds, &lantin+ trees, 'andlin+ leaves, etc7 $ to demonstrations of its out&ut $ t'e makin+ of books, &lays, birdsA nests even, and t'e cookin+ and eatin+ of food7 4'ere are some ma+nificent bound books on dis&lay, all made by teac'ers, wit' some 'el& from &arents7 /ome of t'ese 'ave $*,$

wooden covers, &ainted illustrations or beautiful &'oto+ra&'s7 4'ey &rovide bot' a record, and a vivid means of reflection7 Amon+ t'em are A4'e -oombes Potato ;arvestA, A-oombes /c'oolAs /tone /ou&A, A-oombes /c'oolAs "eci&e BookA, APorky and BrianA 9about t'e sc'oolAs &i+s:, APum&kin DayA, ABakin+ PancakesA, AA Planter at Work> A 5uide for !oun+ WoodlandersA, ABe+an t'e /'ee&A, A5rowin+ %ood> 4'e /eed to /eed -ycleA, A-uttin+ Down a 4reeA, AA BirdAs ye Ciew of t'e -oombesA, and several stories7 Ot'er activities durin+ our time t'ere included a &aintin+ e='ibition under t'e 'eadin+ AOur %irst 4rees Are in BlossomA, wit' &ictures of quince, c'erry, &ear, &lum, a&&le, medlar and lilac7 4'is close contact wit' t'e +rounds, t'e a&&lication of all t'eir senses, and t'eir involvement in its develo&ment and maintenance, +ives t'e c'ildren, /ue feels, a sense of owners'i&7 4'ere are no com&licated rules +overnin+ t'eir use of t'e +rounds7 /ue is Avery dee&ly influenced by t'e view t'at Ano one &erson owns land, or t'e &astA7 4'rou+' t'e summer and autumn t'ey 'ave days w'en t'e car &ark at t'e front of t'e sc'ool becomes t'e &lay+round7 4'e c'ildren are free to +o into t'e wooded areas t'ere7 -om&action and wear &roblems &revent t'is 'a&&enin+ every day, for you would 'ave Ano 'erb layer left, and no re+enerative systemA7 4'ere was also a Alot of fascinatin+ cater&illar and insect life, like t'e 'awk$mot', for e=am&le, w'ic' dro&s off trees and de&ends on a soft landin+ and an immediate burial to +o t'rou+' metamor&'osisA7 6f t'e +round is com&acted, t'en it canAt +o into sta+e two, and At'atAs been t'e tra+edy of a number of wild areas w'ere you let folks +o anyw'ereA7 6t is a freedom, t'erefore, w'ic' o&erates wit'in rules emer+in+ from t'e e=i+encies of natural &reservation7 6t is t'e same natural laws t'at +ive t'e c'ildren t'eir ri+'ts $ ri+'ts wit' res&onsibility7 A sc'ool &am&'let asserts t'at Aan ima+inative, ric' environment w'ic' meets all 'uman needs is every c'ildAs ri+'t7 By workin+ wit' c'ildren, weAre assistin+ t'em towards t'e future w'ic' is t'eirsA7 4'e ran+e and variety of &laces for c'ildren to +o, to observe, to &lay, converse, sit quietly on t'eir own, adds a furt'er dimension to c'ildrenAs learnin+ and develo&ment> 6t +ives t'e c'ildren a new feel and a sense of owners'i& about many of t'e &laces in t'e sc'ool, and t'ey donAt 'ave to &lay only in t'e same s&ot7 6tAs so tranquillisin+ for t'em7 6t isnAt somet'in+ t'at you can verbalise, but bein+ surrounded by $*($

beautiful t'in+s in interestin+ form 'as a dee& effect on t'e 'uman &syc'e7

Holism
%or t'e %roebelians, nature study is a means to understandin+ t'e unity of creation> -ountry c'ildren +row u& in an environment of farms and +ardens w'ere t'ere is birt', life, deat', life re$born year in, year out in a wealt' of e=am&les t'e w'ole seasonal r'yt'm of nature t'at mirrors t'e r'yt'm of life itself7 We cannot recreate it in t'e classroom, but we must seek w'atever instance we can to illustrate t'is cycle of life to develo& an a&&reciation of t'e beauty, &ur&osefulness and slow sureness of natural +rowt'7 9;utc'inson, ,1?,, &7 ,: 4'e em&'asis on 'olism is a &rominent feature at -oombes7 4'e teac'ers make no distinction between t'e learnin+ environment inside and outside t'e sc'ool, and work to &romote t'e universality of t'e learnin+ e=&erience7

The 'oneness' of life

6n attac'in+ learnin+ to natural life, t'ere is an aim of s'owin+ its roundedness, interconnectedness, &atterns and r'yt'ms7 4'ese are firm bases for learnin+7 4'e w'ole +rounds, for e=am&le, are meant to be somet'in+ of a botanical clock, so t'at t'e &roduction of small +rou&s of wild flowers like bluebells, snowdro&s, lilies$of$ t'e$valley, come at de&endable &oints in t'e year7 /o t'e botanical clock runs and re$runs, and +ives you some idea in t'e two years t'at youAre 'ere of continuity and t'e annual cycle7 Pro@ects in t'e +rounds follow t'e cycle of t'e seasons, wit' festivals, s&ecial days, activities suc' as sowin+, &lantin+, &icnickin+, 'arvestin+ and dramatic events7 4'e sc'ool values traditional celebrations7 Bot'erAs Day, for e=am&le, is celebrated by makin+ bouquets of s&rin+ flowers, +rown in t'e +rounds, to take 'ome7 $** 4'e sc'oolAs anniversary of o&enin+ is always celebrated out of doors as well as indoors7 4'e environmental aim is closely allied7 Amon+st t'ese trees, /ue likes to t'ink it +ives you a feelin+ of Abein+ in a @un+leA and At'e delicacy of t'e rain$forestA> 6f you can be+in to +lim&se somet'in+ of t'e fra+ile nature of t'e &lanet and about 'ow some resources are renewable, and t'at, in renewin+ t'em, t'ere is an adventure and a beauty, and t'e tyin+ of t'e 'uman to t'e r'yt'ms beyond a sin+le life7

4'e centrality of t'e eart' is em&'asised> -ro&s suc' as r'ubarb are 'arvested by t'e c'ildren, w'o t'en was', c'o& and cook it and feast on it before t'ey +o 'ome7 4'is is an essential e=&erience if youAre to understand t'at all food comes from t'e soil and all matter ultimately returns t'ere7 -'ildren &ick blackcurrants, squas' t'em, look at t'e colours, know t'at t'atAs t'e basis for blackcurrant yo+'urt and "ibena7 6tAs tyin+ you to ori+ins, itAs +ivin+ us literally food for t'ou+'t7 /ue ;um&'ries considers it vital t'at c'ildren be involved in +rowin+ and 'arvestin+ food cro&s7 4'ey +row &eas, beans, onions, marrows, &um&kins, tomatoes, artic'okes and &otatoes7 /ocial education as well as tec'nolo+y is a central feature in t'e cookin+, eatin+ and s'arin+ of food, some of w'ic' takes &lace in an Aeart' and sea festivalA w'ic' is &art of t'e celebration of t'e autumn 'arvest7 atin+ out of doors is a re+ular occurrence wit' &icnics, Jubilee street &arties, barbecues and cam&$fire cookin+7 %ood not eaten or used at sc'ool may be taken 'ome7 -'ildren t'us witness at first 'and t'e seed$to$seed cycle7 Processes are e=&erienced from be+innin+ to end7 4'us, w'en t'e s'ee& are s'eared, We start a wool works'o& immediately t'at day7 %elt$makin+ is lovely7 !ou can look at 'ats and ot'er t'in+s, but youAre also makin+ t'read and twistin+ fibres for stren+t' and doin+ tec'nical t'in+s wit' it7 4'e c'ildren be+in to understand t'at t'e raw fleece is t'e basis for car&ets, blankets, clot'es7

-344'e sc'ool also 'as a te=tiles day, w'en t'e wool is was'ed, dyed, carded, s&un or woven, knitted or felted7 4'e c'ildren also make sim&le s&indles7 very attem&t is made to ensure t'at as little as &ossible is wasted at -oombes7 4'e s'ee& are moved every t'ree weeks, and Ain cro&&in+ t'e +rass, t'eyAre actually 'el&in+ t'e wild flower &roductionA7 W'en t'ere is no +rass to +raGe, co&&icin+ and &ollardin+ &rovide some fodder for t'e s'ee&7 4'e basic soil is clay7 /o t'ey 'ave du+ a ditc' and o&ened one end to +ive a clay bed7 -'ildren 'arvest t'e clay to resource t'eir craft work7 /eeds are returned to t'e +round7 4'ousands of tons of leaf litter swe&t u& off t'e roads by Wokin+'am District -ouncil 'ave been dum&ed at t'e sc'ool and used for landsca&in+7 4'e leaves form com&ost 'ea&s w'ic' decay to &rovide 'umus$ric' forcin+ beds> Dead animals are buried, and later disinterred for study of t'eir skeletons7 6f c'ildren or &arents come across a road kill, w'ic' is not in too bad a state, we encoura+e t'em to brin+ it into sc'ool7 We t'en bury it and leave it for nine mont's or so7 4'en t'e teac'er will e='ume it7 W'at we try to do is to matc' u& a fres' carcass wit' an e='umed one7 4'ere are bad+ers, cats, fo=es, etc7, buried all over t'e +rounds7

Integrating the curriculum through the environment

4'e 'olism t'at ties t'e c'ild to matters in 'and t'rou+' t'e mediation of t'e environment is reflected in t'e way t'e environment also serves as an inte+ratin+ and an e=tendin+ force on t'e curriculum7 A sc'ool &am&'let declares W'at we do outside at sc'ool feeds w'at 'a&&ens inside and resources it, and vice versa7 6t 'as si+nificance for every curriculum area, and in &articular for lan+ua+e7 4'e environmental work acts as a catalyst t'rou+'out t'e sc'ool7 Lan+ua+e is &articularly im&ortant, t'e c'ildren bein+ continu$ously involved in describin+, e=&lainin+, questionin+, e=&erimentin+ and testin+7 4'ey contribute t'eir ideas to c'an+e, write about t'eir e=&eriences, s'arin+ t'em wit' ot'ers7 %lowers are used for mat'ematics, science, lan+ua+e and craft work7 4'ere are o&&ortunities $*2$
for 'istorical and reli+ious researc'7 4'e system itself is t'e medieval one w'ere everyt'in+ flouris'es wit' t'e AweedsA7 A4'ereAs rosemary, and wode for dyes, and bay, all sorts of 'istorical and medieval &lantsA7 4'is year t'ey made &ot$&ourri, 'erbal teas, @ellies, etc7 from t'e cro&s7 /ue &ointed to t'e lambs> A;ow do you +et across t'is meta&'or of Kfeed my s'ee&K, or Kas t'e %at'er cares for 'is s'ee&K $ t'e &oetry of t'e Bible $ unless you 'ave direct e=&erience at some &oint wit' t'ese t'in+sDA

4'rou+' t'ese means t'ey try to +ive c'ildren

AconnectorsA wit' &ast traditions and a+e$old customs7 4'ey seek a &ositive valuin+ of t'e &ast, a link wit' t'eir cultural and s&iritual 'erita+e to +ive meanin+ to t'e &resent7 /ue ar+ues t'at &ersonal foundations are necessary for t'e a&&reciation of literature, art, music, reli+ion, 'istory, etc7 nvironmental work Aintroduces and reinforces conce&ts of creation, care, order, love, families, birt' and deat', all of w'ic' may be ascribed to a su&reme bein+A7 A favourite quote is t'at of /ir 4'omas Browne, A6f you want to know 5od, look around you7 Nature is t'e art of 5od7A /taff at -oombes believe in t'e intrinsic value of ritual and tradition7 4'rou+' t'ese, c'ildren develo& a sense of t'e sc'ool identity as well as a sense of self, and a feelin+ about t'e culture in w'ic' individuals are livin+ and workin+7 4'e traditions form cultural reference &oints for t'e c'ildren, and 'ave t'e same sort of im&ortance as rites$of$&assa+e occasions t'rou+'out t'e year and t'rou+' w'ic' c'ildren live eac' year7 "ituals and traditions are vitally im&ortant7 4'ey are t'e ima+e builders w'ic' c'ildren access7

-oombes is offerin+ one way in w'ic' an overfull 9-am&bell et al7, ,11,:, com&artmentalised curriculum can be inte+rated7 ;ar+reaves 9,11,: 'as raised questions about co'erence and mana+eability in t'e National -urriculum7 ;e distin+uis'es between content co'erence 9wit'in and between sub@ects: and e=&eriential co'erence, t'at is learnin+ as it is e=&erienced by &u&ils7 ;e summarises Jo'n ;oltAs 9,1?.: view of &u&ils standin+ Aamid a bomb$site of disconnected

bricks and fra+mentsA 9ibid7, &7 *.:7 4eac'ers are facin+ Aa massive task of curriculum co$ ordinationA, and muc' of t'at is left lar+ely to t'em7 ;e fears t'at many teac'ers will render t'e task mana+eable by doin+ t'in+s in a mec'anical way by tickin+ off c'ecklists7 -oombes offers a way of ac'ievin+ co'erence t'rou+' brin+in+ t'e curriculum to life7 Partly t'rou+' t'e environment, t'ey are able to demonstrate t'e interrelatedness of sub@ects and t'eir internal consistency, t'rou+' met'ods t'at

$*?$

feature sin+le sub@ects and t'rou+' multi$disci&linary to&ics7 4'ey break down t'e traditional boundaries between sc'ool and &lay+rounds and between sc'ool and t'e outside world7 By re+ardin+ t'e +rounds as a AclassroomA or AlibraryA, and by &romotin+ interaction amon+ all t'ese s&'eres, t'ey contribute to a sense of unity7 4'e world is t'e sc'ool, and t'e &atterns, cycles, re+ularities and interde&endability of natural forms of life &resent co'esive a+encies for t'e curriculum7 Wit' t'e kind of environmental education envisa+ed by W'eatley 9,11(: it is Afar more t'an @ust a combination of &ro+rammes of study e=tracted from science and +eo+ra&'y7 6t also encom&asses moral, cultural, s&iritual, &olitical, aest'etic and emotional dimensions7 6t touc'es on all as&ects of our livesA 9ibid7, &7 *):7 6nvolvement and 'olism also find e=&ression in t'e social life of t'e sc'ool7 W'ere c'ildren are tau+'t in a conte=t w'ic' is Avery social, very involvin+, and democratically under&inned, itAs likely to be absorbed and remembered and taken in as an owned &art of w'at is bein+ done to youA7 %urt'er, t'e social life of t'e sc'ool is t'e be+innin+ of morality7 4'at is w'at buoys it u& emotionally7 We come at t'at t'rou+' increasin+ t'e social ambience in t'e sc'ool and &eo&leAs awareness of eac' ot'er7 !ou create society in t'e microcosm in suc' a way t'at it isnAt com&etitive, itAs very muc' dwellin+ on t'e collaborative and t'e co$o&erative, and on our res&onsibility to eac' ot'er7 6tAs t'e only defensible morality7 4'e most im&ortant t'in+ we could do is to &rovide an education for a 'i+' social 6J so t'at c'ildren can ada&t and absorb, and know t'e really &ertinent issues, t'e multicultural and multi$fait' issues, if weAre to live in a world t'at doesnAt see itself in suc' se&arate bits7

Inspiration and excitement

Botivation, stimulation, ins&iration, confidence $ all are +enerally re+arded as 'i+'ly si+nificant factors in learnin+7 4'e +ardens and &lay+round &rovide an air of e=citement around t'e sc'ool, a buGG, t'at en+a+es all t'e senses and kee&s t'em alert7 4'e involvement and 'olism contribute to t'is7 Anot'er contributory feature is relevance7 A sc'ool &am&'let draws attention to t'e value of natural e=&eriments> $*<$ Our study of minibeasts, our desi+n and tec'nolo+ical e=&eriments 9to move lo+s, make s'elters, lift wei+'ts:, our e=&eriments wit' fire, eart', clay, water and sound, are &art of t'e &erfectly natural o&&ortunities w'ic' arise from t'eir outdoor settin+7 4'e &o&ulations of &lants, fun+i, insects and animals are t'e necessary elements for classifyin+, countin+ and recordin+ in a curriculum w'ic' needs to be relevant, interestin+, and, above all, meanin+ful to c'ildren7 6n fact, it brin+s t'e w'ole curriculum to life7 %or e=am&le, !ou come out in t'e Autumn term and t'ere are 'undreds of &ine cones7 4'ereAs a remarkable amount of fun+us, beautiful fly a+aric, for e=am&le, elderberries7 4'atAs w'at makes your fairy stories and literature come to life7 +an 9,11(: 'as identified Atranscendent 'uman qualitiesA in trees, and su++ested 'ow t'ey can stimulate Aromance, wonder and aweA 9ibid7, &7 ,*):7 6t is interestin+ t'at 'e s'ould select t'e to&ic of AtreesA wit'in t'e sub@ect of science as one of 'is illustrations of t'e &romotion of ima+ination in teac'in+ and learnin+7 0seful as 'is &ro&osals mi+'t be, 'owever, t'ey do not seem to include t'e kind of 'ands$on e=&erience t'at is de rigueur at -oombes, w'ic' ar+uably does even more to advance 'is aims in stimulatin+ c'ildrenAs ima+inations7 /ue ;um&'ries believes t'at c'ildren need to be c'allen+ed, and to be +iven c'ances to take risks to stretc' t'eir mental and &'ysical ca&abilities7 4'e &lay+round, for e=am&le, is meant not to be Aa &rison e=ercise yardA, but needs to be develo&ed into Aa

&lace of a t'ousand o&&ortunitiesA to encoura+e fantasy &lay, +ood social be'aviour, t'e e=&ression of motor skills, bi+ &'ysical movement $ @um&in+, lea&in+, 'idin+, 'o&&in+ about7 Bany of our &lay+rounds arenAt &'ysically c'allen+in+ enou+'7 4'e &lay+round is often turned into an arena for street t'eatre, concerts, circus adventures, @u++lers, trick cyclists, marc'in+ bands, 'orsewomen and a ran+e of musicians includin+ African drum$mers, 6ris' dancers and t'e termly release of &i+eons and doves of &eace7 $*8$

/ue feels t'at an e=cess of caution 'as led to c'ildren bein+ &rovided wit' a sterile settin+, w'ic' is a+ainst t'eir needs7 4'ey Aactually need riskA, and if itAs not &rovided, t'ey miss many o&&ortunities for develo&ment7 /'e cited t'e c'ildren of &rivile+ed back+rounds w'o Aski, ride, aqua&lane, +lide, etc7 durin+ t'e 'olidays and at sc'oolA7 4'e teac'ers also needed an element of risk, and t'is contributed to t'e e=citement> 6tAs t'e atmos&'ere t'atAs set in a room $ w'en you walk into a classroom and you feel t'at buGG comin+ out from t'e c'ildren, a sort of subdued e=citement, or not so subdued e=citement, a certain vitality, w'ic' comes in &art from t'e teac'er bein+ vulnerable to e=&eriences7 WeAre constantly &uttin+ ourselves at risk in front of t'e c'ildren, and some t'in+s can +o wron+7 6tAs necessary for c'ildren to see t'at7

!romoting curriculum sub"ects

/o far, we 'ave stressed t'e de+ree to w'ic' t'e sc'ool +rounds can &romote environmental education and 'ow t'ey can serve to inte+rate t'e curriculum +enerally7 We wis' to say a little more 'ere about 'ow t'e use of t'e +rounds en'ances t'e teac'in+ of &articular curriculum areas7 4'e reli+ious education curriculum includes t'e &i&'any e=&erience w'erein t'e c'ildren undertake a &il+rima+e t'rou+' t'e sc'ool +rounds, visitin+ a number of AinnsA7 6ncluded in t'is e=&loration is t'e story of "oman soldiers, camels or 'orses on a trek, mock slee&in+ sessions, t'e relevance of li+'t, t'e e=&erience of reli+ious fra+rance, Biddle astern foods, music, art7 4'e -'inese New !ear is celebrated by c'ildren makin+ dra+on costumes and takin+ &art in a -'inese dra+on dance in t'e +rounds as &art of a week$lon+ celebration 9see -'a&ter .:7 Palm /unday is celebrated by c'ildren and adults linin+ &at'ways and wavin+ branc'es of cut laurel to welcome Jesus $ c'ildren on 'obby$'orses and t'e eatin+ of ;ot -ross Buns is done around a lar+e cross marked in c'alk or &a&er on t'e &lay+round7 Divali is celebrated by floatin+ candles on t'e sc'ool &onds and creatin+ &at'ways of li+'ts wit' candles in @ars7 4'e c'ildren make Boses baskets and models and float t'ese on &onds and &uddles7 /cience is a ma@or &riority at t'e sc'ool, as we discuss furt'er in -'a&ter *, and use is made of t'e +rounds to e=&eriment wit' water

-39$ bubble$blowin+, makin+ water travel by squirtin+ or s&las'in+ and lookin+ at reflections7 =&eriments wit' air are carried out t'rou+' t'e makin+ of kites, 'elico&ters and &a&er aero&lanes7 Work is done outside wit' &arac'utes, feat'ers, &a&er streamers and balloons7 One year, arran+ements were made for t'e landin+ of a real 'elico&ter and a 'ot$air balloon7 At some &oint every year, t'ey do rock and soil studies> -lay is +at'ered from t'e sc'ool +rounds and t'e c'ildren become familiar wit' t'e c'aracteristics of t'eir local soil7 4'e smell of t'e to&soil and t'e smell and feel of t'e clay reinforce t'e learnin+7 art' is one of t'e most interestin+ to&ics to e=&lore scientifically but it also 'as +eo+ra&'ical connotations and fi+ures in our environmental awareness &ro+ramme7 %irstly t'e to&soil is e=aminedF we di+ u& squares of turf and t'e c'il$dren &ull t'ese to &ieces and identify t'e &lants, insects and animals t'ey find7 4'ey &ull at t'e fibres to see 'ow t'e 'erb layer is mes'ed to+et'erF t'ey e=amine t'e stren+t' of t'is mes'in+F and t'ey 'unt for si+ns of decom&osin+ matter7 4'ey e=&eriment wit' t'e soil in water to look at t'e sediment> t'ey discover t'at t'ere is air in t'e soil and t'ey collect t'e small stones and &articles7 4'e clay underneat' is com&ared and contrasted wit' t'e to&soilF we t'en use it for investi+ations into water ti+'tness and malleabilityF we look at 'ow t'e s'a&e of a lum& of clay can be c'an+ed by a&&lyin+ &ressure to itF 'ow its nature c'an+es as we add water to it or dry it out7 We make sim&le &ots and a &rimitive sawdust kiln and alter t'e state of t'e clay, returnin+ it to its rock state7 4'e w'oleness of e=&eriences suc' as t'is, w'ere clay is taken directly from t'e +round +oes beyond knowin+ t'e facts so t'at you can be tested on t'em7 6t +oes to true understandin+ and knowled+e7 Bet'ods of teac'in+ like t'is are &art of an a&&roac' to life w'ere c'ildren are makin+ creative contributions to t'eir own learnin+F t'e final sta+e in t'is unit of work comes w'en t'e c'ildren take 'ome t'eir fired &ot and it becomes a reminder of t'e workF an icon7 9"owe and ;um&'ries, ()),, &7 ,?*: ac' year, a +rou& of c'ildren build a kiln as &art of t'e fire to&ic7 4'ey li+'t it and fire t'eir own &ots7 /cience and art are $.)$ drawn to+et'er in t'e way natural resources were used for William Borris desi+ns from twi+s, flowers and decayin+ matter 9see -'a&ters .

and 2:7 4ec'nolo+y and t'e use of s&ace is e=em&lified by t'eir tec'nolo+y day> 4'e c'ildren brin+ in toys and equi&ment to trans&ort t'emselves and eac' ot'er around t'e +rounds of t'e sc'ool7 Additionally t'is brin+s in investi+ations into w'eels and +ears7 4'e work is furt'er develo&ed in t'e Autumn term, w'en t'e c'ildren are +iven t'e task of brin+in+ in t'e 'eavy &um&kins t'ey 'ave +rown in t'e +ardens7 /ome of t'e &um&kins are 'u+e and would need two adults to s'ift t'emF we ask t'e c'ildren to utiliGe a ran+e of resources to brin+ t'e cro& in unaided, undama+ed and safely7 W'at t'e c'ildren learn from t'ese &rocedures is transferred to ot'er areas of t'e curriculum> t'e &um&kins are not +rown s&ecifically for researc' into forcesF t'ey are illustrations of t'e seed to seed cycle7 4'e Atrans&ort tec'nolo+y dayA is written u& by t'e c'ildren as a writin+ e=ercise and t'e curriculum is tau+'t in an inte+rated way7 96bid7: 4'e +rounds are useful for +eo+ra&'y> Ba&s of t'e +ardens are used to teac' +rid references and t'e c'ildren searc' wit'in t'ese for t'e clues to solve riddles or find t'e source of treasures7 4ranslatin+ t'e symbols on t'e ma&s starts w'ere t'e c'ild

really is in &'ysical and emotional termsF 'e is readin+ 'is own settin+ and reco+nisin+ features and &lants known to 'im7 4'e ma&s are t'e best works'eets we &roduce7 W'en t'e c'ildren &lant t'eir different cro&s in t'e /&rin+ and early summer, t'ey mark t'eir &lantin+ areas on ma&s of t'e sc'ool +roundF t'e site of autumnal &lantin+ of s&rin+flowerin+ bulbs is similarly marked on ma&s7 -arto+ra&'ers 'ave ma&&ed t'e +rounds for us and t'e c'ildren use t'ese master &lans as well as makin+ t'eir own7 4'e very youn+est c'ildren start out by drawin+ landsca&e features, t'en move on to drawin+ birdAs eye views before bein+ introduced to t'e notion of abstract ma&s and +eo+ra&'ical symbols7 6t is by becomin+ t'orou+'ly acquainted wit' t'eir immediate landsca&e t'at youn+ c'ildren start to develo& a set of +eo+ra&'ical $.,$

are introduced to t'e ;aiku form and are encoura+ed to 'ave a +o at writin+ t'eir own, often in our outdoor settin+F in our bluebell woods on a warm /&rin+ dayF by t'e iced$over &onds in winterF or under fallin+ leaves in Autumn7 4'e sunflowers are a wonderful stimulus for creative writin+, and t'e c'ildrenAs efforts are twinned wit' t'e &ublis'ed work of ot'er &oets to make a w'ole &acka+e of t'emed work7 96bid7, &&7 ,?.$2: Art, craft and desi+n, increasin+ly squeeGed in recent years by +overnment reforms, are im&ortant sub@ects at -oombes, and are en'anced by t'e +rounds> A lot of our art work is ins&ired by artists suc' as Andy 5oldswort'y and Ant'ony 5ormleyF t'e idea of e&'emeral art in t'e environment w'ic' can be recorded on di+ital film for t'e c'ildren is very a&&ealin+7 We often work outside usin+ t'e increasin+ly ric' resource of our develo&in+ outdoor landsca&e7 At aster time, t'e c'ildren make &atterns and &ictures usin+ leaves and flowers +at'ered from t'e +rounds, and t'ey &ut dyed e++s in t'em to act as a focal &oint in t'e &ictures7 %lower 'eads, leaves in Autumn, twi+s, stones, willow +at'ered from our trees are used by t'e c'ildren in t'eir *$D workF often t'eir artistry is set out of doors, but sometimes t'ey brin+ in t'eir raw materials and set u& e&'emeral art dis&lays in t'e classroom or sc'ool 'all7 4'ese are recorded in colour &rints, slide ima+es or di+ital ima+es w'ic' u&date our intranet site7 We encoura+e t'e c'ildren to &erceive t'emselves as artists, and to make bold and lar+e statements in t'e &lay+round or car &ark areas7 We +ive t'e c'ildren c'alks or c'arcoal and ask t'em to &ut t'eir ima+es onto t'e tarmac or concrete floors7 4'e ne=t rain will was' away t'e ima+es, but t'e act of drawin+ directly onto t'e site is very liberatin+7 6t takes us back to our distant ancestors w'o made t'eir marks on t'e walls of caves and mountainsF w'o set t'eir &etro+ly&'s into t'e landsca&e and w'ose work in t'is modern world is &erceived as &owerful art7

96bid7, &7 ,<(: /o, too, is music> As well as e=&eriencin+ t'e essence of concert music, t'e c'ildren are encoura+ed to be musicians t'emselves7 Our music $.*$ s&ecialist leads t'em t'rou+' a diverse &ro+ramme wit' a stron+ em&'asis on r'yt'm, tonal quality and com&osition7 4'e initial &ro+ramme for t'e youn+est c'ildren is based on w'ole body movement to a ran+e of soundsF t'e c'ildren learn to res&ond to a variety of sound wit' t'eir bodies> movin+ to music is a natural way of e=&lorin+ it7 "'yt'mic work usin+ lon+ sticks w'ic' 'ave been 'arvested from t'e willow, as' and 'aGel trees in t'e sc'ool +rounds, is anot'er feature of t'e &ro+ramme7 4'e annual co&&icin+ and &ollardin+ cycle +ives us sticks, w'ic' can be used for r'yt'm work7 4'e c'ildren start t'eir &ercussion work wit' claves or s'ort sticks +at'ered from t'e environment and &ro+ress to t'e lon+ sticks 9often muc' taller t'an t'ey t'emselves:7 4'ey learn to work co$o&eratively to beat out &atterns of sound, at first ec'oin+ t'e sound made by t'e teac'er and over a &eriod of time t'ey learn to res&ond to musical notation alone7 6n t'is way, t'e c'ildren &ro+ress to fairly com&le= musical &atterns as &art of t'e intended s&iral curriculum7 96bid7, &7 ,<*: 4'e +rounds are used for mat'ematics wit' t'e investi+ation of sets and com&utation work wit' flowers and c'alks on t'e &lay+round7 At 'arvestin+ c'ildren are involved in sortin+, settin+, countin+, +radin+, wei+'in+ and estimatin+7 -om&ass directions and ma&$makin+ are brou+'t into t'e Abeatin+ t'e boundsA celebration7 4'e use of sunflowers illustrates t'e mat'ematical &ossibilities wit'in a 'olistic framework> /unflower 'arvest is an annual event, w'en t'e c'ildren brin+ in t'e cro&7 We &lant enou+' sunflowers for eac' c'ild to 'ave at least one to &ick in t'e Autumn7 4'e c'ildren +o out to estimate 'ow many sunflowers are in bloom 9dealin+ in fairly bi+ numbers:7 At &ickin+ time, t'e c'ildren 'ave some c'oice in t'e sunflower t'ey want to +at'er, and t'e &lant is &icked root, ball and all7 /ince many of t'e sunflowers +row to two or t'ree metres in 'ei+'t, t'ere are o&&ortunities for com&arison of 'ei+'ts between t'e sunflowers and between t'e sunflowers and t'e c'ildren7 4'e c'ildren take t'eir &lants into t'e &lay+round, and investi+ate t'em mat'ematically, e7+7> 'ow many &etalsLse&alsLleavesD W'at is t'e circumference of t'e 'eadD W'at is t'e len+t' usin+ non$standard and standard $..$ measuresD ;ow many seeds are t'ere and w'at is t'e best way for countin+ and recordin+ lar+e numbersD 4'e c'ildren make a c'alk re&resentation of t'eir &lants, and t'en t'ey take t'e sunflowers to &ieces, sortin+ and settin+ t'e different com&onents7 4'e flowers 'ave cross$curricular &ur&ose as well as mat'ematical +ainF we use t'em for creative writin+, for artwork and e='ibitions, as a stimulus for movement, dance and sin+in+ and for +eo+ra&'ical studies7 96bid7, &7 ,?<: A+ain, A&&les w'ic' are 'arvested from our fruit trees are wei+'ed and measured in a variety of ways> we do a&&le fractions by cuttin+ t'e a&&les in 'alf, quarters, ei+'t's and t'en t'e c'ildren are asked to &ut t'e a&&le @i+saw back to+et'er a+ain to 'el& in t'eir s&atial awareness7 We collect a variety of reci&es, w'ic' use a&&les as a &rinci&al in+redient, and t'e c'ildren wei+', measure and cook t'e raw in+redients $ and t'en eat t'eir learnin+7 96bid7, &&7 ,?<$8F see Plate ,: 4'ese e=am&les +ive t'e flavour of 'ow t'e sc'ool uses its +rounds7 4'ere are more illustrations in later c'a&ters7

Conclusion
4'e -oombes e=&erience bears on issues of crucial current relevance7 4'e first concerns t'e t'eory of learnin+ and t'e teac'in+ met'ods es&oused by t'e staff7 6n its em&'asis on involvement, activity, discovery, freedom, risk, c'ild$meanin+fulness, Abrin+in+ t'e curriculum to lifeA, ima+ination, 'olism, non$co+nitive as well as co+nitive &rocesses, creativity, owners'i&, and so fort', it is in line wit' current constructivist a&&roac'es 9 dwards and Bercer, ,18<:7 4'ese retain some of t'e elements of Plowdenesque c'ildcentredness, but 'ave t'e teac'er in a stron+er facilitative role7 Primary &eda+o+y is currently very muc' a sub@ect of debate7 Wit'in t'is debate, -oombes kee&s stron+ fait' wit' its beliefs, bases its &rinci&les in &ractice, and &roduces results to meet National -urriculum requirements and beyond7 4'e aim is Acreative learnin+A7 /o muc' learnin+ in formal education is uncreative7 "esearc' on youn+ &u&ilsA &erce&tion

-45of mat'ematics, for e=am&le, 'as s'own t'at for many it was Aan activity w'ic' was sim&ly an academic e=ercise divorced from realityA, and t'at t'is view Astarts for many &u&ils in &rimary sc'ool if not beforeA 9;unter et al7, ,11*:7 W'ere &arents 'el&ed t'eir c'ildren, Aunfortunately, by &rovidin+ &ractice in routine rules and number facts t'ey may actually 'ave been stren+t'enin+ t'e c'ildrenAs &erce&tion of mat'ematics as a formal e=erciseA 9ibid7, &7 (2:7 4'e aut'ors recommend t'at At'e links between t'e mat'ematics bein+ tau+'t and t'e c'ildAs life outside sc'ool need to be made e=&licit and establis'ed very early in t'e &rimary sc'ool yearsA 9ibid7, &7 (2:7 4'e same &oint 'olds for ot'er sub@ects7 A wealt' of researc' &oints to 'ow knowled+e becomes com&artmentalised, &articularly at secondary levelF 'ow +rou&s of teac'ers stru++le for status for t'eir sub@ect 9Ball, ,18(F 5oodson, ,18*: in t'e &rocess differentiatin+ from ot'ersF 'ow t'at status can come to be associated wit' sub@ect AmarketabilityA 9Ball, ,18,F Beasor, ,18.:7 4'ese tendencies 'ave been +iven a boost by t'e sub@ect$centred National -urriculum7 4'e -oombes e=&erience offers a model for counterin+ t'ese trends 9t'ou+' not obliteratin+ t'em:,

and for +roundin+ knowled+e in t'e real world7 /econdly, -oombes illustrates t'e im&ortance of conte=t for learnin+7 4'is, of course, is a ma@or &oint in constructivist literature 9Donaldson, ,1<8F Bruner J, ,18*:7 /ociolo+ists, also, 'ave drawn attention to t'e si+nificance of t'e nature and arran+ement of s&ace for learnin+, and for conce&tions of knowled+e7 Different conte=ts tend to induce different forms of be'aviour from bot' &u&ils and teac'er 9/tebbins, ,1<):7 %or e=am&le, t'e traditional or+anisation of t'e classroom wit' teac'er on a raised &odium wit' &u&ils facin+ in serried ranks leaves little sco&e for ot'er t'an Atalk and c'alkA 9 dwards and %urlon+, ,1<8: and sends clear messa+es about t'e unequal relations'i& of teac'er and &u&ils7 Westbury 9,1<*: ar+ues t'at Ac'alk and talkA tec'niques are dictated by conte=t rat'er t'an &'iloso&'ical conviction, conte=t in turn bein+ determined by resources 9see also ;ar+reaves, ,188:7 6n ot'er words, it is a Aco&in+ strate+yA 9;ar+reaves, ,1<8F Pollard, ,18(:7 Buc' of t'is researc' on s&ace in sc'ools was done in secondary sc'ools7 Primary sc'ools a&&ear to offer more variety7 #in+ 9,1<8:, for e=am&le, found an infant sc'ool 'ead advisin+ ABake your room an e=citin+ and stimulatin+ &lace to live M a s&ecially devised environment w'ic' allows t'e c'ildren to be individuals +rowin+ at a &ace and in a way most suited to t'eir individual ca&acitiesA $.?$ 9ibid7, &7 ,8:7 4'e contents of most rooms in 'is researc' reflected t'is aim7 -oombes +oes one better t'an t'is by a&&lyin+ t'is &rinci&le to its +rounds as well as to its classrooms7 4'is &rovides a livin+ classroom, wit' stron+ roots, continually evolvin+, w'ic' &rovides more of a link to c'ildrenAs own knowled+e t'an an inside classroom, and a base for a 'olistic future, offerin+ inte+ration of curriculum and of self7 6t mi+'t be ar+ued t'at by takin+ over t'e +rounds in t'is way teac'ers a&&ro&riate for control &ur&oses areas t'at used to be &u&ilsA &rivate &laces7 ;owever, it would a&&ear in t'is instance t'at many more o&&ortunities 'ad been +iven for &u&ils to be &rivate, and for t'em to fill t'at &rivacy 'ow t'ey wis'ed7 %urt'ermore, t'e Aarran+ement of &ro&sA, as it were, is +uided by a +rander desi+n t'an teac'er control, t'at is environmental education in its broadest sense 9see Weatley, ,11(:7 $.<$

Chapter #
The politics of appropriation
4'e reforms instituted by t'e ,188 "eform Act re&resented a ma@or c'allen+e for -oombes7 6n &articular, t'e sub@ect$based nature of t'e curriculum, t'e 'i+' de+ree of s&ecification, t'e be'aviourism of t'e assessment and t'e trend towards s&ecialisation in teac'in+ all militated a+ainst its &'iloso&'y7 ;ow 'as it mana+edD 4'e basis of t'e -oombes reaction to t'e reforms is one of a&&ro&riation7 4o a&&ro&riate is to take over, to use as oneAs own7 6n t'is case it im&lies t'at t'e sc'ool uses t'e National -urriculum to furt'er its own ends, even t'ou+' in some &articulars its values seem diametrically o&&osed7 4'is, of course, is not as sim&le as it sounds, and is not carried off wit'out difficulty7 ;owever, in some res&ects t'e new requirements are well served by t'e -oombes a&&roac', and it makes full use of t'at 9Aen+a+ementA:7 4'e well$establis'ed and internationally acclaimed et'os and ac'ievements of t'e sc'ool +ive t'e staff a secure &latform from w'ic' to view develo&ments7 4'ey 'ave to meet requirements, but do not do so slavis'ly7 As reflective &ractitioners 9/c'on, ,18*: t'ey analyse t'e new demands for w'at t'ey are wit'out becomin+ swam&ed or alienated by t'em 9Areco+nitionA:7 -om&arin+ t'eir res&onses wit' ot'ers aids t'e identification of t'eir own values and beliefs, and s'ar&ens and &romotes t'e -oombes vision7 6n t'eir ada&tation, t'e staff seek, and +ain, t'e su&&ort of ot'er key +rou&s 9AalliancesA:7 6n w'at follows we e=amine t'ese key features of a&&ro&riation> reco+nition, identification, en+a+ement and alliances7 4'rou+' t'em it will be seen t'at w'at was initially feared as bein+ &otentially dama+in+, 'as, in some res&ects, stren+t'enedF t'rou+' confusion 'as come more clarificationF and from des&air 'as come new 'o&e and stron+er will7

$.8$

$eatures of appropriation
Recognition
4'ere is evidence of intensification 9A&&le, ,18?: at -oombes7 6t cannot avoid t'e &ressures com&letely7 6ndeed, t'ey are a considerable concern7 ;owever, it mi+'t be ar+ued t'at t'e reco+nition of t'ese is a form of a&&ro&riation7 4eac'ers retain t'eir reflective ability and are able to analyse t'e new develo&ments for w'at t'ey are7 4'ey reco+nise t'e t'reat of alienation t'at full com&liance would im&ly7 4'eir outlook is still +overned by t'e old and continuin+ ideal, and t'ey evaluate usin+ its terms and criteria7 Bany of t'eir activities were @ustified in t'e National -urriculum, but, in line wit' e=&eriences of ot'er teac'ers 9Osborn et al7, ())): t'ere is no lon+er time in w'ic' to do t'em> W'at defeats us a bit is t'e vast amount of &a&erwork7 !ouAve only +ot a certain amount of time in t'e day7 Our teac'in+ time 'as been reduced because you s&end so muc' of your time standin+ back observin+ and assessin+ t'at it must 'ave reduced t'e time t'at youAre actually teac'in+ t'em or interactin+ wit' t'em7 4'ey 'ad lost fle=ibility7 6t was a lot more difficult to say, A4oday 6Am +oin+ to do so$and$so because 6 want to and because 6 feel like doin+ it, and itAll be +ood funA7 4'is was not self$indul+ence, nor did it 'a&&en often, but Anow and a+ain itAs so refres'in+ to @ust disre+ard everyt'in+ and do somet'in+ s&ontaneously on somet'in+ t'at a c'ild mi+'t 'ave mentionedA7 A dan+er durin+ t'e early introduction of reforms was t'at AyouAre now s&endin+ so muc' of your ener+y on &a&erwork and form$fillin+ and t'at muc' of our creative ener+y is bein+ sa&&ed, and t'atAs a dreadful admission, but 6 t'ink itAs trueA7 4'ere is a tension between bein+ accountable, in AauditA terms, to t'e likes of Ofsted 9Jeffrey, ())(: and maintainin+ educational values> $.1$ !ou sto& every now and t'en and t'ink, AW'at am 6 doin+ t'is forD 6 know t'at t'e c'ild can do it, 6 know t'at t'e c'ild understands it wit'out 'avin+ formal assessmentA, but t'ere is someone u& t'e c'ain w'o comes in to look at your bits of evidence7 We now 'ave to t'ink of w'at evidence weAll 'ave at t'e end of it as o&&osed to t'inkin+ mostly of t'e quality of t'e learnin+ e=&erience7 4'eir main +rievance in common wit' many ot'er &rimary teac'ers 9see, for e=am&le, Broadfoot et al7, ,11*: was wit' standardised national assessment7 6n t'e first run, in w'ic' -oombes &u&ils in +eneral e=ceeded t'eir standard levels, /ue felt Awe wasted t'ree weeks $ we all stood stillA7 4'ey A'ated doin+ t'ese testsA and it Amade t'eir blood boilA because many of t'e tests were sim&ly Abad educationA7 4'ey felt AinsultedA t'at t'ey 'ad Ano redress to analyse t'e tests and to come back and say K6Am sorry, t'is isnAt workin+K, or Kt'is isnAt suitableKA7 4'ese teac'ers clearly 'ave a conce&tion of education t'at t'ey feel is su&erior to t'at embodied in w'at t'ey were at t'e time bein+ required to do in t'e National -urriculum w'ere t'e em&'asis was on A&roduct and standardisation of t'e &roductA7 6n some res&ects, t'e contrast was en'ancin+ t'eir vision7 6t aided t'eir sense of identification and unity in quite a cat'artic way7

Identification
A6dentificationA, t'erefore, is t'e second a&&ro&riation strate+y7 -om&arin+ t'eir own views and &ractices wit' t'ose embodied in t'e National -urriculum and assessment brin+s t'e &rinci&les on w'ic' t'eir &ractices rest to t'e forefront of t'e staffsA minds, forces t'em to articulate and 'ence s'ar&ens t'eir beliefs7 4'ere were e=am&les of &ast +lories> We s&ent an enormous amount of time settin+ u& massive e='ibitions of work from t'e c'ildren7 We did scarecrows, w'ere every c'ild made a life$siGe scarecrow and set it in t'e sc'ool +rounds7 6Ave been on courses w'ere we were talkin+ about t'e re$draftin+ of attainment tar+ets, and AfoodA is no lon+er in #ey /ta+e , but itAs one of t'e t'in+s w'ic' t'ey can 'ave as a common s'ared e=&erience7 !ou t'ink of all t'e 'istory t'at $2)$

you +et from time$linin+, different cookin+ equi&ment and so on but t'ey said, ANo7 6f itAs not down in black and w'ite, t'en we will not encoura+e our teac'ers to teac' it because t'eyAve enou+' in t'e National -urriculum and t'atAs 'ow weAll leave itA7 And t'atAs a sad t'in+, isnAt itD 4'at &eo&le look at t'ose documents and t'ink, A4'is is itIA 4'ey rely on t'eir tacit knowled+e, w'ic' 'as been so stron+ly validated in t'eir e=&erience> Our instinct is to kee& on doin+ w'at we believe in and +ive t'e c'ildren first$'and quality e=&erience in de&t'7 We are dismayed at t'e t'ou+'t of tryin+ to im&lement somet'in+ like science or tec'nolo+y or 'istory or +eo+ra&'y from a works'eet7 We know 'ow it can be done, and it can be real, and t'ey can e=&erience it, and we know weAre doin+ t'e ri+'t t'in+7 very time we +o out we see t'in+s, and some t'in+s we t'ink AO', t'atAs +ood, weAd like to take t'at on boardA, but we also come back reinforced in our beliefs7

4'e early science /A4s, for e=am&le, were nonsensical $ &a&er and &encil tests $ t'atAs not scienceI 4'e teac'ers were &roud of t'eir c'ildrenAs ima+inative res&onses to unima+inative questions, like one w'ere a +o$cart was s'own on a slo&e, and t'ey were asked, A;ow would you make t'e +o$cart slow downDA 6 'ad some wonderful, wonderful, ima+inative and creative and very scientific solutions to t'is7 One c'ild 'ad a wall at t'e bottom, not for t'e cart to smas' into, but @ust wide enou+' for t'e cart to +o t'rou+' but rubbin+ its w'eels on t'e sides of t'e wall, t'us slowin+ down7 Anot'er drew 'imself at t'e bottom and e=&lained, A6Am +oin+ to &us' it back u& t'e slo&eA7 Anot'er felt you didnAt 'ave to do anyt'in+ since it was near t'e bottom of t'e slo&e and would soon slow down w'en it reac'ed t'e bottom7 None of t'ese reasonable answers were su&&lyin+ t'e A&ullA answer required7 Anot'er question on t'e Asun in t'e skyA 'ad no com&ass &oints, no time of day in t'e &ictures $ Ait was @ust nonsenseA7 $2,$

4'e teac'ers 'ere contrast t'eir em&'asis on &rocess and creative reasonin+ wit' t'e ob@ective a&&roac' of t'e National -urriculum requirin+ sin+le correct answers7 As wit' t'e old 6J tests, t'e more creative t'e c'ildren, t'e more likely t'ey were to +et t'e test wron+, because t'ey could see different answers as bein+ correct for very +ood reasons7 4'e teac'ers a&&laud t'e latter ac'ievement as +ood t'inkin+, and decry t'e former for its blinkered small$mindedness7 4'ey felt t'at Acom&lyin+A was dan+erous, to t'e e=tent t'at t'ey would be in dan+er of losin+ not only control, but also t'eir minds7 6t was t'e way to tec'nician status, o&eratin+ ot'ersA directives wit'out question7 /ome w'o 'ad run t'eir in$service courses on 'ow to a&&ly t'e tests 'ad been like t'is, bein+ Aquite slavis' about it, dottin+ t'e is and crossin+ t'e ts and quite reverent about t'e stuffA7 lsew'ere, t'e staff identify t'e market$forces ar+ument be'ind t'e +overnment reforms> 6t doesnAt 'ave anyt'in+ to do wit' quality, wit' w'at youAre +ivin+ to t'e c'ildren as an education7 6t 'as to do wit' market forces, money, &ower $ a real &rofitable or+anisation and t'atAs not w'at educationAs about $ itAs about &eo&le, not commodities7 !ouAre not turnin+ out a can of baked beans7 !ouAre dealin+ wit' t'e life of a c'ild7 !ou cannot im&ose t'ose business terms7 4'ere was an+er, re+ret, sadness, but also 'umour, dynamism, analysis, resistance and trium&'7 4'ey faced t'e crisis creatively, seekin+ ways in w'ic' t'ey could use it to furt'er t'eir own brand of education7 4'ey 'ad lost some activities and o&&ortunities, and were bein+ &ressurised for w'at t'ey saw as un&roductive ends7 But t'eir vision of t'eir own beliefs and aims was all t'e s'ar&er7 4'e distinctive climate en+endered at -oombes 'as been assailed, but not broken, by t'e +overnmentAs reforms7 Calidated by years of work and e=&erience, acclaimed by ot'ers on an international scale, it e=ists on a stron+er and wider educational dimension t'an t'e +overnmentAs efforts7 4'is knowled+e is t'e keystone of teac'er morale in t'e sc'ool, so t'reatened +enerally 9Pollard, ,11(F -am&bell, ,11*:7 At t'e end of one early round of /tandardised Attainment 4ar+ets 9/A4s: -arol felt it was $2($ de&ressin+ because 6 disa+ree so muc' wit' t'at, but 6 only 'ave to listen to t'e determination of my collea+ues to be reminded of w'y weAre 'ere and 'ow muc' we believe in t'at7 As lon+ as we kee& 'an+in+ on to t'at t'en t'ereAs a future, and t'atAs w'at weAre all fi+'tin+ for7 -oombes can rescue and ins&ire new recruits7 A student teac'er at t'e sc'ool, now comin+ to t'e end of 'er yearAs course said On a &urely &ersonal level about t'is sc'ool, 6 started t'e P5- NPost 5raduate -ertificate in ducationO in /e&tember very confident, very &ositive, very committed but until 6 came 'ere 6 was almost on t'e &oint of dro&&in+ out, because every ot'er teac'in+ e=&erience 'ad been amon+st &eo&le t'at are so demoralised7 4'ey @ust couldnAt see anyt'in+ +ood about anyt'in+ at all7 6t was @ust 'avin+ to matc' tasks to t'e National -urriculum and follow it slavis'ly, &atc'work7 6 t'ou+'t, A6 canAt do t'is, t'is isnAt w'at 6 believe inA7 -omin+ 'ere 'as c'an+ed t'at because weAve seen 'ow it can work7 4'is environment 'as +iven me back my fait' and 'as +iven me 'o&e7 6Ave found t'at t'e c'ildren are &ut first7 6Ave seen t'e National -urriculum, w'ic' 6 saw as &a&er work in colle+e, actually come alive for me in ways t'at 6 never t'ou+'t it could come alive7 6t 'as s'own me lots of ideas t'at 6Ave never 'eard anyw'ere else7 A fellow student a+reed> WeAve seen t'at it can be done, after stru++lin+ t'rou+' t'e winter mont's, not t'inkin+ t'at t'is is &ossible, to actually see it, and t'e c'ildren en@oyin+ it, itAs wonderful to find7 We @ust wis' our collea+ues could 'ave come alon+ as well M 4'e +reat &ro&ortion of &eo&le on our course 'ave felt demoralised w'en t'eyAve been called out for teac'er &ractice7 Anot'er wis'ed 6 'ad a sc'ool like t'is w'en 6 was t'eir a+e because 6 'ated sc'ool7 6t was borin+, dull, all sit at a desk and At'is is t'e work weAre +oin+ to do todayA7 4o come 'ere and see t'e c'ildren en@oyin+ it so muc', itAs wonderful7 $2*$ All t'e teac'ers, in one way or anot'er, affirmed t'eir dedication to -oombes and its values> 6 did an afternoonAs su&&ly, t'en 6 did a maternity leave for someone and 6Ave been 'ere ever since7 6tAs a very, very s&ecial &lace, and t'ere is no way 6 'ave any wis' to be anyw'ere else7

Ot'ers re&eated t'is sentiment in a round of reaffirmation of commitment7 4'e sc'oolAs distinctiveness was its ma@or stren+t', but also, in current times, was seen by t'em as a &otential weakness, since it was unconventional, w'ic' is a word often used of us, but is not seen as a stren+t' in t'e &resent +overnmentAs vocabulary7 6tAs seen as somet'in+ t'at +oes a+ainst t'e +rain, and t'erefore is a dan+er and a t'reat7 We were told t'at certain sc'ools are bein+ Atar+etedA before any criteria are &ublis'ed, and t'at worries me a lot7 6n t'e face of t'ese dan+ers, 'owever, At'e main t'in+ was not to lose our inte+rityA7 %ortunately, t'eir main resource is &ermanent7 4'ere are times w'en t'ey sound a bit Adoom and +loomis'A, but youAve only +ot to take a dee& breat' and @ust ste& outside wit' t'e c'ildren and t'en you know e=actly w'at itAs all about7 W'en you watc' t'e c'ildren out t'ere really e=&eriencin+ and learnin+ and develo&in+ all t'ese conce&ts w'ic' are detailed in t'e National -urriculum, t'atAs w'at itAs all about7 6 canAt wait till t'e /A4s are over7 4'is %riday weAll be 'avin+ a drink to celebrate and t'en 6 t'ink weAll +et back to w'at itAs all about $ really teac'in+ t'e c'ildren7 4'is researc' &rovided t'em wit' anot'er o&&ortunity for reflection> 6 t'ink itAs very im&ortant for us to 'ear w'at we believe from eac' ot'er and youAre +ivin+ us an o&&ortunity now to @ust t'ink back to w'at we do stand for &rofessionally7 By debatin+ in t'is way, &ossibly not'in+ will come out of t'is for two or $2.$ t'ree weeks, but in fact weAre all articulatin+ w'at we believe to eac' ot'er and t'at takes you on a little stride7 6tAs quite subtle actually7 4'e reflectivity of t'e staff is aided in ot'er ways $ for e=am&le, by t'e kind of reinforcement t'at comes from t'e ent'usiasm and +ratitude of ot'ers, as in t'is letter of t'anks from a dele+ation from a local borou+' council> W'at an ins&iration you are to us all7 !ou would 'ave been deli+'ted if you could 'ave 'eard t'e comments7 4'ey were quite overw'elmed by all t'at t'ey 'ad seen7 We are now all full of ideas for a new nvironmental "esource -entre7 4'e steady stream of national and international visitors and t'eir own e=ternal activities 'el& -oombesA teac'ers &ut t'e National -urriculum into &ers&ective7 /ue ;um&'ries 'as tau+'t a &resti+ious early learnersA course in t'e 0/A7 /ue "owe 'as been to "ussia, and is a frequent visitor to Africa7 Bot' /ues and -arole 'ave been to /weden to visit sc'ools7 4'eir national and international reference set +ives t'em bot' stren+t' and vision7

Engagement
-oombesA teac'ers certainly found t'e National -urriculum constrainin+ to some e=tent but, des&ite t'eir reservations about t'e +eneral &'iloso&'y be'ind t'e c'an+es, t'ey seek to be &ositive in t'eir res&onse, to use t'e National -urriculum and to use it adventurously as a baseline from w'ic' to +row not to become slaves to it, but to actually use it and ada&t it in t'e ways t'at suit our &'iloso&'y and donAt &er'a&s narrow our outlook too muc'7 4'eir science curriculum &olicy statement, for e=am&le, says> ac' area of t'e National -urriculum /cience is covered over and over a+ain in a two year cycle> muc' of t'e science work at t'e sc'ool +oes beyond t'e requirements of t'e National -urriculum7 $22$ And> 4'e National -urriculum defines t'e ran+e of knowled+e e=&ected from t'e c'ildren in #ey /ta+e ,, and t'e /cience Policy at t'e -oombes encom&asses t'is, and en'ances it7 4'e statutory requirements of t'e National -urriculum are seen as a base line of knowled+e and understandin+> t'e &ractice of t'e sc'ool is to take c'ildren beyond t'e base lines and t'e obvious, and to +ive t'en a dee&er understandin+ of scientific issues7 4'e renewed focus on some formerly ne+lected curriculum areas suc' as science and +eo+ra&'y was welcomed and W'en we do a bi+ 'istory or +eo+ra&'y in&ut we seem to be able to do it in a very ima+inative way7 We do it in a creative way, w'ic' doesnAt take away from t'e &'iloso&'y, and as lon+ as we stick to t'at 6 t'ink weAll be fairly 'a&&y7 4'ere were e=citin+ t'in+s t'ey used to do w'ic', wit' some in+enuity, t'ey could still do7 One recalled> a very im&ortant module of work based on AmilkA $ dairy &roducts7 We went to t'e farms, met t'e cows, a cow came 'ere, we made c'eese, butter, milks'akes, yo+'urts, and we milked a +oat as well7 W'en 6 t'ink of doin+ somet'in+ like AairA, w'en we 'ad t'e 'elico&ter, t'e balloonists, t'e free$fall &arac'ute &eo&le $ t'at would be com&letely @ustifiable in terms of National -urriculum7

/ubmersion by t'e A&a&erworkA is countered by t'e vision t'at s&urs t'em on> AWe t'ink, well, weAve @ust +ot to run wit' it t'is time7A 4'is is w'at Lacey 9,1<?: would call Astrate+ic com&lianceAF w'erein t'e individual acce&ts t'e &revailin+ system t'ou+' entertains &rivate reservations7 4'e Acom&lianceA, 'owever, is tem&orary, and t'ere is an on+oin+ attem&t at Astrate+ic redefinitionA, t'at is, to redefine t'e National -urriculum t'rou+' t'eir own values7 /ue 'as 'o&e and confidence for t'e future> 6 actually t'ink itAs +oin+ to be all ri+'t7 One of my collea+ues +ets worried at times but 6 kee& &attin+ 'er and sayin+, ADonAt worry7 6tAs +oin+ to be O#7A $2?$ Ot'er traditional tales, suc' as ;ansel and 5retel wit' t'e A'unt and findA t'eme were en@oyed7 ;istorical stories of &erseverance and &roblem solvin+ were read, and t'e c'ildren could try out a variety of traditional maGe desi+ns in ($D form7 5eo+ra&'ical skills were called into action w'en t'e c'ildren and staff 'ad to identify an area of t'e sc'ool +rounds lar+e enou+', and wit' t'e correct criteria, to contain a lar+e turf maGe7 /cientific skills were drawn on as t'e c'ildren worked out 'ow wide and tall t'e turf walls would need to be in order to be stable7 4'ey &ondered w'at would 'old t'e turves to+et'er, and t'e &ur&ose of &lant roots was identified and reinforced7 We enlisted a volunteer force of workers to 'el& t'e c'ildren cut and trans&ort turves, and to construct t'e maGe7 4'e maGe 'as been an intri+uin+ addition to t'e sc'ool +rounds> it was t'e centre&iece for t'e actin+ out of t'e &i&'any Journey7 4'e maGe +ave o&&ortunity for every area of t'e curriculum to be called into action in an e=citin+ and dynamic way7 9%rom t'e sc'oolAs submission to 4'e "oyal Anniversary 4rust Awards: /&ecial mention mi+'t be made of science, w'ic' is t'e sc'oolAs forte7 /ue ;um&'ries and /ue "owe 'ave written two books on science teac'in+ at #ey /ta+e , of t'e National -urriculum, w'ic' aim to meet s&ecified attainment tar+ets and &reserve t'eir vision of science as a livin+ e=&erience 9;um&'ries and "owe, ,11*a, ,11*b:7 4'e books deal wit' fourteen t'emes, suc' as A art'A, AWaterA, AAirA, A%ireA, ABusy BodiesA, ANew LifeA, ADeat'A, A;ow 4'in+s BoveA, ALi+'t and -olourA, A#itc'en /cienceA7 4'ey reflect t'e arly Attainment 4ar+ets ( 9Life and Livin+ Processes:, * 9Baterials and t'eir Pro&erties: and . 9P'ysical Processes:7 4'e -oombes &rinci&les are stated in t'e introduction to eac' book> Alt'ou+' t'e focus of eac' book is Primary science, t'e met'od of &resentation is t'at of an inte+rated, w'ole$curriculum a&&roac', w'ere s'arin+, discussion and t'eme$related activities set t'e c'ildren on a course of e=&loration and discovery in all sub@ect areas7 4'e activities are 'i+' interest ones w'ic' 'el& t'e c'ildren to observe, e=&eriment, researc' and relate t'eir findin+s to real life situations7 4'e c'a&ter t'emes are $28$ rooted in t'e conte=t of day$to$day events at 'ome, at sc'ool, or in t'e immediate environment7 9;um&'ries and "owe, ,11*a, &7 ,: 4'e aut'ors aim to Aencoura+e t'e c'ildren to be active &artici&ants in e=&eriences t'at are e=citin+, interestin+ and informative7 We learn best w'at we en@oy doin+7 4'e books encoura+e t'e c'ildren to do, to discover and to evaluate, to be true scientistsA7 4'is was t'e aim of ANuffield /cienceA, an a&&roac' t'at was &o&ular in t'e Plowden era wit' t'e em&'asis on c'ildren en+a+in+ in ArealA e=&erimentation and ArealA discovery, as o&&osed to t'e teac'er sim&ly im&artin+ knowled+e and illustratin+ by demonstration7 4'e a&&roac' was articulated as lon+ a+o as ,818 by ;enry Armstron+7 ;e advocated A'euristicA met'ods of teac'in+, w'ic' involved c'ildren Afindin+ outA rat'er t'an bein+ Amerely toldA> Discovery and invention are divine &rero+atives, in some de+ree +ranted to all, meet for daily usa+e7 6t is consequently of im&ortance t'at we be tau+'t t'e rules of t'e +ame of discovery and learn to &lay it skilfully7 4'e value of mere knowled+e is immensely over$rated, and its &ossession over$&raised and over$rewarded7 9Armstron+, ,818: ;owever, Atkinson and Delamont 9,1<<:, in a study of A+uided discovery instructionA at a medical sc'ool and a /cottis' inde&endent +irlsA sc'ool ar+ue t'at Aw'at a&&ears as KdiscoveryK is t'e reca&itulation of t'e socially a+reed nature of KscienceK, KmedicineK and t'e natural worldA 9ibid7, &7 ,)<:7 4y&ically, lessons would consist of Amock$u&sAF situations desi+ned to re&resent reality, t'ou+' t'ey are not t'emselves Areal scienceA7 Atkinson and Delamont ar+ue t'at Asuc' ty&es of encounter are always &recarious> t'ey require a de+ree of careful creation and maintenance, and t'e borderline between brin+in+ t'em off and s&oilin+ t'em is narrowA 9ibid7, &7 1<:7 4'e two science classes observed in t'e Atkinson and Delamont researc' illustrate t'e dan+ers, one bein+ Asta+e$mana+edA by t'e teac'er, t'e ot'er not bein+ mana+ed enou+' and leadin+ to Amuddle, confusion and an=ietyA 9ibid7, &7 1?:7 4'e difference wit' -oombesA e=&eriments is t'at t'ey are real $ usin+ real materials on a real site for a real &ur&ose7 4'ey do not recreate situations in a Amock$u&A, and t'ere are no artificial AborderlinesA7 Atkinson and Delamont affirm t'at $21$ 4'e relations'i& between ArealityA and Amock$u&sA is dialectical7 6t is &articular features of ArealityA t'at are selected and reconstructed to &roduce At'e workin+ modelA7 6n t'e same way, t'e model itself &rovides an inter&retative framework w'ereby t'e reality may in time be understood7 4'rou+' t'ese Areality$likeA e=&eriences, students amass a stock of ty&ifications and reci&es for action in ty&ical circumstances in &re&aration for situations t'at are Afor realA7 96bid7, &7 ,)?:

One mi+'t ar+ue t'at w'ere t'e Aworkin+ modelA is nature itself t'e corres&ondence to reality is closer, t'e &u&il en+a+es in more +enuine discovery, t'e Ainter&retative frameworkA 'as more of a unity, and rat'er &urer 9t'ou+' a&&lied: science is &roduced7 All t'e &ractical e=&eriments and activities su++ested by /ue and /ue 'ave been conducted and tested at sc'ool7 4'ey include> di++in+ 'oles and e=aminin+ t'e soil, structure and constituents, life and remains of life in t'e soilF t'e time ca&sule ideaF +rowin+ cro&s, many e=&eriments wit' waterF many e=&eriments and observations of &lants and wild lifeF Alife countsA and Asafari 'untsAF cookin+F com&ostin+ 9recyclin+ dead &lant matter:F collectin+ colours from t'e sc'ool +roundsF listenin+ for and analysin+ soundsF &us'in+ and &ullin+F flyin+ kites7 4'ey also do lar+e$scale e=&eriments by starvin+ t'e +rass of li+'t to make &at's t'e c'ildren can walk on7 Not all t'e activities use t'e sc'ool +rounds $ but t'ey are t'e main resource7 4'e youn+ readers are encoura+ed to ask t'eir teac'er to arran+e for t'e local council to dum& autumn leaves in t'e sc'ool +roundsF and w'en t'ese 'ave decayed into ric' soil, to try +rowin+ &um&kins, marrows or sunflowers7 /ue ;um&'ries talked about t'eir e=&eriments wit' fire> &re&arin+ and li+'tin+ a bonfire 9wit' an adult &resent:F observin+ 'ow different t'in+s burn, noise, smells, colours, s'a&es, e=aminin+ t'e as'es, usin+ a biscuit tin as an oven for &otatoesF e=&eriments wit' candles, testin+ for li+'t and 'eatF a visit from a fire en+ine 9for w'ic' you need to &lan weeks in advance:F and various &ro@ects, includin+ a candle vi+il for Armenia and a candle walk for t'e millennium usin+ ())) candles7 A+ain, t'e im&ortant t'read runnin+ t'rou+' t'e activities is t'at of life, in t'is case Alivin+ fireA7 %or /ue, t'e National -urriculum AdoesnAt o&en t'in+s u& so t'at you can move off7 4'in+s are so well tailored t'at t'e s&ontaneous can be ne+lected7 4'e ma+ic cocktail of t'e c'ildrenAs reaction is

-60missin+A7 /ue believes in a basic framework t'at you can t'en Adress in all sorts of +arbs7 !ou need control of t'e basics before you can be+in e=&erimentin+7A /ue tried to make t'e standardised assessment tasks as active as s'e could, doin+ t'in+s like &lantin+ and +at'erin+7 /imilarly, wit' t'e National -urriculum, s'e and 'er collea+ues 'ave found ways of meetin+ requirements t'rou+' t'eir &referred met'ods7 %or e=am&le, t'ey sent 'ome requests for movin+ t'in+s for t'eir tec'nolo+y day on A&us'in+ and &ullin+A, wit' bikes, skateboards, roller boots, scooters, sack$barrows, At'in+s wit' +ears, bearin+s, a=lesA7 /ue em&'asised t'e social, as well as t'e &'ysical and tec'nolo+ical as&ects, in t'e s'arin+ of s&ace and toys, and At'e considerate ways t'ey rode round eac' ot'erA7 4'is concern for social and coo&erative learnin+ is reflected in anot'er book 9"owe and ;um&'ries, ,11.: w'ic' is a AdistillationA of t'eir e=&erience7 4'is is a lon+ way from t'e com&etitive, marketin+ ideolo+y be'ind t'e +overnmentAs reforms 9Ball, ,11*:, but suc' learnin+, w'ic' receives token acknowled+ement in t'e National -urriculum, still fi+ures &rominently in t'e -oombes a&&roac'7 4'e introduction states t'at One of t'e aut'orsA aims is to raise t'e level of co$o&erative consciousness in c'ildren> t'ey want c'ildren to catc' on to t'e fact t'at all 'uman bein+s can and must learn from eac' ot'er7 6t is a stru++le to break down t'e com&etitive barriers w'ic' breed fear and sus&icion amon+st +rou&s unaccustomed bot' to a co$o&erative et'ic, and to s'elterin+ all members7 4'e common +round w'ic' +ives c'ildren fun w'en workin+ in teams and in small and lar+e +rou&s, and w'ic' fosters newcomers in t'e class, needs to be made e=&licit because it involves essential life skills7 -urriculum &rovision for issues of race, +ender and equal o&&ortunity is &artly covered t'rou+' t'e &layin+ of co$o&erative +ames and t'e involvement of everyone in a wide variety of social activities7 6t is in e=aminin+ t'e outcomes of t'ese e=ercises t'at t'e teac'er is able to talk o&enly about fair s'ares, turns for everyone, vulnerability, risk takin+ and common needs7 9"owe and ;um&'ries, ,11., &7 *: -oombes, t'us, continues to blossom under t'e National -urriculum, and itself to &rovide a Acuttin+ ed+eA for learnin+ for ot'er sc'ools7 $?,$

Alliances
6n t'e face of t'e considerable new &owers of t'e /ecretary of /tate and t'e ran+e of directives, it is not easy for a sin+le, small +rou& of teac'ers to wit'stand t'e &ressures, to take over and ada&t, on t'eir own7 4'ey may 'ave stren+t' in collaboration, but t'ey also need allies and su&&ort7 -oombes realised t'is7 4'ey o&ted for a A'ealt' c'eckA $ an unsc'eduled mini$ins&ection by two qualified ins&ectors and t'ey re&orted t'at, !ou do a lot more t'an deliver t'e National -urriculumF you actually use it as a sort of board to lea& off7 4'atAs not to say t'at itAs not wit'out a lot of 'ard work, and it does sometimes feel like a 'u+e wei+'t on your s'oulders7 We asked t'e teac'ers if t'ey felt t'eir &'iloso&'y 'ad been under attack and if t'ey felt Aon t'e defensiveA> O' noI 4'atAs t'e reason for 'avin+ &eo&le come in to +ive us 'ealt' c'ecks, and to vouc' for t'e effect of +ood 'ands$on e=&eriences for c'ildren7 6n ot'er words, not only were t'ey considered to be doin+ t'in+s ri+'t, t'ey were not doin+ t'emselves @ustice in t'eir accounts of t'emselves7 4'is A'ealt'$c'eckA 'ad an enervatin+ morale$boostin+ effect on t'e staff> W'en you actually read t'at 9i7e7 t'e re&ort: it was really quite emotional because to 'ave it affirmed t'at w'at weAre doin+ is +oin+ down t'e ri+'t track accordin+ to t'e +uidelines t'at are set for a formal ins&ection meant quite a lot7 We mentioned to /ue an ins&ection re&ort in anot'er of our researc' sc'ools w'ere t'e &'iloso&'y of teac'in+ was very similar to t'at of -oombes7 4'e re&ort was so critical, and indicated suc' a culture s'ift from &revious ins&ections, t'at it drove t'e 'eadteac'er to early retirement7 4'at 'ad been /ueAs fear>

6 t'ou+'t, AWell, if 6Ave been encoura+in+ my collea+ues to do t'in+s w'ic' wouldnAt be officially a&&roved, itAs +ot to be my neck on t'e blockA7 We all felt very susce&tible, 6 donAt t'ink

-62
t'ere was any one of us w'o didnAt feel e=ceedin+ly tender about t'e w'ole t'in+7 4'e c'air and vice$c'air of t'e +overnors were invited to 'ear t'e re&ort $ t'us enlistin+ t'e su&&ort of anot'er im&ortant +rou&7 Cisitors and e=ternal +rou&s saw t'e su&&ort of ot'ers as crucial in t'e survival of t'eir vision> W'en &eo&le come in and say t'at w'at weAre doin+ is +ood and im&ortant, t'ey actually en'ance w'at weAre doin+7 6tAs so key, really im&ortant, and t'atAs wonderful to 'an+ on to on a day$to$day basis7 But itAs not always reflected in w'at t'e +overnment or L A say7 4'ere 'as always been a stron+ relations'i& between staff and &arents at -oombes7 Parents 'ave free access to t'e sc'ool, and every day finds many 'el&ers on cam&us7 A A&arent$'el&erA &resent at t'e discussion +ave 'er o&inion7 /'e 'ad left teac'in+ @ust before t'e im&lementation of t'e National -urriculum, and was A@olly +lad to +et out of itA7 /'e 'ad become reinvolved wit' education t'rou+' 'er sonAs attendance at -oombes> 6 @ust t'ink itAs wonderful w'at +oes on 'ere and t'e way t'at t'eyAve ada&ted t'eir et'os and t'eir a&&roac' to education and tried to carry on wit'in t'e constraints of t'e National -urriculum7 4'is is a memory t'at will +o t'rou+' wit' me for t'e rest of my life> 'is first day at sc'ool and 'eAs been cuttin+ down sunflowers, and 'e was workin+ co$o&eratively wit' some of t'e ot'er 9older: c'ildren and t'ey were countin+ seeds7 6 t'ou+'t itAs wonderful t'at t'ey can still kee& some of t'e traditions t'at 'ave +one on and find a &lace for t'em wit'in t'e National -urriculum and &resent t'em in suc' a creative way7 6 t'ink it would be a very sad day if anybody ever came in and said t'at t'is wasnAt t'e ri+'t way to +o about &rovidin+ education because 6 t'ink t'is is w'at educationAs all about7 On all our visits to -oombes t'ere 'ave been lar+e numbers of &arents &resent, freely en+a+in+ wit' activities and more t'an treblin+ t'e siGe of t'e staff> $?*$

4'e staff are 'onest wit' &arents, &resentin+ t'eir views and &osition to t'em 'o&efully, wit' +ood +race7 6t would be immoral if we were sayin+, ALook, t'is is awful, and weAre e=&ected to do awful t'in+s wit' your c'ildrenA7 W'at we do is to tell t'em t'e trut' t'at we actually teac' w'at we believe in, t'at we ada&t to w'at we believe in, t'at we ada&t t'e National -urriculum7 We do make t'em aware of t'e workload and w'at 'oo&s t'e c'ildren will be e=&ected to @um& t'rou+', but we also assure t'em t'at t'eir c'ild will en@oy it, and weAll en@oy t'at &rocess wit' t'em7 6tAs a t'ree$way t'in+ t'at weAll all en@oy7 4'eir a&&roac' to t'e &ersuasion of ot'er +rou&s t'erefore, rests on conviction and consistency7 4'ey do not em&loy strate+ic mani&ulation &resentin+ different trut's to different +rou&s> We feel we owe it to t'em and t'e c'ildren t'at we do kee& t'em u& to date wit' curriculum c'an+es, and t'at we try to kee& it as dynamic as we can7 We all look a bit older and 6Ave +ot some more +rey 'airs because of it, but we still try and do it7 And t'e su&&ort from t'e &arent +rou& is mostly very reassurin+, isnAt itD 4'e feedback we +et is one of understandin+ and sym&at'y7

Conclusion
-oombes is attem&tin+ to inte+rate a curriculum w'ose contents Aare clearly bounded and insulated from eac' ot'erA 9Bernstein, ,1<2, &7 8<:7 Bernstein sti&ulates a number of conditions if an inte+rated code is to be accom&lis'ed7 4'ere must be Asome relational idea, a su&ra$content conce&t, w'ic' focuses u&on +eneral &rinci&les at a 'i+' level of abstractionA 9ibid7, &7 ,),:7 4'ere must be Aconsensus about t'e inte+ratin+ idea and it must be very e=&licitA 9ibid7, &7 ,)<:7 4'e Anature of t'e linka+e between t'e inte+ratin+ idea and t'e knowled+e to be co$ordinated must also be co'erently s&elled outA 9ibid7:7 A A-ommittee system of staff may 'ave to be set u& to create a sensitive feed$back system M w'ic' will also &rovide a furt'er a+ency of socialisation into t'e codeA7 And Ait is likely t'at inte+rated codes will +ive rise to multi&le criteria of assessment com&ared wit' collection codesA 9ibid7:, involvin+ Aa +reater ran+e

-64of t'e studentAs be'aviourA, Aconsiderable M diversity between students and Ntakin+O more into account KinnerK attributes of t'e studentA 9ibid7, &7 ,)1:7 -oombes 'as a stron+ ArelationalA idea based on t'eir educational &'iloso&'y, w'ic' 'as a considerable and acclaimed 'istory and solid and secure everyday reinforcement7 6n t'e cat'arsis of t'e reforms, t'e Arelational ideaA 'as, if anyt'in+, been made s'ar&er and even more e=&licit in t'eir minds by com&arison wit' t'e National -urriculum, and t'eir &ast e=&erience7 4'eir A-urriculum Policy /tatementsA on eac' sub@ect s&ell out t'e links between t'e idea and t'e knowled+e to be coordinated7 4'eir commitment, &ut to t'e test, 'as been stren+t'ened7 4'ey 'ave been furt'er Asocialised into t'e codeA7 New recruits, students and returnees are soon inducted7 Parents are incor&orated into t'e Acollaborative cultureA 9Nias et al7, ,181: becomin+ a resource, rat'er t'an a constraint in'ibitin+ inte+ration because of t'eir e=&ectations of delivery of t'e National -urriculum7 -oombes, also, are em&loyin+ Amulti&le criteria of assessmentA over and above t'e limited and sim&listic tests of national assessment7 6n all t'ese res&ects, t'erefore, -oombes would a&&ear to be meetin+ BernsteinAs conditions for t'e establis'ment of an inte+rated code7 We 'ave seen e=am&les of t'e -oombes AwayA earlier, 'ow it is articulated and t'e &ur&oses it serves 9reco+nition, identification,

en+a+ement and formin+ alliances:7 An interestin+ effect is 'ow it works to transform and subsume ot'er discourses, for e=am&le, recastin+ t'e National -urriculum science &ro+ramme into t'eir own formula, or re@oicin+ at t'e ima+inative way in w'ic' t'eir c'ildren tackled t'e /A4s, w'ile t'e assessment did not require t'em to be ima+inative7 Also, some of t'eir establis'ed activities are considered indis&ensable for t'e Ac'arismatic ideolo+yA 9Bourdieu and Passeron, ,1<<:, for e=am&le, t'e 'and$&ainted bad+es w'ic' are made by t'e teac'ers and +iven to every c'ild in t'e sc'ool about four times a year7 4'ese are made of wood desi+ned in sc'ool and cut by a Acollea+ueAs 'usbandA from Lincolns'ire, sanded down, &olyuret'aned, decorated, &rinted, t'en &olyuret'aned a+ain7 4'e icono+ra&'y consists of animals, suc' as s'ee&, fro+s, fis', or trees or &lants, or symbols 9suc' as 'earts for /t CalentineAs Day: to mark traditions t'at Awe discovered in t'e less formal times7 We realised t'eir value and weAve set our teet' a+ainst not doin+ t'em even t'ou+' it scares us to 'ave to do it because of all t'e work involvedA7 4'ey are determined to continue because t'e bad+es are $?2$
Juestia Bedia America, 6nc7 """-.uestia-com

an im&ortant conveyor of culture7 4'ey are enca&sulatin+ symbols of all t'at -oombes stands for, &art of t'e Asymbolic arc'itectureA 9-orri+an, ,181: t'at 'el&s establis' institutional identity and succinctly delineates its +oal 9/ymes, ,11(:7 %or /ue, t'ey are im&ortant for -ementin+ &eo&le in a +rou&, +ivin+ c'ildren folk art, +ivin+ c'ildren somet'in+ of real quality t'at a teac'er or adult 'as done for t'em, celebratin+ individuals, s'owin+ some skills because youAre lucky to 'ave t'em7 4'eyAre a @oy7 4'e ne=t$door nei+'bour notices it, and t'eir friend notices it7 6tAs an im&ortant marker and &art of a social tradition at t'e sc'ool and a mark of belon+in+ to t'is community7 /o well does t'is work t'at &arents will often remind t'em if t'eir c'ildren are a little late in receivin+ t'eir bad+es, or if t'ey do not receive ones similar to &revious years7 4'e bad+es work as a kind of ideolo+ical currency, treasured and sou+'t after by t'e sc'oolAs clientele, and banked in t'e sc'oolAs community account7 As lon+ as t'ey survive, t'e -oombes vision will survive7 6t would be a mistake to underestimate t'e &ower of t'e state and to deny t'e e=istence of structures wit'in w'ic' sc'ools 'ave to work7 /ue acknowled+es t'at Ano sc'ool can sustain its beliefs and resolutely &us' out barriers if t'e climate out t'ere is markedly 'ostile7 lements will survive, but t'eyAll +o under+round, because at t'e end of t'e day youAve +ot to &ay t'e mort+a+e and +et t'e c'ildren in7 6f youAre ostracised in any kind of way, you @ust canAt surviveA7 Anot'er teac'er a+reed t'at, w'ereas t'e sc'ool 'ad done quite well u& to t'at moment at a&&ro&riatin+, At'ereAs always t'is sword of Damocles 'an+in+ over usA7 /ue was confident t'at t'e sc'ool was well esteemed, but, as teac'ers, Awantin+ to be tender to ot'ers and 'ave t'at tenderness returned to you M we are e=ceedin+ly t'in$skinned and t'at makes it easy for &eo&le to in@ure youA7 -oombes to a lar+e e=tent 'as succeeded in a&&ro&riatin+ a curriculum and form of assessment at variance wit' t'eir own &'iloso&'y $ but nobody at t'e sc'ool is com&lacent7 6t is still vulnerable7 $??$

Chapter %
Curriculum organisation and delivery
-oombesA teac'ers were &resented wit' a number of c'allen+es to t'eir Ainte+rated codeA durin+ t'e ,11)s7 4'ere were t'e demands of t'e new reforms, increasin+ co'ort assessment requirements, t'e sub@ect$dominated format of Ofsted ins&ections, &arental e=&ectation of attainment levels of ac'ievement and demands for more s&ecialist sub@ect teac'ers in &rimary sc'ools7 -oombes is not an Ainstitution t'at is fri+'tened of c'an+esA 9/ue "owe: and t'ey continually u&date t'eir &olicies and or+anisation7 4'ey 'ave develo&ed a com&le=, com&osite or+anisation for teac'in+ in order bot' to res&ond &ositively to t'e reforms and to maintain t'eir value systems7 6t consists of t'ree distinct entities woven to+et'er by termly t'emes, celebration of a lar+e number of annual cycles and s&ecial events t'at &unctuate t'e curriculum t'rou+'out t'e year7 4'e curriculum e=&erience is under&inned by a &eda+o+y outlined earlier t'at &rioritises t'e use of t'e +rounds and a 'ands$on a&&roac' to learnin+7 4o+et'er, t'e com&osite curriculum, t'e t'emes, cycles and s&ecial events and t'eir s&ecialist &eda+o+y create a form of network learnin+7

A composite curriculum
-lasses at -oombes were, in t'e early years of its develo&ment, made u& of mi=ed a+e +rou&s from 2 to < and t'e nursery7 /ince t'en t'e sc'ool 'as always 'ad t'ree s&ecialist teac'ers, for &'ysical education 9P :, music and reli+ious education 9" :7 4'e P teac'er is &art time as is t'e music teac'er, and /ue ;um&'ries teac'es " 7 -'ildren s&end at least an 'our a week +oin+ to t'e 'all or t'e library for t'ese lessons7 Ori+inally t'ere were no formal +rou&in+s of c'ildren based on ac'ievement levels7 ;owever, -oombes $?<$ 'as always welcomed &arents, visitors and sc'ool friends to work in t'e classrooms to assist teac'in+ and learnin+, and consequently t'ose c'ildren needin+ e=tra 'el& 'ave 'ad re+ular access to su&&ort since t'e sc'ool o&ened7 4'e most si+nificant ada&tations in res&onse to t'e +overnmentAs reforms 'ave been> P t'e maintenance of a cross$a+e class +rou&in+ w'ic' acts as t'e 'ome base for t'e c'ildrenF P t'e e=tension of s&ecialist teac'in+ to include P , " , music, science and lan+ua+eF P t'e ado&tion of a model of teac'in+ or+anisation similar to a secondary sc'ool w'ere t'e c'ildren move from one session to t'e ne=t by takin+ t'emselves to s&ecific teac'ersA classrooms for <2 &er cent of eac' day from Bonday to 4'ursdayF P a sc'ool$wide +rou&in+ of c'ildren w'ic' is fle=ible enou+' to 9a: allow t'e &lacin+ of c'ildren in +rou&s t'at are commensurate wit' t'eir learnin+ needs and 9b: move c'ildren wit'in t'e +rou&s w'en a&&ro&riate7 We can illustrate 'ow t'is works by focusin+ on t'e timetable of a !ear , c'ild for a week7 /'e be+ins t'e day in 'er 'ome classroom wit' /ue "owe, 'er class teac'er, t'en moves to 5illAs classroom for literacy, followed by JoAs classroom for numeracy7 /'e returns to 'er 'ome classroom for afternoon re+istration and t'en moves off to different s&ecialist$sub@ect$teac'in+ sessions t'rou+'out t'e afternoon 9see %i+ure *:7 4'e last fifty$five minutes of eac' day is s&ent in 'er 'ome classroom wit' 'er class teac'er, as is all day %riday, w'en t'ere are no literacy and numeracy sessions and no s&ecialist sessions e=ce&t for P 7 4'e class$teac'er days are o&&ortunities to take &art in s&ecial events or &ursue &ro@ects determined by t'e class teac'er7 #ey /ta+e , consists of t'ree a+e$ desi+nated years> rece&tion a+e 9.L2:, !ear , 9a+ed 2L?:, and !ear ( 9a+ed ?L<:7 ;owever, -oombes allocates t'e c'ildren to one of four +rou&s for literacy, numeracy and t'e afternoon s&ecialist teac'in+ sessions7 4'ese +rou&s are mainly a+e$related7 4'e four +rou&s are>

P rece&tion $ containin+ only c'ildren of rece&tion a+eF P !ear , and rece&tion $ containin+ mainly !ear , c'ildren but wit' some rece&tion c'ildren w'o are more ableF

-68-

Time

2onday Tuesday ;ome base ;ome base /ue "owe Literacy /ue "owe Literacy

3ednesday ;ome base /ue "owe Literacy JudeAs room

Thursday ;ome base /ue "owe Literacy JudeAs room

Friday ;ome Base /ue "owe

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Assembly Numeracy JoAs room ;andwritin+ ;all $ Ann

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,.7*2$,27() ;ome base ;ome base Figure 4 A ty&ical curriculum timetable

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;ome base

;ome base

$?1$ P !ear , and !ear ( $ containin+ a mi=ture of more able !ear , c'ildren and less able !ear ( c'ildrenF P !ear ( $ containin+ only !ear ( c'ildren7 4'is &articular form of or+anisation is res&onsive to individual ac'ievement and &ro+ress in t'at t'ere is a termly review of t'e +rou&s and some c'ildren are moved between +rou&s to ensure an a&&ro&riate level of learnin+7 4'e Ae=tensionA session is also an o&&ortunity for t'e teac'er to select learnin+ e=&eriences t'at s'e deems necessary for t'e different a+e and ac'ievement level +rou&s t'at come to 'er durin+ t'e week> We are aware t'at w'en we +rou&ed t'e c'ildren, t'at a c'ild w'o mi+'t not be very +ood wit' literacy mi+'t actually be quite a creative c'ild and function very well in mat's and science7 We donAt let t'e lack of literacy sto& t'em from @oinin+ t'e 'i+'er curriculum +rou&s7 9-arole: 4'e siGe of t'e teac'in+ classes is also reduced as t'ree co'orts are divided into four +rou&s7 6t s'ould be noted t'at s&ace is found wit'in t'e closely or+anised teac'in+ &ro+ramme for s&ecial events and community activities7 %irstly, t'e %riday class +rou& is fle=ible and some events take &lace on t'is day7 6f events or visitorsA &resentations 'ave to be on anot'er day of t'e week t'en t'e teac'ers reor+anise t'at dayAs activities for t'e %riday7 %or e=am&le, if a visitin+ +rou& were doin+ sea s'anties wit' classes all day on Wednesday, t'e Wednesday timetable would be carried out on t'e %riday7 /taff meetin+s, eac' Bonday after sc'ool, 'ave t'e weekAs or+anisation as a ma@or item7 4'e lar+e timetable for t'e term, wit' all t'e &rearran+ed events included is reor+anised as new events and visitors are incor&orated7 4'ere is a lot of rubbin+ out and redesi+nin+ and it is not unusual to see notices on t'e board sayin+ AWednesday is %riday t'is week and vice versaA7 /econdly, t'e sc'ool may sus&end t'e afternoon timetable and, on rare occasions, t'e mornin+ core$sub@ect timetable7 4'irdly, t'e events and visitin+ &erformances are used as a resource for t'e s&ecific teac'in+ session7 Listenin+ to a 'ar&ist durin+ a science$ desi+nated session, for e=am&le, would mean t'at t'e teac'er focused on t'e science of sound7 $<)$

4'ere are t'erefore t'ree forms of curriculum or+anisation> core sub@ect sessions in t'e mornin+, s&ecialist$sub@ect teac'in+ in t'e afternoon, and class$+rou& teac'in+ t'at o&erates in t'e last session of t'e day and on %ridays7 6n t'e first two forms t'e c'ildren are +rou&ed accordin+ to a+e and ac'ievement level and are tau+'t by a ran+e of teac'ers across t'e sc'ool7 4'e class +rou& consists of a mi=ed 2$< +rou&, of all ac'ievement levels, tau+'t by t'eir 'ome$base teac'er7 ac' form 'as its own distinctive c'aracteristics7 4'e literacy and numeracy 'ours are &rescribed &ro+rammes, w'ic' t'e teac'ers overlay wit' t'e -oombes &eda+o+y 9see c'a&ter .:7 4'e s&ecialist$sub@ect form is less &rescri&tive but retains an a&&roac' to curriculum or+anisation t'at 'as been a lon+$term feature of t'e -oombes sc'ool and could be seen as unusual for an arly !ears sc'ool7 Dwindlin+ time for non$core sub@ects suc' as art and music in &rimary sc'ools due to an em&'asis on testin+ and t'e &rescri&tive literacy and numeracy 'ours is now common 95alton and Bacbeat', ())(:, but -oombes 'as desi+nated weekly slots of music, P and " for many years7 4'e curriculum +rou&s 'ave one ei+'ty$minute session eac' for lan+ua+e and science a week, alon+side two forty$ minute sessions for P , and one for " , music and e=tension activities7 W'ole$class teac'in+ 'as always been an im&ortant feature of -oombesA &eda+o+y> We teac' eac' curriculum sub@ect to+et'er so t'at t'e w'ole +rou& is e=&erimentin+ and bein+ adventurous7 6t is not a question of art bein+ over t'ere in t'e corner, or science bein+ over t'ere in t'e corner wit' an adult7 !ou +et muc' more s&ontaneous creativity because twenty$five and t'irty kids 'ave all +ot different ideas7 9-arole: /ub@ect teac'in+, as &art of a timetabled structure at -oombes, fits t'e sc'ool &olicy of encoura+in+ c'ildren to develo& identities as lin+uists, writers, storytellers, mat'ematicians, scientists, ecolo+ists, actors and musicians7 ;owever, t'ey 'ave a&&ro&riated t'e s&ecialist sub@ects to +enerate t'eir &articular educational values, even in P > 6 work wit' small +rou&s of c'ildren to inter&ret an idea in movement, w'ic' will tie in wit' t'e t'eme or t'e et'ics s'ared $<,$ by us all7 At t'e end of t'e first week of term, all t'e c'ildren and adult +rou&s meet u& to dance to+et'er7 6t is an intensely movin+ e=&erience, w'ic' focuses on to+et'erness, and care for eac' ot'er7 Buc' of our P &ro+ramme concentrates on t'ose as&ects of movement, +ymnastics and +ames, w'ic' 'i+'li+'t relations'i&s> we use &arac'utes, balloons, feat'ers, scarves to encoura+e c'ildren in individual &'ysical and social skills7 Our concern is for self$awareness t'rou+' w'ole body movement and for awareness of one anot'er> it aims to set in us a &ride and 'a&&iness about ourselves and for eac' ot'er7 9"owe and ;um&'ries, ()),, &7 ,<.: 4'e core and ot'er curriculum sub@ects are studies in t'eir own ri+'t but t'ey are also inte+rated into eac' ot'erAs work w'ere a&&ro&riate and &ossible7 Busic is a +ood e=am&le of 'ow t'is works> We &lay related music as an inte+ral &art of all our t'ematic work> 6ris' ballads and t'e -eltic ;ar& and 6ris' ba+&i&es around /t PatrickAs DayF male voice c'oirs around /t DavidAs DayF West African d@embe drums and t'e kora in our African studiesF 'andbells around -'ristmasF t'e lyre for &i&'any7 We try to re&resent t'e culture of t'e local area, and music is stron+ly evocative7 4'e w'ole sc'ool family 'as re+ular access to quality &erformanceF we invite musicians into sc'ool to s'are t'eir music and instrumentsF marc'in+ bands, strin+ quartets, drummers, 'ar&ists, minstrels, steel bands, woodwind +rou&s, buskers, folk musicians, balalaika &layers, and solo instrumentalists7 All &lay for t'e c'ildrenF talk about t'eir s&ecialist musical interests and e=&lain t'e com&le=ities of t'eir instruments7 We often &lay music as a back+round canvas for c'ildren at workF t'e -DL-assette &layer is used frequently in all curriculum areas7 5rowt' e=&eriences can take &lace simultaneously and music feeds t'e mind w'ile c'ildren do ot'er kinds of work7 We are keen on develo&in+ t'e aest'etic ri+'t 'emis&'ere of t'e brain as well as t'e lo+ical left side and music is a &owerful route into t'is7 9"owe and ;um&'ries, ()),, &7 ,<*: 5ill, t'e music coordinator, +ives &ractical +uidance to all t'e +rou& and s'e leads t'e e=&eriments to incor&orate music into every sub@ect7 Ot'er areas of t'e curriculum suc' as art, desi+n and $<($ tec'nolo+y, +eo+ra&'y, 'istory and information tec'nolo+y are incor&orated into t'e core, s&ecialist$sub@ect sessions w'ere a&&ro&riate, or are &resent as ma@or com&onents of t'e t'emes and events t'at run t'rou+'out t'e year7 4'ey also fi+ure 'eavily in t'e class$+rou& sessions7 6n t'ese class +rou&s t'ere is &rovision for teac'ers to &ursue individual interests7 %or e=am&le, /ue "owe looked at nationality across uro&e t'rou+' focusin+ on different cultures, and Judy develo&ed a to&ic on t'e art and craft of William Borris7 4'is 'ad ori+inally been a li+'t$touc' look at desi+ns in materials but develo&ed into a ma@or &ro@ect wit' c'ildren constructin+ t'eir own desi+ns from materials in t'e environment> 6 'ave been cau+'t u& in t'is7 6t 'as encom&assed t'e c'ildrenAs ima+inations and sustained t'e interest of all t'e c'ildren from 2 to <, from new c'ildren to e=&erienced ones7 6t 'as been more successful t'an 6 'ad ever dreamt it was +oin+ to be7 4'ey ran wit' it7 -'ildren were sneakin+ off be'ind me to start instead of waitin+ for me to say, A-ome on, now letAs sit, and let me talk you t'rou+' itA7 6 would turn round and t'ere would be c'ildren be'ind me doin+ it, and doin+ it correctly7 6t was a &ro@ect w'ere c'ildren didnAt need stimulatin+7 One of t'e t'in+s t'at 6 en@oyed about it was sittin+ wit' t'e c'ildren and talkin+ about w'at t'ey were doin+, and listenin+ to t'em en@oyin+ t'is session7 6t is very rela=in+ and 6 also t'ink t'ey +enuinely 'ad a very stron+ sense of ac'ievement7

Durin+ t'ese times, teac'ers follow u& t'e 'umanities and environmental education, art, desi+n tec'nolo+y and 64 are tau+'t7 4'e class$+rou& time totals si=ty minutes a day e=ce&t for %ridays w'ere t'e w'ole day is s&ent in class +rou&s7 ;ow 'ave t'e teac'ers @ustified t'is com&osite or+anisation and w'at 'ave been some of t'e effects on t'ese youn+ c'ildren and on t'e teac'ers t'emselvesD

Changing the temperature

4'e s&ecialist form of or+anisation, w'ere c'ildren move around t'e sc'ool every day to +o to different lessons, reflects a crucial element in t'e sc'oolAs &'iloso&'y to satisfy youn+ c'ildrenAs desire for novel e=&eriences> $<*$ We are a w'ole sc'ool w'o fit to+et'er well but 6 also like constantly s'akin+ t'e &ieces and movin+ t'em around7 6 t'ink t'e c'ildren +ain from t'eir e=&eriences wit' every adult7 4'at is w'y it is im&ortant to kee& movin+ t'em7 4'ey can relate to many adults in t'is system and not only t'e one adult7 !ou +et c'an+es of Ateac'in+ tem&eratureA all t'e time7 6 donAt t'ink t'ey 'ave muc' fear7 6 t'ink t'ey e=&erience life in varyin+ de+rees, and &rovidin+ t'e teac'ers nurture t'em it is not a &roblem for t'em7 9/ue ;um&'ries: 4'e c'ildren e=&erienced movements between lessons as adventures, as e=cursions to ot'er &arts of t'e sc'ool, to different classrooms, t'e library, t'e 'all $ and all unsu&ervised7 4'ese e=cursions develo&ed inde&endence, confidence and owners'i& of t'e sc'oolAs s&ace7 4'ey created an atmos&'ere of e=cited antici&ation of somet'in+ new and interestin+ about to 'a&&en eac' time as t'ey set u&on a timetabled A@ourneyA> -oombes /c'ool was interestin+7 !ou went outside and did activities7 6t was like an e=tra classroom7 6n ot'er sc'ools 6 went to you mainly sit at your desk7 4'e sc'ool 'ad +ot t'e am&'it'eatre and t'e maGe7 We did a s'ow in t'e am&'it'eatre to an audience7 !ou learnt in different ways7 6 learnt science and mat's in ot'er sc'ools, but for science in -oombes we went &ond di&&in+7 Once we took a socket a&art and learnt about it7 We did muc' more fun stuff at -oombes t'an 6 did at ot'er sc'ools, like makin+ -'ristmas &uddin+7 9Batt'ew, a+ed 1, &ast &u&il: nsurin+ a constant flow of movement was incor&orated into s&ecific lessons w'ere &ossible> /ueAs class is doin+ data 'andlin+7 4'e class made su++estions as to w'at data to collect, favourite colours, favourite books, numbers of teet', favourite food, w'at everyone is t'inkin+ about today, birt' years7 /ue says t'at some of t'ese would 'ave too many factors7 /'e decides to investi+ate t'e ty&es of music t'at t'e staff &refer $ o&era, &o&, 'eavy metal, rock, @aGG, classical7 4'e c'ildren toured t'e sc'ool askin+ t'e staff t'eir $<.$

&references and recorded t'e results on c'arts and on com&uter data &ro+rammes7 9%ield note: Learnin+ on t'e move is seen as en@oyable Abecause it is a learnin+ adventure7 4'e !ear , c'ildren are lookin+ for t'e al&'abet in t'e +arden7 6t is better t'an sittin+ on a table and it is an interestin+ +ame +oin+ around t'e +arden findin+ t'e lettersA 9/am, !ear ,:7 ;owever, in t'is 'i+'ly mobile learnin+ culture, close interactive sessions wit' t'e c'ildren are still maintained> JudyAs class are doublin+ numbers7 4'ey sit in a circle on t'e car&et and t'ey are asked 'ow many biscuits t'ey will need if eac' c'ild 'as two7 4'ey count in twos u& to ?) wit' eac' individual articulatin+ t'e ne=t number7 Judy talks about 'er +randmot'er &layin+ dominoes and s'e s'ows t'em some7 4'ey &ractise doublin+ some numbers7 Judy and /o&'ie 9a student: t'en move from c'ild to c'ild on t'eir knees facin+ t'em and at t'e same time su&&ortin+ t'em wit' warm e=&ressions and +estures as t'ey test t'eir com&etence of doublin+7 4'e teac'ers are keen to +et ri+'t answers but it is done in a warm and friendly way7 /ome Bible stories are conducted wit' model c'aracters carved out of wood t'at t'e c'ildren can mani&ulate manually> /ue ;um&'ries kneels on a car&et wit' t'e c'ildren in a circle in t'e library and tells t'e story of Jesus +ettin+ lost in t'e tem&le7 /'e uses wooden fi+ures and c'ildren sometimes 'andle t'em7 Bost of t'e c'ildren 'ave to +o out on a walk &retendin+ to be t'e family w'o 'ave left Jesus be'ind7 4'ey t'en 'ave to draw a &icture of eit'er Jesus bein+ lost or t'emselves bein+ lost7 4'ey all draw quietly lyin+ on t'eir stomac's7 4'ere is only t'e occasional w'is&er w'en t'e adults talk to t'em7 9%ield note: ven t'e quiet reflective times sittin+ at a table readin+, writin+, drawin+ and com&utin+ a&&ear as an active en+a+ement, &ortrayed as AtodayAsA adventure> $<2$

4'e c'ildren e='ibited calm ent'usiasm and en+a+ed readily $ almost routinely7 4'e varied and e=tensive curriculum entailed frequent c'an+es of focus, seen as a&&ro&riate for t'e &u&ilsA a+e and consequently t'ey saw writin+ e=ercises as anot'er interestin+ activity instead of a debilitatin+ routine7 9%ield note: 4'eir &rinci&les re+ardin+ t'e a&&ro&riate learnin+ &ractices for youn+ c'ildren are institutionalised alon+side t'e a&&ro&riate or+anisation for t'e curriculum> We try not to limit our t'inkin+ or t'e c'ildrenAs t'inkin+ by followin+ a restricted and restrictive curriculum7 4y&ically we tar+et National -urriculum +oals wit' lots of contrastin+ activities7 4'ey are often &'ysically c'allen+in+ because we believe t'at t'e w'ole ran+e of develo&in+ skills fit to+et'er> we do not lock our c'ildren into c'airs7 We build into our daily &ro+ramme elements of activity and &'ysical en+a+ement to 'el& us model a variety of learnin+ and teac'in+ styles7 9"owe and ;um&'ries, ()),, &7 ,?): 4'ese youn+ c'ildren benefit from 'avin+ o&&ortunities to be mobile and adventurous but teac'ers also benefit from bein+ able to work in different modes7 %or e=am&le, in t'e sub@ect +rou&s t'e teac'ers &re&are materials and teac' in &airs, sometimes se&arately, sometimes to+et'er> !ou brin+ somet'in+ to t'e +rou& t'at t'e ot'er &erson 'ad not t'ou+'t of t'at feeds you7 !ou bounce off eac' ot'er7 6 couldnAt say 'ow we are doin+ it, but because we +et on so well and en@oy w'at weAre doin+ collaboration comes naturally really7 !ou s'are ideas7 We are takin+ it in directions t'at t'e ot'er mi+'t not 'ave t'ou+'t of7 We s'are ideas and it +ets you t'inkin+ about ways to develo& and &ro+ress t'e situation7 6 love it7 Because it 'a&&ens so muc' you +et to know eac' ot'er so well7 !ou &lay off eac' ot'er7 4'e c'ildren are sometimes able to c'oose between us, w'ic' is +ood for t'em7 9Jo: 4eam work is undertaken &rimarily to im&lement &ro+rammes more effectively7 6t also encoura+es teac'er develo&ment> $<?$ 6 &air$teac' for bot' literacy and mat's wit' Judit'7 Bat's 'as never been a stron+ &oint for me, and w'en 6 told my dad t'at 6 was +oin+ to be a mat's teac'er, 'e lau+'ed for about an 'our7 6 really wanted to do it, because 6 felt it is an area t'at 6 feel sli+'tly unsure of and 6 was really quite a&&re'ensive at t'e be+innin+ of t'e year, and 6 'ave 'ad t'e best time7 6 'ave learnt so muc', and Judit' and 6 +ot on so well, and t'e c'ildren en@oy it, it 'as been fun7 /o 6 work wit' so many different &eo&le and take t'in+s from t'em7 !ou are @ust learnin+ from eac' ot'er all t'e time7 9Jo: -ollaboration between staff is a central &ivot in t'eir &olicy of continually develo&in+ t'e curriculum and it is seen as a suitable role model> 4'e teac'in+ +rou& model conduct for t'e c'ildren> teac'ers collaborate, s'are &roblems and +ive eac' ot'er feedback7 4'e im&ortance of +ivin+ is at t'e 'eart of a creative +rou&F durin+ t'e act of em&at'etic listenin+ or of s'arin+ t'ou+'ts, we o&en ourselves to revisin+ and redraftin+ our ideas7 6deas are im&roved and ke&t alive by bein+ s&oken and over'eard7 ;el& from collea+ues in realisin+ t'e ideas, brin+s t'em into common owners'i&7 4'e &rocess of talkin+ to eac' ot'er is reinforcin+, and we 'ave also learned to use an intuitive mode of t'inkin+ w'ere we brainstorm for met'od, content and delivery7 9"owe and ;um&'ries, ()),, &7 ,?,: -oombesA Ac'ild centredA a&&roac' is not one t'at em&'asises Ac'ild$c'osenA activities or construction of curriculum based on c'ildrenAs interests7 4eac'ers c'oose t'e areas of investi+ation, bearin+ in mind t'e requirements of t'e National -urriculum as well as t'eir own &rinci&les7 4'e c'ildren 'ave no control over t'e amount of time s&ent on an activity7 6n fact, t'eir activity may be c'an+ed frequently, de&endin+ on &artici&ation in activities of t'e week, suc' as e=&lorin+ t'e 'ar&ist at work, or 'el&in+ to &lant daffodils in a bank of land in t'e sc'ool +rounds7 4'e curriculum is a combination of national and teac'er$desi+nated &riorities, albeit one in w'ic' &articular attention is &aid to t'e quality of t'e c'ildrenAs en+a+ement> $<<$

We do not let t'e c'ildren actually take c'ar+e, but sometimes, t'ey can c'an+e t'e direction of a session7 ac' time you do a session wit' a +rou& of c'ildren it is different, because of t'e dynamic of t'e +rou&7 !ou mi+'t 'ave two or t'ree c'ildren in t'ose +rou&s w'o are creative and t'en you leave t'e session at a tan+ent leadin+ you somew'ere else7 6t is knowin+ 'ow far to +o down t'at track7 9-arole: 6n resolvin+ t'e tension between t'eir own and +overnment discourses, t'ey 'ave c'allen+ed some of t'e s'ibbolet's of arly !earsA education or+anisation, for e=am&le t'at youn+ c'ildren need to remain wit' t'e same teac'er for all t'eir teac'in+ and learnin+, and 'ave develo&ed a mi= of sub@ect s&ecialism and inte+rated sub@ect to&ic work7 -oombes o&erates bot' a Ateac'ersA$basedA and a Ateac'er$basedA system wit'in t'e inte+rated code 9Bernstein, ,1<,:7 4'e sub@ect sessions are an e=am&le of t'e first of t'ese cate+ories and t'e Aclass +rou&A is an e=am&le of t'e second, w'ere individual teac'ers decide 'ow far to develo& any &articular t'eme or to&ic7 4'ey 'ave resolved t'e &roblem of &ossible insularity in sub@ect teac'in+ by ensurin+ t'at t'e teac'in+ and learnin+ &ractice is closely connected to t'e sc'ool environment and community and by encoura+in+ individual and team &ractices7 4'e teac'ers 'ave ado&ted Asemi$s&ecialistA teac'in+, advocated by Ale=ander et al7 9,11(: for t'e later &rimary years, because t'ey @ud+e it satisfies bot' t'e demands of +overnment initiatives and t'e needs of t'is &articular a+e +rou&7

;owever, t'e com&osite or+anisation needs inte+ratin+ media to &roduce -oombesA 'olistic curriculum7

Integrating the composite curriculum

We 'ave already seen in c'a&ter ( 'ow -oombes inte+rates its teac'in+ and learnin+ t'rou+' t'e environment7 4'e inte+ration also takes &lace t'rou+' t'emes, cycles, s&irals and s&ecial eventsF t'e use of a s&ecialist &eda+o+y involvin+ e=&eriential learnin+F and t'rou+' t'e &romotion of network learnin+, involvin+ interconnected multi$&ers&ectival and multilevelled learnin+7 $<8$ We do not let t'e c'ildren actually take c'ar+e, but sometimes, t'ey can c'an+e t'e direction of a session7 ac' time you do a session wit' a +rou& of c'ildren it is different, because of t'e dynamic of t'e +rou&7 !ou mi+'t 'ave two or t'ree c'ildren in t'ose +rou&s w'o are creative and t'en you leave t'e session at a tan+ent leadin+ you somew'ere else7 6t is knowin+ 'ow far to +o down t'at track7 9-arole: 6n resolvin+ t'e tension between t'eir own and +overnment discourses, t'ey 'ave c'allen+ed some of t'e s'ibbolet's of arly !earsA education or+anisation, for e=am&le t'at youn+ c'ildren need to remain wit' t'e same teac'er for all t'eir teac'in+ and learnin+, and 'ave develo&ed a mi= of sub@ect s&ecialism and inte+rated sub@ect to&ic work7 -oombes o&erates bot' a Ateac'ersA$basedA and a Ateac'er$basedA system wit'in t'e inte+rated code 9Bernstein, ,1<,:7 4'e sub@ect sessions are an e=am&le of t'e first of t'ese cate+ories and t'e Aclass +rou&A is an e=am&le of t'e second, w'ere individual teac'ers decide 'ow far to develo& any &articular t'eme or to&ic7 4'ey 'ave resolved t'e &roblem of &ossible insularity in sub@ect teac'in+ by ensurin+ t'at t'e teac'in+ and learnin+ &ractice is closely connected to t'e sc'ool environment and community and by encoura+in+ individual and team &ractices7 4'e teac'ers 'ave ado&ted Asemi$s&ecialistA teac'in+, advocated by Ale=ander et al7 9,11(: for t'e later &rimary years, because t'ey @ud+e it satisfies bot' t'e demands of +overnment initiatives and t'e needs of t'is &articular a+e +rou&7 ;owever, t'e com&osite or+anisation needs inte+ratin+ media to &roduce -oombesA 'olistic curriculum7

Integrating the composite curriculum

We 'ave already seen in c'a&ter ( 'ow -oombes inte+rates its teac'in+ and learnin+ t'rou+' t'e environment7 4'e inte+ration also takes &lace t'rou+' t'emes, cycles, s&irals and s&ecial eventsF t'e use of a s&ecialist &eda+o+y involvin+ e=&eriential learnin+F and t'rou+' t'e &romotion of network learnin+, involvin+ interconnected multi$&ers&ectival and multilevelled learnin+7 $<8$

Themes, cycles, spirals and special events

-oombesA Arelational ideaA involves t'e desi+nation of termly t'emes, a celebration of annual cycles, revisitin+ knowled+e in a s&iral e=&erience and constructin+ s&ecial events, all wit' t'e involvement of t'e community> 6n order to make an aut'entic curriculum we use t'e community to set u& a ran+e of e=&eriences t'rou+'out t'e year7 We draw as muc' curricular clout as we can from t'ese, and t'ey form t'e base of our teac'in+ and learnin+7 Parents and +rand&arents are involved formally as well as casually in t'e idea, and we also draw on t'e wider community 9crafts&eo&le, aut'ors, illustrators, and s&ecialists in t'eir field, musicians, dancers and t'e like:7 Bany of t'ese &lanned e=&eriences are about c'ildren seein+ creative forces at work7 /eein+ &ottery and &ictures &roduced, meetin+ musical instrument makers, e=&lorin+ calli+ra&'y and meetin+ &erformers wit' ori+inal ideas and releasin+ doves of &eace 'el&s us all to be a &art of t'e creative &rocess7 4'ere is often food to eat and a c'ance to s'are t'e occasion wit' twinned classes from our feeder @unior sc'ool and our families7 By involvin+ a ran+e of &eo&le in our work, we encoura+e t'em to make creative contributions to a curriculum w'ere learnin+ is visible7 9"owe and ;um&'ries, ()),, &7 ,?(: -'ildren are inducted into an e=&erience of life as a matter of cycles and narratives t'rou+' direct en+a+ement wit' t'eir environment, materials, &eo&le, stories and ideas7 "e&eated encounters wit' t'ese e=&eriences allow t'e &u&ils to develo& t'eir knowled+e by buildin+ on &revious encounters7 "ecyclin+ e=&eriences +ive new insi+'ts to c'ildren7 -'ildrenAs knowled+e is reinforced by re&etition of annual e=&eriences and at t'e same time t'ey are able to &erceive t'ese e=&eriences from new &ers&ectives filtered t'rou+' new e=&eriences and develo&in+ maturity> We are all in t'e state of becomin+, but we never +et t'ere7 4'e idea of t'e cycle, itAs somet'in+ t'at we are always talkin+ to t'e c'ildren about7 very time you visit an idea your im&ression of it dee&ens, and your understandin+ is quicker and s'ar&er7 /o 6 am into e=&lanations about cycles, w'et'er itAs about mice $<1$ and cats or w'et'er itAs about environmental awareness, and t'e w'ole business about re+eneration from decay7 9/ue ;um&'ries: 4'e c'ildren re'earse t'e same Nativity story eac' year, and at eac' of four re'earsals t'ey take different &arts7

As t'ey waited for t'e re'earsal to start, t'e c'ildren ski&&ed and @i++ed u& and down talkin+ to eac' ot'er, feelin+ and com&arin+ t'eir costumes7 4'ey remained in t'eir &laces on ru+s &laced around t'e 'all and &ractised t'eir &arts by bowin+ and &resentin+ +ifts7 4'ey twisted and twirled t'e robes t'ey were unused to wearin+7 /ue, t'e 'ead, narrated t'e 'istorical scene, as t'e c'ildren ate unleavened bread and lit candles7 One of t'em was made from frankincense, t'e scent of w'ic', t'ey are told, reminds t'em t'at 5od is everyw'ereF and so t'e -'ristmas story be+an7 4'e drama unfolded as a @ourney wit' a +rou& of AtravellersA sto&&in+ at various &laces en+a+in+ dramatically wit' ot'er &layers7 4'ey constructed t'e dialo+ue as t'ey went alon+, some followin+ t'e star 9a torc': in t'e dimly lit 'all7 4'ey may not 'ave remembered many of t'e details but t'ey e=&erienced atmos&'eres, tones, narratives and t'ey &layed c'aracters in t'e story7 4'ey brou+'t t'eir own inter&retations to t'e creation of t'e event> We use drama a lot, &articular in t'e 'istory, " and n+lis' curriculum7 !ou can t'en twist &ers&ectives around it and see it from ot'er &oints of view7 6f you are standin+ in a different &lace or if you are comin+ from somew'ere different, if your situation is different you mi+'t 'ave a com&letely different &erce&tion of t'at situation7 6n November, we looked at 5uy %awkes as t'e baddie, tryin+ to blow u& t'e kin+, and ar+uments t'at 'e s'ould be 'un+7 But t'en we described t'e way t'e -at'olics were bein+ treated at t'at time7 4'e c'ildren be+an to see t'e reason w'y suc' a terrible t'in+ mi+'t 'ave been &lanned7 We t'ink of t'in+s from ot'ersA &ers&ectives, for e=am&le, t'e way we live our life and t'e way &eo&le in our twinnin+ villa+e live in 5ambia w'ere we su&&ort t'e ;ealt' -entre7 4'ey live very different lives because t'at is t'eir $8)$ situation and t'eir way of life7 /o t'ey see t'in+s very differently7 4'ey 'ave different values7 All t'is is to develo& creative t'inkin+7 9-arole: 4'e Nativity is a synecdoc'e for t'e &'iloso&'y be'ind t'e -oombes e=&erience and t'e sc'oolAs belief in valuin+ t'e cycles of life, because it re&resents t'e value to be +ained from revisitin+ knowled+e7 4'e teac'ers call t'is a As&iral curriculumA 9Judy:, one in w'ic' c'ildren learn new as&ects of knowled+e as t'ey en+a+e wit' events filtered t'rou+' develo&in+ e=&eriences, conce&ts and &ers&ectives7 4'e annual events t'at &ermeate t'e curriculum are not @ust reli+ious ones7 4'e c'ildren are told t'e story of t'e %renc' "evolution every year in t'eir classrooms> 4'ose w'o be+an t'e revolution 'ad t'ree ideas7 One was about freedom, one was about equality and t'e ot'er was about brot'er'ood7 4'is is a +eneral word, w'ic' includes +irls and women7 6t means w'at we try to &ractise at -oombes, carin+ and s'arin+ wit' everybody includin+ t'e e=cluded, w'o didnAt 'ave ri+'ts and were not entitled to any liberation or any +ood t'in+s7 9/ue ;: A c'ild w'o 'as a %renc' &arent was asked to stand u& in /ueAs class7 /'e was dressed in red, w'ite and blue for t'e day7 4'e class discussed t'e %renc' influences u&on 'er life7 After t'is t'e w'ole sc'ool eats a late breakfast in t'e 'all wit' croissants and 'ot c'ocolate7 4'ey sit in rows on t'e floor wit' t'e %renc' fla+ for t'eir AtableA, sin+in+ %renc' son+s, accom&anied by an accordion7 At t'e end t'ey all stand and t'e ABarseillaiseA is &layed wit' t'ose w'o know it sin+in+ wit' +reat fervour7 4'ese cyclical events are &art of t'e relational idea t'at cements t'e inte+ration of t'e learnin+ e=&erience7 -'ildren antici&ate eac' cyclical event as an o&&ortunity to e=&ress t'eir &reviously acquired knowled+e or to &ass some of it on to youn+er &eers7 4'is increases confidence and self$esteem7 4'e knowled+e to be learnt is not @ust delivered, received and for+otten7 4'e recyclin+ could be seen as a form of scaffoldin+ knowled+e 9Bruner, ,1<(: t'rou+' revisitin+ and en+a+in+ t'e c'ildAs owners'i& of t'e knowled+e $8,$ 9Jeffrey and Woods, ,11<:7 4'ese cyclical events +ain &ace as skills are acquired, as knowled+e is +ained, as ent'usiasm is kindled, as relations'i&s are establis'ed, as new 'ei+'ts are reac'ed7 4'ey involve innovation, creativity, e=&loration, t'e stretc'in+ of facilities and e=&erimentation wit' different media and forms of e=&ression7 -arol and Jenny develo&ed t'e li+'t t'eme durin+ t'e annual -'inese New !ear celebrations7 ac' class constructed a lar+e dra+on7 6n t'e late afternoon t'e community were invited to celebrate t'e New !ear wit' a &rocession and dancin+ around t'e +rounds led by dra+ons full of c'ildren 9see Plate (:> %or t'e -'inese New !ear, eac' class usually makes t'eir own dra+on tunic to re&resent a different t'eme for t'eir own dra+on7 4'is year my class dra+on 'ad flas'in+ eyes because we were doin+ electricity about t'at time7 4'e dra+ons are based on t'e work of &lants and stars as well, but t'ey also li+'t u&7 We try to brin+ somet'in+ t'at we are actually doin+ in our basic sub@ects into t'e t'emes of t'e terms7 9-arol: 4'e dra+on moved round t'e +rounds wit' a&&ro&riate musical accom&animent before +oin+ into t'e 'all for more festivities involvin+ t'e w'ole sc'ool and t'en into t'eir own classroom for a +eo+ra&'y lesson> -'ildren can +o out and &lan a route w'ere t'e dra+on mi+'t be, and t'en +o out and see if t'ey were ri+'t, and t'en come back and &lot it on t'e ma& of t'e sc'ool7 6t +ives it a reality7 6nstead of @ust sayin+ A4'is is a ma&, w'ere did we +oDA, weAve actually +one and done it and looked at landmarks and looked at t'e com&ass, and discussed w'et'er t'e com&ass is a+reein+ wit' w'at we t'ink it s'ould be7 Lookin+ at 'istory as well, 'ow t'ey used to say A;ere be dra+onsA for dan+er7 /o it really brin+s t'in+s to+et'er w'ic' is real life7 9/ue ;um&'ries:

Jenny, coordinator of P , e=&lained 'ow t'e c'ildren &ractised Adra+on movementA in P , and 'ow t'ey &re&ared for t'e celebration7 4'ey s&ent Asi= sessions learnin+ t'e floor &attern of t'e movement, &ractisin+ t'e different actions, and 'avin+ ideas about actions, and t'en &uttin+ t'at all to+et'er for t'e final &aradesA7

-82Any week at -oombes is marked by one or more As&ecial eventsA7 Bany of t'ese last a w'ole day7 Bany involve t'e community, suc' as t'e A+rand&arentsA day w'ere older members of t'e community are invited to take &art in a series of courses or offer trainin+ t'emselves to mi=ed +rou&s of c'ildren, &arents and community members7 4'ere are s&ecial events focusin+ on &articular areas of t'e curriculum> One$day museums and e='ibitions feature re+ularly in t'e &ro+ramme7 4'e sc'ool asks t'e &arentLfamily +rou& of all c'ildren in t'e sc'ool, as well as staff, +overnors and friends, to send in e=am&les of a &articular item 9for e=am&le, c'airs: and to &rovide some information about t'eir contribution7 4'ey are t'en set out as a museum e='ibit in t'e sc'ool 'allF eac' e='ibit is labelled so t'at t'e c'ildren and adults can access relevant information, and often t'e older c'ildren take on t'e role of curators for t'e youn+er ones7 4'e c'ildren visit t'e museum two or t'ree times durin+ t'e day and t'e teac'er tries to ensure t'at t'e ma=imum &otential of t'e e='ibition is e=&loited7 Ot'er one$day e='ibitions 'ave included Cictoriana, &ictures, clocks, laundry equi&ment, wood and s'oesF all 'ave a multi&licity of &ur&ose in terms of curriculum valueF Afor us, t'e im&ortant t'in+ is t'at t'e c'ildren are en+a+ed as active researc'ers and inter&reters, usin+ t'e e='ibitions as t'eir raw materialA7 9"owe and ;um&'ries, ()),, &7 ,<,: 4'e science to&ic of AforcesA 9see c'a&ter (: culminates in a day devoted to t'e sub@ect7 -'ildren move from activity to activity durin+ t'e day e=&eriencin+ e=&eriments wit' AforceA7 -'ildren fire syrin+es of water at eac' ot'er to see if t'ey can wet eac' ot'er7 4'ere are smiles of concentration and &ursed li&s as t'eir cold wet fin+ers &ress 'arder and 'arder on t'e syrin+es7 4'ey brin+ w'eeled ve'icles to sc'ool and &us' and &ull t'em around t'e &lay+round to test t'e best a&&roac'7 4'ey e=&eriment wit' a series of &ulleys under a covered way7 4'ey &us' and &ull car&ets, laden wit' bodies, around t'e 'all 9see Plate *:> One c'ild rubs an eye wit' tiredness7 4'ey wonder w'atAs +oin+ to 'a&&en ne=t7 4'ey look serious and &er&le=ed7 4'ey frown, $8*$

&urse t'eir li&s, &ut fin+ers on t'eir li&s in antici&ation and sometimes look worried as t'ey watc' t'e ot'ers7 4'ey ta& t'e floor wit' +lee, +rit t'eir teet' to make t'e effort, +i++le as &eo&le fall off t'e car&ets and +rin as a Aa traffic @am occursA7 4'ere is a cry of an+uis' as t'e c'ildren &retend itAs 'ard, and of +lee as t'ey s&eed u&7 4'ey are t'en &ut into lar+e bo=es and try to &us' eac' ot'er around t'e 'all a+ain, e=&eriencin+ t'e resistance of friction7 4'ey 'ide in t'e bo=es, &ee&in+ out from time to time wit' +i++les and cries of deli+'t7 4'e &us'in+ results in many red faces7 9%ield note: Personal learnin+ is accelerated by t'e intensity of t'e day and t'e inte+ratin+ nature of t'e format7 We 'ave seen earlier 'ow teac'in+ at -oombes +enerates a continuous ener+y amon+st teac'ers to embrace &rofessional c'an+e7 4'e o&enness of t'e sc'oolAs &ractice to t'e outside world and its international$dissemination &ro+rammes assist t'e critical effects for t'e &rofession as a w'ole, of w'ic' t'is book is &art7 4'e t'emes, cycles and events are t'e life$blood of t'e or+anisational forms, brin+in+ sustenance for stren+t'enin+ &ractice and &rovidin+ vi+our for t'e curriculum sub@ects and class &ro@ects7

Coom es' specialist pedagogy! the case of literacy and numeracy

We 'ave discussed in c'a&ter ( some of t'e features of -oombesA &eda+o+y involvin+ t'e sc'ool +rounds7 Amon+ t'e +overnmentAs reforms, t'e introduction of t'e literacy and numeracy 'ours &resented a &articularly stron+ c'allen+e to -oombes because of t'e de+ree of &rescri&tion, es&ecially in t'e former, w'ic' seemed to leave little room for teac'ersA own variations7 ;ow, t'en, 'ave teac'ers attem&ted to a&&ro&riate t'ese areas and 'ow successful 'ave t'ey been in inte+ratin+ t'em wit'in t'eir own curriculumD 4ryin+ to meet bot' t'e +overnmentAs and -oombesA &ro+rammes in t'e early sta+es was e='austin+ work7 Jo was u& till Aeleven at ni+'t, makin+ menus and doin+ t'in+s to make it fun and to make it an e=&erienceA7 -arole 'ad Anever been so tiredA7 ;owever, t'ey saw o&&ortunities in t'e &ro+rammes7 -arol was Aso e=cited about t'e numeracy 'ourF 6 t'ink it is wonderful because 6 always believed in teac'in+ mat's like t'at7 6 also used $8.$ to love teac'in+ &'onics, &articularly to my less able c'ildrenA7 4'e rationalisin+ benefits were also a&&reciated> 6t 'as +iven us a c'ance to refine w'at we 'ave been doin+ and to ensure t'at we are doin+ &retty similar t'in+s7 We are now teac'in+ &'onics in similar ways even t'ou+' as you +o t'rou+' t'e a+e band, t'ere is a &ro+ression7 6 t'ink t'e only way we can teac' &'onics is in a 'i+'ly structured way7 9/ue "owe: 4'ou+' daunted to be+in wit', AWe did it wit'in t'e sc'oolAs value system, and &ut t'e sc'ool stam& on it, and made it oursA 9-arole:7 -oombesA teac'ers 'ave ad@usted t'eir or+anisation, usin+ t'eir environment, t'eir s&ecific skills, and em&'asisin+ a 'ands$on a&&roac'7 P'onics teac'in+ is reinforced wit' sin+in+, dancin+, &u&&etry and eatin+7 4'e c'ildren internalise t'e ee and ea &'onemes by eatin+ +reen beans and &ears or smellin+ sweet &eas7 4'ey find t'e bay trees and take t'e leaves from t'e tree, and &ut t'em in t'eir &ockets for a fra+rant reminder durin+ t'e day7 6n ways like t'ese, t'e &ro+ramme becomes rooted in t'e real world, rat'er t'an bein+ in t'e abstract or &a&erbound7

4owards t'e end of its first year of o&eration, t'e literacy$'our evaluator from t'e local education aut'ority visited t'e two rece&tion classes7 After observin+ t'e classes, /'e @ust smiled, &ut 'er t'umbs u& and said A$uper5A /'e was &leased wit' t'e activities, wit' t'e actions to t'e son+s7 /'e said t'e c'ildren were so motivated7 very sin+le c'ild was sin+in+ w'ic' doesnAt always 'a&&en7 6t was a very &ositive feedback7 6 was so relieved7 95ill: As seen in c'a&ter (, t'e +rounds are used for core$sub@ect work> WeAre doin+ a detective 'unt tomorrow7 4'e c'ildren love it7 We 'ide a set of letters in an envelo&e and seal it u&7 4'e rest of t'e al&'abet letters are s&read around t'e +arden, some 'an+in+ from trees, ot'ers 'idden be'ind lo+s and &lants7 4'ey +o out wit' t'eir c'eck s'eets wit' all t'e al&'abet letters on it and tick t'em off eac' time t'ey find a letter7 4'eyAve +ot to find all t'e letters and tick t'em off because si= of t'em are $82$ missin+7 We t'en ask t'e c'ildren, AW'ic' detective 'as worked out w'at letters were not &ut outside but were in t'e sealed envelo&eDA 4'e c'ildren are so e=cited to see if t'ey 'ave +ot t'e letters ri+'t as we take t'em out of t'e envelo&e7 We t'en ask t'em, AW'y did we 'ide t'ese lettersDA and t'ey suddenly realise t'at t'e letters can be rearran+ed to make a word7 9JoF see Plate .: ac' activity often 'as a &roblem for t'e c'ildren to solve> Last week 6 'ad made u& a dra+on story wit' t'e c'ildren as s'ared writin+7 6 t'en ty&ed out some of t'e sentences but 6 did not &ut in any full sto&s or ca&ital letters7 6 t'en said to t'e c'ildren, A6Ave written out t'e story7 !ou can &aste in your books7 6tAs really +ood7A 4'ey were all very e=cited7 And t'en one c'ild said, A!ou 'avenAt &ut a full sto& at t'e end of t'e sentence7A /o 6 asked 'im to use my red &en to &ut it in so t'at 6 would remember to c'an+e it7 4'en anot'er c'ild said, AW'y 'asnAt Poko +ot a ca&ital letter if t'at is 'is nameDA /o t'ey came u& to t'e board and &ut ri+'t all my &roblems 6 'ad +ot wron+7 95ill: Pairs of c'ildren in -aroleAs class reviewed eac' ot'erAs story books and discussed t'e ways in w'ic' t'ey made t'eir stories interestin+7 4'ey were encoura+ed to make su++estions as to 'ow to im&rove t'e content and t'e &resentation7 -oombesA teac'ers ar+ue t'at basic 9and necessary: writin+ skills can be conveyed in a variety of ways t'at are a+e$a&&ro&riate, and not @ust t'rou+' &a&er and &encil e=ercises7 4'e c'ildren t'us refine t'eir 'andwritin+ skills by &ractisin+ on table$to&s wit' s'avin+ foam, c'ocolate mousse or talcum &owder7 4'ey use lar+e c'alks on t'e &lay+round and &at'ways, or &aintbrus'es di&&ed in water on t'e outside walls7 4'ey learn about sentence structure, full sto&s, ca&ital letters, commas, question marks and s&eec' marks, by becomin+ A'uman sentencesA7 ac' c'ild will be +iven a word or com&onent &art of t'e sentence, and t'ey are asked to rearran+e t'emselves into a com&lete sentence for anot'er +rou& of c'ildren to read and c'eck7 A6t is t'rou+' &layin+ wit' t'ese writin+ conventions t'at c'ildren be+in to understand t'emA 9"owe and ;um&'ries, ()),, &7 ,?2:7 $8?$ 6t 'as been ar+ued t'at makin+ mistakes and bein+ able to reformulate constructions quickly is an essential as&ect of learnin+ 9-raft, ())(:> 4'ere was anot'er +rou& out in t'e &orc' wit' s'avin+ foam and a &arent and t'ey 'ad to write t'e sounds in t'e foam7 4'ey also t'en wrote names in t'e foam7 6f t'ey +ot t'em wron+ it didnAt matter, t'ey @ust rubbed t'em out and started a+ain7 95ill: 4'e a&&roac' encoura+es Aa sli+'t element of risk, and we &erceive t'is to be essential if t'e creative a&&roac' to teac'in+ and learnin+ is to be maintained and taken forwardA 9"owe and ;um&'ries, ()),, &7 ,?,:7 Learnin+ t'rou+' +ames was develo&ed usin+ &o&ular &ractices makin+ t'em relevant7 A4'ey 'ad a &ile of words for Kword footballK7 4'ey turned over t'e to& one and if t'ey +ot it ri+'t t'ey moved one ste& towards t'e +oal7 6f t'ey didnAt +et it ri+'t t'eir o&&onent 'ad a +oA 95ill:7 =&lorin+ t'e connections between music and literacy was &o&ular7 5ill, t'e music s&ecialist, com&osed son+s drivin+ back from /ainsburyAs> We t'en san+ t'e al&'abet son+, but we did it wit' actions so t'e c'ildren concentrated on t'e actions as well as t'e letters7 /o t'eir al&'abet sin+in+ becomes inbuilt7 6t becomes automatic7 We do it wit'out cla&&in+ first of all so t'ey are t'inkin+ of t'e letters and t'en wit' actions7 4'ey know t'eir al&'abet order t'rou+' sin+in+ it7 4'ey concentrate on t'e actions but t'ey donAt sto& sin+in+7 We can look at t'em and know t'at t'ey know it very well7 We can do it four or five times wit' different actions and t'ey are still askin+ for more7 4'ey all know t'eir al&'abet includin+ t'e .$year$olds7 4'ey sin+ it confidently7 6 su&&ose it is from rote learnin+ because t'ey know t'e r'yt'm7 95ill: But t'ere is a lot of creativity in it>

4'ey always 'ave to make u& t'eir own actions7 4'ey make u& t'eir own r'yt'ms7 /ome +rou&s 'ave to write to t'eir own $8<$ r'yt'm &atterns in musical notation7 6t 'as 'el&ed in literacy7 4'ere is a similarity wit' beats and syllables7 4'ey do it in music and so t'ey 'ave t'e +roundin+ w'en t'ey do it in literacy7 9Jo: 4'ere were many ot'er ways of e=&loitin+ connections7 4eac'ers used a AJose&' coat of many coloursA to investi+ate words wit' an oa sound7 4'ey made 'and &u&&ets, for e=am&le a fro+, to re&resent &articular di+ra&'sF t'e c'ildren used t'em creatively to read Afor t'emA7 4'ey re+ularly brou+'t in somet'in+ for t'e c'ildren to eat related to t'at weekAs sound, for e=am&le, maltesers and brown bread wit' Bramble @elly and t'ey encoura+ed t'e c'ildren to write letter sounds and words in coloured c'alks on t'e &lay+round7 -'ildren are +iven o&&ortunities to take owners'i& of a story by addin+ to it> Judy works wit' t'e story A/tone /ou&A in w'ic' a c'arlatan &ersuades a community, w'o are &ortrayed as bein+ very mean, t'at 'e can make sou& from a stone in order to make t'em &art wit' t'eir money7 4'ere are &ictures on eac' &a+e but no bubbles comin+ from t'e c'aractersA mout's7 -'ildren contribute to t'e story and ar+ue as Judy &auses w'ile tellin+ t'e story> A6t could be a castleAF A4'ereAs a fireAF A6t 'asnAt +ot a fireAF A4'at &erson is not sayin+ anyt'in+AF A6 t'ink t'at t'ere are matc'es in t'e yellow bo=AF A4'eyAve +ot red facesAF A4'at oneAs lau+'in+ so 'eAs not so meanAF A4'ey +ot a stone, cut it in 'alf and +ot some ot'ers and mi=ed t'em u& until it +ot +ooey and mi=ed it round and added some carrots and creamA7 -'ildren also learn from eac' ot'er about 'ow to develo& t'eir lan+ua+e skills and structures7 "ay constructed some AdensA in 'er classroom and small +rou&s of c'ildren constructed stories to+et'er 'idden under blankets and covers after s'e 'ad started t'em off wit' an idea and +iven t'em some artefacts to assist t'em> 6 +rou&ed t'e c'ildren in a &articular way, because 6 wanted t'em to be dynamic, and 6 wanted t'em to work to+et'er, to +ive eac' ot'er ideas7 4'ey came u& wit' far more interestin+ stories t'an if t'ey were doin+ it com&letely on t'eir own7 4'e c'ildren w'o found it 'arder to structure stories learned from t'e c'ildren w'o were very able at e=&ressin+ t'emselves7 9"ay: $88$ 4'ey also develo&ed t'e c'ildrenAs critical ca&acities by encoura+in+ &eer evaluation, suc' as reviewin+ eac' ot'erAs written work> 6tAs im&ortant to encoura+e t'eir inde&endence7 4'ey can s'are views and w'at materials t'ey used7 6t is +ood for c'ildren to +et to+et'er wit' ot'er c'ildren and discuss t'eir work as o&&osed to t'e teac'ers always discussin+ it wit' t'em7 9Jo: 4'e literacy &ro+ramme involves a lot of tec'nical lan+ua+e, suc' as &arts of s&eec'7 ;owever, teac'ers did not flinc' from en+a+in+ t'e c'ildren wit' t'ese terms7 Accordin+ to -arol, t'e c'ildren Aloved itA> 6t is borin+ 'avin+ to sit down for an 'our7 But 6 like sittin+ on t'e car&et 'avin+ some really +ood books wit' dra+ons w'en t'e teac'er is readin+ to us7 6 like literacy w'en we learn about ad@ectives and nouns7 6 'ate sittin+ t'ere and doin+ not'in+7 9"ussell, !ear (: 4'e teac'ers at -oombes sou+'t to embed tec'nical skills wit'in a meanin+ful framework7 One way is t'rou+' a &ro@ect> William Borris lived 'undred years a+o and liked t'e countryside7 6t was beautiful, &eaceful and lovely and 'e liked of t'e birds sin+in+7 ;e wanted to be a minister and 'e went to colle+e7 One day 'e didnAt want to be a minister any more7 ;e 'ad met Byrne Jones and t'ey 'ad +one to be ministers to+et'er7 Jones went on to be a &re$"a&'aelite7 A &re$"a&'aelite is an artist7 William was an arc'itect w'o desi+ned buildin+s t'en William became a &re$"a&'aelite7 4'ere only was one finis'ed &icture of 'is and 'e decided to become a desi+ner7 ;e &ut 'is &aintin+s on t'in+s and used wood blocks7 One block was so 'eavy it took two men to lift it7 Only t'e ric' &eo&le could afford 'is desi+ns t'at 'e wanted t'e &oor &eo&le to 'ave t'em to7 ;e +ot 'is desi+ns from t'e countryside, t'e moors, trees, leaves, birds and flowers7 ;e made carved furniture7 ;is desi+ns for curtains and cus'ions are still &o&ular today7 /ometimes 'e &rinted strai+'t on to t'e walls7 4'ere is a stained +lass window of Byrne Jones and you can still see it today in a c'urc' in t'e ast ;am&stead7 9Abi+ail, !ear (: $81$ 4'e teac'ers ar+ue t'at t'e mec'anics of writin+ only &roduce +ood writin+ if t'ere is a relevant conte=t for t'e learner> #nowled+e about 'ow t'e &arts of lan+ua+e work and fit to+et'er is very necessary, but mastery of t'is and s&ellin+ does not &roduce +ood writin+7 A writer stru++les to s'a&e e=&eriences t'rou+' written e=&ressions and creatin+ a story or &oem about somet'in+ t'at 'as 'a&&ened in someone elseAs world, will not brin+ t'e self$discovery of a &ersonal e=&erience7 W'en a writer uses words to s'a&e and e=&lain e=&eriences to 'imself and ot'ers, 'e is cau+'t in t'e &rocess of creative release w'ic' de&ends on 'is t'inkin+ and 'el&s 'is self$discovery7 4'e WriterAs Works'o& a&&roac' w'ic' came from t'e 0/A 9s&ecifically Donald 5raves: &uts writin+ beyond t'e awkward tar+ets of &unctuation, syllabifyin+ and s&ellin+ and treats all writers as aut'ors7 4'is met'od teac'es t'e mec'anical side of lan+ua+e as t'e c'ildren liberate and res&ond to t'eir Ainner voiceA7 W'en youn+ writers become in'ibited t'ey sto& e=ercisin+ t'is inner voice and fall back on words t'ey can s&ell and towards t'e dullest, safest e=&ressions7 We believe in t'e Ac'ildren as aut'orsA a&&roac', but via t'e National -urriculum we are also +ivin+ t'e c'ildren a t'orou+' +roundin+ in t'e mec'anics of writin+7

9"owe and ;um&'ries, ()),, &7 ,?.: ;ow, t'en, did -oombes a&&roac' t'e writin+ /A4, w'ic' t'ey admitted was t'e 'ardest section for t'eir youn+ c'ildrenD 4'ey involved t'e c'ildren ima+inatively and used t'e environment7 %or e=am&le, immediately &rior to t'e ()), /A4s writin+ e=ercise, /ue and -arol told t'e story of t'e Pied Pi&er of ;amlyn by Arole &layin+A t'e story usin+ artefacts suc' as a clot' rat and some 'ats7 4'ey +radually drew t'e c'ildren into t'e story in t'e classroom to take t'e &arts of t'e rats and t'e c'ildren7 After trailin+ round t'e sc'ool +rounds followin+ t'e A&i&erA, 'alf t'e class was led to AcaveA in t'e &lay+round w'ile t'e Atowns&eo&leA were left to console eac' ot'er7 4'e c'ildren t'en did t'eir writin+ /A4 in t'e classroom 'avin+ been asked to retell t'e story as one of t'e rats or one of t'e c'ildren7 %is'er and Lewis 9,111: found t'at t'e most effective teac'in+ of literacy amon+ t'eir sam&le of small rural sc'ools was well &aced, discursive, interactive, confident and ambitious7 4'ey also draw t'e

-90contrast between teac'in+ as a tec'nical activity, w'ere &eda+o+y is s&ecified, and teac'in+ as a &rofessional activity, w'ere teac'ers 'ave &eda+o+ical fle=ibility amon+ a broad re&ertoire of met'ods7 4'e latter 'as stron+ su&&ort in +eneral as a feature of effective teac'in+ 9see, for e=am&le, Ale=ander, ,11(F Ale=ander et al7, ,11(F /tron+, ())(:7 "esearc' 'as s'own t'at many teac'ers feel t'at t'ey 'ave benefited from t'e strate+y 9/tron+, ())(: and -oombesA teac'ers are also o&en to t'e benefits> 6 feel t'at t'e c'ildren focusin+ on literacy skills in a very s&ecific way for an 'our a day eac' week obviously 'as an on+oin+ benefit in terms of re&etition and consolidation7 6t 'as informed t'eir writin+, t'eir s&ellin+ 'as im&roved and 'andwritin+ 'as im&roved as well7 9-arol: 4'e same ArealityA a&&roac' a&&lies to t'e mat'ematics &ro+ramme7 6n lookin+ at t'e conce&t of mass 9wei+'t:, t'e c'ildren collect a number of items w'ic' all wei+' one kilo+ram7 Bo=es of su+ar, closed containers of water, ba+s of tinned +oods, baskets of stones are collected in t'e classroom, and t'e c'ildren &ick u& different items and +et t'e AfeelA of a kilo+ram7 4'ey walk a measured distance 'oldin+ a kilo+ram in eac' 'and and c'art and discuss t'e im&ortance of 'andles, stra&s and t'e s'a&e of containers for ease of carryin+> Bovin+ wei+'ts is a s'ow of stren+t'F t'e critical start to measurin+ mass is t'e 'andLeyeLbody co$ordination needed to lift t'in+s7 0ntil you start liftin+, you cannot 'ave a conce&t of mass $ a&&earance will tell you not'in+F our a&&roac' means t'at t'e c'ildren remember t'rou+' t'eir arms and le+s7 9"owe and ;um&'ries, ()),, &7 ,?<: W'en a lar+e crane was on site, &uttin+ a roof on to a new classroom, t'e c'ildren observed t'e crane at work and discussed its wei+'t$bearin+ ability and ca&acity7 4'ey talked wit' t'e crane o&erator, and +ot a +lim&se of 'ow a crane works to lift 'eavy wei+'ts over distance and obstacles, A4'e c'ildren &erceived t'e information in a real$world settin+ and it makes sense to t'emA 9ibid7:7 $1,$ One of t'e sc'ool traditions is to make -'ristmas &uddin+s for t'e sc'oolAs -'ristmas dinner, and studies are undertaken into t'e cost of &re&arin+ t'e &uddin+s> 4'e c'ildren 'ave to follow a reci&e, and are immersed in all t'e lan+ua+e of food &re&aration 9cut, c'o&, squeeGe, beat, stir, blend, +rate, mi= etc7: as well as in t'e mat'ematical com&le=ity of followin+ a reci&e and makin+ a finis'ed &roduct from a variety of raw in+redients7 4'ey undertake all t'e &re&aration and mi=in+ and t'e &roof of t'e &uddin+ is always in t'e eatin+I As well as bein+ a stron+ly mat'ematical focus, t'ese activities are lan+ua+e ric', and also deal wit' 'istory 9Little Jack ;orner: and +eo+ra&'y 9w'ere do t'e in+redients come fromD: We &lot t'e &laces of ori+in on a world ma& and discuss w'y different &roduce comes from different &arts of t'e world7 We researc' different reci&es for -'ristmas &uddin+s and look for similarities and differences7 We may +o on to undertake studies into t'e cost of &re&arin+ t'e &uddin+s> every year a +rou& of c'ildren are taken to t'e nearby su&ermarket to do t'e s'o&&in+ and t'ey com&are costs of different in+redients7 4'e c'ildren 'ave to &ay for t'eir &urc'ases wit' real money, and c'eck t'at t'ey 'ave t'e correct c'an+e7 0&on return to sc'ool, t'ey 'ave to divide t'e in+redients u& between t'e si= classes and ensure t'at eac' class 'as &recisely w'at it needs to make -'ristmas &uddin+s7 96bid7, &7 ,?8: 4'rou+'out t'e year, t'ere are reliable o&&ortunities for data$'andlin+ e=ercises w'ic' are based on real$life e=&eriences for t'e c'ildrenF for instance, on /'rove 4uesday, t'ey make &ancake batter, cook &ancakes and c'oose one of five or si= to&&in+s for t'eir own &ancake7 4'e c'ildren record t'eir &references back in t'e classroom, usin+ conventional bar c'arts or 'isto+rams and also undertake sim&le statistical analyses usin+ 6-4 software> After researc'in+ all t'e teac'erAs musical &references wit' a sc'ool survey, t'e c'ildren are t'en asked about t'e data7 ;ow many &eo&le &referred rock to @aGGD ;ow did you work it outD %ind t'e difference between classical and 'eavy metalD -an anyone e=&lain 'ow to do itD 9%ield note: $1($ After lambin+ time, t'e c'ildren &ro&ose and vote for names for t'e lambs w'ic' 'ave been born7 AWe aim for t'e feel of a +enuine K+eneral electionK com&lete wit' votin+ &a&ers, boot's and a "eturnin+ Officer7 4'e intensely mat'ematical nature t'is e=ercise

also +ives us t'e o&&ortunity to discuss civics and &olitics wit' t'e c'ildrenA 9"owe and ;um&'ries, ()),, &7 ,?8:7 4'e c'ildren were asked to com&are t'e results of first$&ast$t'e$&ost votin+ 9one &erson, one vote: and a &ro&ortional votin+ system 9w'ere t'e c'ildren are +iven a number of &oints to award as t'ey wis' between contenders:7 Cotin+ for a favourite +reetin+s card, breakfast cereal, ty&e of bread, or ty&e of a&&le com&ares t'e systems7 4'e results 9w'ic' are often quite different, des&ite suc' a small sam&le: are discussed and t'e c'ildren try to e=&lain t'e differences7 %urt'er e=am&les of mat's activities are +iven in ot'er c'a&ters7 /A4s results at -oombes for t'e years ,11<$()), s'ow t'at t'ey are broadly in line wit' t'e national avera+e in literacy and above avera+e for mat's7 4eac'er$assessed science s'ows above$avera+e levels ac'ieved7 "esults for ()), also s'ow an im&rovement in literacy and science over ())), wit' mat's about t'e same as t'e &revious year7 ;owever, mat's was at a 'i+' &oint in ())) wit' of 1. &er cent of !ear ( c'ildren reac'in+ level two, w'ic' is t'e avera+e tar+et level for t'is a+e +rou& 9-oombes, ())(:7 4'is is not enou+' for -oombesA teac'ers, w'o see t'eir &u&ils as develo&in+ individuals, not as &roducts t'at can be &acka+ed for +reater a&&eal, A6 donAt t'ink you can raise standards every year7 !ou 'ave +ot to look beyond t'is to c'ildren reac'in+ ,8 years, a lifelon+ attitude7 6t is w'at is in t'eir 'eartsF t'at is w'at makes us different7 6t +ives us t'e ability to understand ot'er &eo&leA 9/ue ;um&'ries:7 4'ey &leaded, not for a re@ection of /A4s, but for a broadenin+ of t'e assessment system> 4'e c'ildren are bein+ connected to wider artistic concerns, work concerns and s&iritual concerns7 4'ey are learnin+ ot'er t'in+s as well as t'e National -urriculum7 We are nursin+ t'e side of t'e c'ild t'at is +oin+ to be em&'atic, ima+inative and tolerant7 9/ue ;um&'ries: $1*$

"et#or$ learning
-oombesA teac'ers see t'e learnin+ e=&erience as a maGe of many entrances and e=its involvin+ many different but connected &ers&ectives7 4eac'ers aim to draw c'ildren into t'e com&le=ities and connectin+ t'reads of t'e learnin+ e=&erience, and to enable t'em to master different codes and to develo& confidence in findin+ t'eir way round suc' networks7 W'at matters is not @ust t'e substantive knowled+e but t'e maGe$like structure of t'e knowled+e and t'e interde&endence of its many different &arts and forms7 -oombesA teac'ers e=&lore li+'t, for e=am&le, in terms of s&irituality, reli+ion, +rowt', ener+y, electricity, ritual and dance7 P'onics as lan+ua+e &'onemes are eaten, sun+ about, danced, found in t'e environment and associated wit' &layin+ detective7 -oombes s&ecialises in e=&eriences t'at are o&en to t'e net$like structures of knowled+e and t'e multi&le &ers&ectives t'at make u& t'at knowled+e7 4'e 6ris' &ro@ect, w'ic' 'a&&ens every year, in t'e week of /t PatrickAs Day, &rovides a +ood e=am&le7 4'e c'ildren be+in t'e week by 'earin+ about some of t'e myt's and le+ends associated wit' 6reland7 4'is as&ect lent itself to literacy work> We are doin+ t'e story of %inn Bc-aul7 4'e c'ildren are asked to t'ink of a +iant and list its c'aracteristics7 6tAs Au+ly, friendly, cross, meanA7 ABine is so kindA, Abeautiful and s'ar& toot'edA7 A#ind of fat, funny, 'el&ful wit' an eye &atc' and a wooden le+A, A&olite wit' +ood eyesi+'tA, AitAs +rum&y, lovin+, rickety, its teet' are as s'ar& as knives, &lum&A, AweAve already +ot &lum& $ it means fat 9/ue su&&orts t'e contribution:, a voice like a dra+on wit' rotten teet'A7 /ue t'en told t'em about some 6ris' &ractices t'at 'ave become le+ends7 4'e c'ildren use t'eir ima+inations and t'eir own life e=&erience to inter&ret t'em> We 'ave +ot money in our s'oes7 Biss "owe +ave it to us7 6f you kee& it in your s'oe all ni+'t and all day you mi+'t +et ric' and your s'oe mi+'t be full of money7 By dad mi+'t t'ink 6 'ave taken it out of 'is &ot but it is mine7 4'is is w'at le&rec'auns do7 A le&rec'aun came into my room and &ut my &ony in my bed and 6 &ut it back on my windowsill7 94eresa, !ear ,: $1.$ 4'e ne=t mornin+ c'ildren &eeled and cooked &otatoes in t'e classroom7 4'ey ate t'em wit' salt and onions and some cabba+e7 4'is activity included some mat's and cookin+ decisions as well as some collaborative e=&eriences7 5radually, c'ildren were findin+ t'eir way round t'e maGe of 6ris' life, 'istory and culture7 At t'e end of t'e mornin+ /ue decided to take t'e class out to collect some +reenery for a classroom dis&lay of t'e 6ris' colour, w'ic' was dis&layed on a table in t'e classroom covered wit' +reen fabric> 4'e ever+reen conifers, 'olly, ivy, limes, sycamore, as', 'aGel were com&lemented wit' +reens from bus'es and s'rubs7 A c'ild su++ested t'at s'e sit on a c'air on t'e dis&lay as t'e A+reen queenA and t'e c'ildren carefully dra&ed t'e leaves and branc'es over 'er until s'e was entirely covered and 'ad a suitable +reen crown7 4'e c'ildren t'en took &'oto+ra&'s, c'oosin+ t'eir &referred &ers&ective7 9%ield note: Later on in t'e day t'e c'ildren were asked to make u& stories relatin+ to 6ris' culture> Once t'ere lived two friends and t'eir names were Bic'elle and Alison7 And t'ey were bot' teena+ers and t'ey 'ad lon+ +olden 'air7 4'ey lived in 6reland t'at was very &leasant7 A bi+ dra+on came alon+ and +obbled t'em u&7 4'ey wrote a note inside t'e dra+on to t'eir mot'er t'at said Awe will not be 'ome because we are inside a dra+on7 We are not dead but we are a little squas'ed from w'at 'a&&ened to us yesterday7 We are very sorry, love Alison and Bic'elle7A 4'ey went to slee& and &osted t'e letter t'rou+' t'e dra+onAs bottom7 4'e end7 9%ield note:

4'e followin+ day /ue talked about t'e Nort'ern 6ris' dis&ute and asked if any of t'e c'ildren 'ad relatives servin+ in Nort'ern 6reland 9t'e sc'ool 'as an intake of c'ildren from a local army station:7 4'e issue was discussed, as was t'e role of t'e armed forces as &eacekee&ers7 Durin+ t'e t'ird day of t'at week a +rou& of traditional 6ris' dancers were invited to &erform to t'e sc'ool> $12$ flew u&7 6t was interestin+ t'e way t'ey tau+'t us and t'e way t'ey 'ad to wear soft s'oes and 'ard ones for different dances7 Last time t'ey came 6 went into t'e middle of t'e circle and did some of t'at dancin+7 6 can do some of t'e 6ris' dancin+ because my nan comes from 6reland and s'e tau+'t me some of t'em7 9Baria, !ear (: At t'e end of t'e &erformance t'e w'ole sc'ool troo&ed out to t'e car &ark and to+et'er wit' t'e invited dancers t'ey demonstrated some of t'eir newly learnt @i++in+ skills7 All t'e sc'ool were involved includin+ all t'e &arents and visitors7 4'e atmos&'ere was very @olly7 On t'e last day of t'e week t'e sc'ool +at'ered to+et'er in t'e 'all to see a drama about t'e ,8?)s 6ris' famine7 4'e teac'ers com&osed t'e &lay and t'ey im&rovised t'e dialo+ue as t'ey &layed &articular c'aracters7 4'e atmos&'ere was very serious and durin+ t'e &erformance some of t'e c'ildren were drawn into t'e drama as it unfolded> 4'e 6ris' famine &lay was e=citin+ because we didnAt know w'o was +oin+ to be c'osen to take &art in t'e &lay7 6 was c'osen7 6 'ad to be one of t'ose c'ildren t'at died7 4'at was a sad &art7 6t was a bit scary bein+ asked to dance around in front of t'e w'ole sc'ool but 6 donAt mind bein+ scared a little7 !ou @ust do it7 We are all c'ildren and if you make a mistake it doesnAt matter7 9Laura, !ear (: 4'e c'ildren were immersed in t'e drama but at t'e same time t'ey were conscious of t'eir en+a+ement wit' t'e learnin+ &rocess7 6 learnt from t'is story t'at you 'ave +ot to s'are7 4'e ric' &eo&le were not +ivin+ t'e &oor &eo&le enou+' land to +row t'eir food and in t'e end t'e &otatoes went bad and t'ey starved7 4'ere was so muc' sadness +oin+ round and 6 couldnAt understand w'y some &eo&le were so cruel makin+ t'e &eo&le +et worse and worse until t'ey died7 9Laura, !ear (: $1?$ Network learnin+ ensures t'at learners e=&erience a variety of &ers&ectives and inter&retations of a &articular knowled+e focus7 Owin+ to t'e embracin+ nature of t'e -oombes &eda+o+y, learners are inducted into an inte+rated learnin+ e=&erience t'at assists t'em in becomin+ aware of knowled+e as a web of interrelations7

Conclusion
As a Anational timetableA becomes more uniform across t'e country, so does t'e time allocated to s&ecific sub@ects7 ;owever, t'e or+anisation of t'e curriculum at -oombes differs considerably from most ot'er arly !ears sc'ools7 %irst, t'ere are si+nificant differences in terms of t'e active movement of c'ildren and t'e number of teac'ers w'o teac' t'em durin+ t'e week7 /econdly, t'ey o&erate a AweakA system of ability$related curriculum +rou&s, a few c'ildren from t'e to& and bottom of eac' a+e ran+e movin+ between co'orts7 4'irdly, t'ey maintain w'ole$sc'ool t'emes t'at run for as lon+ as a term and t'rou+' w'ic' t'e timetabled sub@ects are filtered7 %ourt'ly, t'ey 'ave an e=tensive series of ins&irin+ and e=citin+ events t'at are used as a resource for t'e curriculum7 -oombes sc'ool is 'ard at work wit'in its Ainte+rated codeA, but not w'olly determined by it, nor is it ideolo+ically blind to c'an+in+ circumstances7 6t a&&ro&riates and incor&orates reform initiatives w'ilst maintainin+ not so muc' a Ac'ild$centredA a&&roac' but more of a Ac'ild$considerateA one, in w'ic' learners are e=&osed to a ric' diet of teac'in+ and learnin+ en+a+ements @ud+ed a&&ro&riate to c'ildren of t'is a+e7 4'rou+' t'eir inte+rated code, learners e=&erience knowled+e as an inte+rated web7 4'e effectiveness of t'is a&&roac' is not only evident in t'e sc'oolAs successful /A4s results and Ofsted ins&ection7 6t can also be +leaned from t'e way in w'ic' c'ildren res&ond to t'eir creative teac'in+7 We consider t'is in t'e followin+ c'a&ter7 $1<$

Chapter &
The learning e'perience
Pu&ils 'ave e=cellent attitudes to learnin+ M Pu&ils are keen to take owners'i& of t'eir own learnin+7

9Ofsted, ,11<, &ara7 (, &7 ,: Learnin+ at -oombes derives from social constructivist &rinci&les 9Cy+otsky, ,1<8:7 4'e learner does not @ust take in knowled+e, but inter&rets, s'a&es and reconstructs t'e e=&erience in a social conte=t7 4'ree t'emes identified by Pollard 9,111: are &articularly a&&licable to t'e e=&erience of learnin+ at -oombes7 %irst t'ere is an em&'asis on understandin+ learnin+ in develo&mental terms7 As we 'ave seen, t'e sc'ool believes stron+ly in a s&iral curriculum t'at enables c'ildren to revisit areas of knowled+e in order to develo& understandin+ incrementally7 "eturnin+ to e=&eriences of learnin+ also ins&ires interest and confidence as c'ildren build on t'e knowled+e t'ey develo&ed &reviously7 We 'ave also seen 'ow t'e sc'ool takes into account t'e &'ysically active nature of youn+ c'ildren7 /econd, a social constructivist a&&roac' draws attention to t'e social ori+ins of mental functionin+, em&'asisin+ t'e ways in w'ic' intellectual ca&acity is intimately connected to social activity7 ACy+otsky analysed 'ow ways of t'inkin+ are modelled in social relations and activities, before becomin+ internalised and available for more inde&endent t'ou+'tA 9ibid7, &7 ?:7 Learnin+ at -oombes is a 'i+'ly social activity as can be seen from t'e almost daily events in w'ic' eit'er t'e w'ole sc'ool or t'e w'ole class takes &art7 -lassroom sessions are always be+un as a social activity, often continue in t'e same manner and, if individualised or +rou& activities are introduced, t'en t'e clima= of t'e session is or+anised as a social en+a+ement to consider t'e learnin+ ob@ectives and &rocesses7 $18$ 4'e t'ird core t'eme concerns 'ow &articular learnin+ &ractices become establis'ed7 Pollard identifies 'ow Acommunities of &racticeA 9Lave and Wen+er, ,11,: develo& in everyday social relations'i&s in w'ic' &articular ways are embedded7 New learners en+a+e in Ale+itimate, &eri&'eral &artici&ationA before t'ey become enculturated and knowled+eable wit'in t'e social &ractices7 9Pollard, ,111, &7 <: -oombesA learnin+ &ractices are communal ones in t'e way t'at teac'ers and c'ildren su&&ort eac' ot'er, and &arents and visitors are drawn into t'e learnin+ &rocess7 A sc'ool is, accordin+ to Bruner 9,11?:, At'e &lace w'ere a society s'ares e=istin+ knowled+e and ne+otiates new formsA 9Pollard, ,111, &7 <:7 6t is t'e &lace w'ere educational institutions Ado t'e cultureAs serious businessA 9Bruner, ,11?, &7 *):7 6n t'is c'a&ter, we focus on t'e ways in w'ic' -oombes em&loys social$constructivist &rinci&les t'rou+' establis'in+ aut'enticity, su&&ortin+ learnersA transformation of knowled+e and encoura+in+ coo&erative learnin+7

(stablishing authenticity
4'e main stren+t' of t'e teac'in+ is t'e use of real world e=&eriences and t'e quality of resources used to stimulate ent'usiasm amon+st &u&ils7 9Ofsted, ,11<, &ara7 *, &7 ,: One t'in+ we do is to &ut c'ildren into contact wit' reality7 6 t'ink a lot of educational institutions are &lastic, t'ey are not aut'entic, t'ey are not real world, and w'at we are aimin+ for 'ere is to set c'ildrenAs learnin+ in real life7 ;o&efully w'at t'ey are +ettin+ 'ere is equi&&in+ t'em for t'e future7 4'e key element of it is 'ow t'ey actually relate to eac' ot'er and to adults7 6f, as adults, you 'avenAt +ot social skills and social intelli+ence, t'en you are +oin+ to 'ave a 'eck of a difficult time7 We are interested in equi&&in+ kids to live life to t'e full in t'e future and t'e &resent7 9/ue "owe: $11$ 4'e -oombes a&&roac' also encoura+es c'ildren to develo& and own t'eir own knowled+e7 Learnin+ at -oombes is not a matter of learnin+ @ust for t'e sake of educational tests or for &leasin+ teac'ers and &arents 9;olt, ,1?.:7 -'ildren are encoura+ed to reconstruct new knowled+e and &rocesses to make t'em meanin+ful in t'e c'ildrenAs own terms> !ou 'ave to work at your own level, and youAve +ot to be constantly o&en to t'e c'ildrenAs ideas, because education only becomes +enuine w'en t'ey &ut in a very stron+ in&ut7 6f t'ey donAt, it some'ow never sits wit'in t'em as a &art of t'emselvesF t'ey 'ave to make t'at movement towards it all t'e time7 Ot'erwise itAs bein+ layered on t'em su&erficially7 9/ue "owe: 6n seekin+ to &romote real learnin+, -oombesA teac'ers focus, in &articular, on active learnin+ and encoura+in+ &ositive feelin+s7

Active learning
Play and active learnin+ 'ave been acknowled+ed as crucial to t'e co+nitive and ot'er develo&mental &rocesses of c'ildren> 4'at t'e c'ild learns t'rou+' makin+ 'is or 'er own &'ysical and mental connections wit' t'e world, t'rou+' sensory e=&lorations, &ersonal effort, social e=&eriences and t'e active seekin+ of meanin+s from e=&eriences, 'as been establis'ed in t'e t'eories of &syc'olo+ists and educationalists suc' as %roebel, Bontessori, 6ssacs, /teiner, Cy+otsky, and later, Pia+et and Bruner7

9Boyles, ,11<, &7 1: -oombes &romotes t'ese &rinci&les t'rou+' 'ands$on, real e=&eriences7 4'atAs w'y we kee& s'ee&, and w'y we use t'e +rounds so t'at t'ey can actually +et out t'ere and do t'ese t'in+s, not @ust look at &ictures in a book or read about t'em or be told about t'em7 4'ey see t'e s'ee& bein+ was'ed and s'eared, t'ey see t'e lambs bein+ born, t'ey +o out and do &ond di&&in+7 4'ey donAt 'ave to make a dayAs e=cursion to t'e nearest nature reserve to do t'at, itAs &art of t'e $,))$ on+oin+ curriculum and t'rou+' t'at t'e c'ildren +et a broad outlook on life7 4'ey know 'ow to e=&ress t'emselves, and 'ow to communicate wit' ot'er &eo&le and wit' t'e environment7 9-arole: 6n t'e Aten in a bedA mat's activity, ten c'ildren lie down ne=t to one anot'er, on a car&et, and a +iant dice is rolled7 4'e number s'owin+ indicates t'e number of c'ildren w'o 'ave to roll out of t'e bed7 A6 liked doin+ t'e rollin+7 We counted backwards all t'e way to nou+'t7 6t was interestin+ because we rolled over and it was funA7 9%ield note, see Plate 2: 4'e active a&&roac' makes learnin+ meanin+ful> 6 made a wis' for a bunk bed to come early and it came true7 6 liked c'o&&in+ u& t'e dates because 6 +ot to eat t'e &runes and to use t'e &i&s to +row a &lum tree7 9Batt'ew, !ear ,: Bein+ mobile and active en'anced en+a+ement> We are learnin+ about life and electricity at t'e moment7 Our teac'er 'as wires, w'ic' we can use to make li+'ts7 We can make a fan s&in around7 We need two wires and a battery 'older and a battery to +o in it7 And t'en you cli& t'e wires on to t'e battery$'older cli&s7 And t'en you @oin t'e li+'t cli&s u& to t'e wire to make t'e li+'t work or t'e fan work7 We en@oy it because of t'e way t'at we are doin+ it7 We donAt sit down all t'e time7 9David, !ear (: 4'e learners literally Abeat t'e boundsA of t'e sc'ool> 4'e c'ildren all took a stick and walked all around t'e boundary of t'e sc'ool +rounds7 At various &laces t'ey beat t'e fences and san+ a son+7 4'ey dabbled in a &ond, s&las'ed t'e water, beat t'e trees and con@ured ima+es and stories on t'e walk7 AWe were beatin+ t'e boundary7 6t was fun, really really fun7A 4'e learnin+ ob@ectives incor&orated ma& makin+, t'e use of com&ass &oints and t'e 'istory of t'e A&aris'A7 9%ield note: $,),$ 4'eresa 9&arent: 'ad benefited from t'e sc'oolAs Ao&en$doorA &olicy, +oin+ to t'e sc'ool two or t'ree times to 'ave a Areally +ood look roundA7 /'e was im&ressed wit' t'e c'ildrenAs a&&lication> 4'e c'ildren were all busy7 All t'e time t'ey were occu&ied, t'ere was no misbe'avin+7 4'ere seemed to be adults wit' t'em on eac' table7 Ot'er sc'ools were sittin+ one teac'er to t'irty &lus c'ildren7 And my c'ildAs very active7 6 @ust knew t'at if 'e went to a sc'ool w'ere 'e 'ad to sit 'is bottom on t'at c'air and co&y w'at was on t'e board or wait for t'e teac'erAs attention, 'is mind would be +one7 /o 'eAs come 'ere, and 'eAs @ust flouris'ed7 4'e body is t'e &rime symbol of t'e self and t'e &rime determinant of t'e self 9/&arkes, ,111:, and youn+ c'ildren e=&eriment wit' t'eir bodies and e=&ress t'emselves t'rou+' t'eir bodies7 Durin+ t'e more Aactive en+a+ementsA t'ere were lots of s'ared smiles and lau+'ter7 4'ey &layed wit' e=&ressions as t'ey lau+'ed at t'emselves and t'e situationF e=&ressed amaGementF made facial and verbal connections wit' someone elseF screwed u& t'eir faces wit' contorted smiles as t'ey e=&erienced stran+e noises like t'e ba+&i&es and tactile encounters w'ile makin+ &orrid+e7 ;owever, t'ey did not overdo t'e e=citement, t'ey acted calmly wit' interest7 9%ield note: -ombinin+ active learnin+ and t'e re&lication of &ractices can 'ei+'ten aut'enticity and brin+ a sense of individuality> 6 &ainted t'e ceilin+ in t'e classroom like Bic'elan+elo did7 6t was interestin+ because 6 donAt usually &aint ceilin+s7 6t was e=citin+ because 6 was doin+ somet'in+ different to t'e ot'er c'ildren7

9Alison, !ear (: Active learnin+ en+a+es t'e senses> 6t is interestin+ bein+ wit' t'e s'ee& because you can feel t'e warm wool and te=ture, and it is soft like my 'air7 6t is $,)($

interestin+ feelin+ t'in+s7 6t feels lovely w'en you +et your 'ands in t'e mi=in+ bowl w'en we do cookin+7 9Bic'elle, !ear (: Any o&&ortunity to include a sense of taste was always included in any investi+ation7 AW'en we did our /&anis' to&ic we made &aella7 6t 'ad octo&us and mussels7 6t was tasty and interestin+ makin+ it because we donAt usually eat t'ese t'in+sA 95i+i, !ear (:7 Active learnin+ involves role &lay, &articularly a&&ro&riate for youn+ c'ildren w'o use narrative as an or+anisin+ tool 9%o=, ,181:7 "ac'el 'ad been discussin+ t'e &aintin+s of Bary -assatt wit' 'er class, w'ic' &ortrayed tender moments between mot'ers and dau+'ters, but lookin+ at t'e &aintin+s was not enou+'7 /'e arran+ed for t'e class to observe a mot'er bat'in+ 'er baby, wit' t'e c'ildren +at'ered round in a circle> We feel t'at itAs really im&ortant to +ive t'em a really e=citin+ stimulus so t'ey can actually see a tender moment, see t'e mot'er lookin+ lovin+ly at t'e c'ild, 'el&in+ was' t'e c'ild, brus'in+ 'er dau+'terAs 'air or was'in+ t'e c'ildAs toes or t'e c'ild @ust sittin+ wit' 'er mot'er as s'eAs sewin+7 4'e c'ildren would t'en do a AwritersA works'o&A, some encoura+in+ ot'ers, some sittin+ quietly and reflectin+, t'e teac'er also su&&ortin+, tryin+ to +et t'em to feel t'emselves as writers, believin+ in t'emselves and buildin+ u& t'eir confidence7 Once t'at 'as taken 'old, you can start to correct t'eir work in a constructive way $ but not until7 9/ue ;um&'ries: /imilarly, bein+ a desi+ner encoura+es learners to reconstruct knowled+e into t'eir own re&resentations> We did our own desi+ns on a &iece of &a&er7 4'ey were &'oto$co&ied at lunc'time to make lots of co&ies7 6n t'e afternoon we stuck t'em on to a &iece of &a&er 'ow we wanted t'em7 4'is is t'e desi+n 6 c'ose7 6 'ave re&eated it7 We need to do eac' section t'e same colour to make it look like a desi+n7 6f 6 did t'em all different colours it would not look muc' like a desi+n7 6t is all t'e leaves and flowers on a t'eme7 We brou+'t t'ese t'in+s in from outside7 4'ere is a fir cone, t'is is a catkin7 6 often see $,)*$

t'is sort of desi+n bein+ done on a com&uter7 !ou can see desi+ns on walls, cus'ions, bedclot'es, wra&&in+ &a&er, @ars, and clot'es7 Aut'entic learnin+ conte=ts allow learners t'e o&&ortunity to transform learnin+ into a &roblem$solvin+ e=&erience, A6 look forward to doin+ e=&eriments like t'e li+'ts and batteries7 6t is like testin+ t'in+s7 6 donAt care if it +oes wron+7 6f 6 was a witc' and 6 'ad to make a new &otion in my cauldron 6 would e=&erimentA 9-rai+, !ear (:7 4'is kind of role &lay is em&owerin+> 6tAs 'avin+ t'at curiosity of mind and of s&irit, of wantin+ to know because itAs interestin+ for itself7 6tAs realisin+ t'at you, too, can do itF you, too, can be a scientist, a true researc'er7 9/ue "owe: 6t increases t'e fun of learnin+> Amy was &retendin+ to be a baby for Biss "owe w'en we were talkin+ about bones and +rowin+7 6 like it w'en Biss "owe encoura+es us to &retend7 /'e does t'in+s interestin+ly wit' 'er voice as s'e &lays a &art7 We did a &lay of t'e t'ree &i+s7 We 'ad a really bad wolf and we all @oined in7 6t was fun7 9Bic'elle, !ear (: "ole &lay increases learnin+ effectiveness 9Jeffrey, ())*:> 6t was very very very sad w'en t'e teac'ers were &retendin+ to cry about t'eir dead c'ildren w'o 'ad died from starvation in 6reland7 6 really didnAt like it w'en &eo&le started dyin+7 6t was like it was really 'a&&enin+7 9Laura, !ear (: 6t allows e=&erimentation wit' oneAs self and an o&&ortunity to see t'in+s from ot'er &ers&ectives, a critical feature in bein+ creative>

6n t'e " lesson we 'ad to &lay a &art and t'en t'ink about t'at &ersonAs life7 !ou +et a c'ance to be somebody else7 /tatues are interestin+ because you are stuck like t'at7 6t is en@oyable $,).$ because we are bein+ t'in+s we donAt normally do7 6t was +ood &retendin+ to be an+ry7 9/imon, !ear ,F see Plate ?: Judy used a A"oamerA, a mobile robot o&erated by remote control to increase active en+a+ement> 4'e c'ildren devised t'eir own routes, layin+ down car&et tiles, walkin+ alon+ t'e routes t'emselves and turnin+ in ri+'t an+les, 1) de+ree turns7 4'is 'as carried over into P sessions and music sessions w'ere t'eyAve been sin+in+ and dancin+, doin+ movements as robots, and actually makin+ t'ese turns7 4ec'nical mani&ulation is a&&reciated by c'ildren> /ome com&uter &ro+rammes are en@oyable because you can make t'in+s on t'em and &lay around wit' it7 !ou +et control of it because t'e com&uter canAt do it all its own7 !ou are controllin+ it like you would control a robot7 9Bic'elle, !ear (:

%enerating positive feelings

%eelin+ &ositively about learnin+ combines t'e emotions and t'e co+nitive in an e=&erience t'at draws t'e learner inside t'e activity7 4'e c'ildren are co&yin+ Biss DanielAs stick r'yt'ms7 4'ey are wonderin+ w'at is +oin+ to 'a&&en ne=t, t'inkin+ t'at t'is is fun7 6t is fun because you 'ave to learn to co&y, t'ink about it and t'en do it7 4'atAs t'e tricky &art7 Alto+et'er it is like a +ame but itAs fun7 4'ey are lookin+ 'a&&y because itAs fun7 4'ey are not misbe'avin+ because t'ey donAt want to miss out on t'e fun7 !ou +et to 'ear t'e different music and you 'ave to learn it7 9Laura, !ear (: 6t is of +reat im&ortance to -oombesA teac'ers 'ow c'ildren feel about t'eir learnin+7 %eelin+s 'old t'e key to co+nition7 /o t'ere is muc' talk of e=citement, @oy, fun, 'a&&iness, confidence7 veryt'in+ t'ey do is fun7 /ue "owe recalls 'er first ins&irational memory, $,)2$ di++in+ a 'ole, and t'e c'ildren wantin+ to +et in t'e 'ole because it was so e=citin+, to see w'at was underneat' t'eir feet and findin+ t'e @oy in quite ordinary t'in+s, t'in+s t'at you always take for +ranted, you can never consider7 And it was seein+ c'ildren fallin+ on to t'e +round wit' e=citement at seein+ an eart'worm comin+ out and it was usin+ t'at 'ole so t'e c'ildren were actually collectin+ clay7 And 6 remember we were makin+ small water&roof bowls from t'e clay, and +ivin+ c'ildren some water to carry across t'e &lay+round7 4'e @oy and e=citement t'at somet'in+ as sim&le as t'at +enerated for me was marvellous $ t'e real stuff of life and of education7 #eit'As ?$year$old son was sent to t'e sc'ool because Aall t'e c'ildren are 'a&&y, and t'e sc'ool develo&s t'e c'ild7 ;e 'as become aware of 'imself and is a very inquisitive c'ild, as are most of t'e c'ildrenA7 ;e contrasts it wit' 'is own e=&eriences of sc'ool, 6 'ated it, and t'ey were undoubtedly t'e worst years of my life7 W'en it came to discussin+ sc'ool for my c'ild, 6 'ad to be &ersuaded to come 'ere, but w'en 6 actually came 6 found it was wonderful7 6 walked &ast t'e windows and saw all t'ese 'a&&y faces, and quite frankly 6 'ave to eat my words, because 'eAs 'ad a marvellous time 'ere, and itAs develo&ed 'im very well7 #eit' was lookin+ a'ead> 6 believe t'e c'ildren s'ould 'ave fun7 4'ey s'ould learn to be able to develo& t'emselves7 W'en it comes for t'em to +o out in t'e wide world in t'e twenty$first century itAs +oin+ to be e=ceedin+ly difficult for t'em to find @obs and careers and 6 t'ink t'ey may well 'ave to e=&erience t'e turmoil of 'avin+ to retrain two or t'ree times wit'in t'eir workin+ lives7 4'e sc'ool is &re&arin+ t'em well for t'e ability to ad@ust and to develo& t'emselves rat'er t'an 'avin+ somet'in+ t'rust at t'em7 4'is makes a +ood basis for learnin+ t'in+s like t'e core sub@ects7 4'eir success at t'at comes from t'e 'a&&iness t'at emanates from t'e sc'ool7 All t'e c'ildren are willin+ to learn7 4'eyAre so busy t'eyAre 'a&&y $,)?$ to learn, t'ey donAt even know t'eyAre learnin+ 'alf t'e time7 4wo or t'ree years on now, 'eAs !ear ( and 'is readin+ and writin+ 'ave absolutely blossomed in t'e last cou&le of mont's7 Beanw'ile 'eAs 'ad t'is 'a&&y e=&erience of sc'ool w'ic' 'eAll take wit' 'im t'rou+'out life7 A%unA and A'a&&inessA does not mean a free$for$all7 -'ildrenAs natural and co&ious resources 'ave to be c'annelled to some e=tent7 4'eresa, for e=am&le, was concerned to c'annel 'er c'ildAs confidence Ain t'e ri+'t directionA7 6n some res&ects, 'e was Aover$confidentA and 'e 'ad found it 'ard in t'e nursery sc'ool 'avin+ to Aknuckle under at times7 But at t'e end of 'is first day in infant sc'ool 'is teac'er asked me to come and see 'er, and t'e first t'in+ s'e said was K4'is c'ild is so +or+eous 6 cannot wait to 'ave 'im in my

classroomKA7 4'eresa Asort of &reenedA and t'ou+'t AWonderfulI 6 @ust 'o&e it lasts for everIA BartinAs dau+'ter 'ad Abeen 'ere si= mont's, s'eAs as 'a&&y as we could ever 'ave 'o&ed for, and on t'e back of t'at s'eAs learnin+ more t'an we could ever 'ave ima+inedA7 5inaAs dau+'ter Atalks about it t'e w'ole time7 ;er love of books is amaGin+7 4'ey nurture a love of books ri+'t from t'e word +oA7 /ue ;um&'ries is sure 6t really 'as somet'in+ to do wit' a confident &ersonality7 6f t'e settin+ is ri+'t itAs +oin+ to 'el& you to fulfil yourself as a &erson7 /o t'at all t'ose qualities t'at make you fun to be wit' are burnis'ed7 4'eyAre +oin+ to be brou+'t to t'e fore and em&'asised7 !ou mi+'t be a clever barrister, or a brilliant aut'or or &ainter or road$swee&er or waitress but itAs +oin+ to be t'e &ersonal qualities t'at you brin+ to t'e @ob and t'e way t'at you relate to ot'er &eo&le t'atAs +oin+ to mean t'at youAre 'a&&y in your life and filled wit' a sense of ac'ievement and &ur&ose7 ducation can foster t'ose qualities, and education +oes on and on7 DeeAs dau+'ter was Aa very bri+'t and rece&tive c'ild, but s'e was cri&&led by 'er lack of confidenceA7 /'e mi+'t easily 'ave Abecome very intimidated at a very early a+eA in t'e current &ressurised National -urriculum environment7 But at -oombes, Aeveryt'in+ is @ust fostered and encoura+ed7 Because t'ere is no re+imentation, t'e c'ildren find it very easy to find t'eir own level and @ust &ick everyt'in+ u&7 /ome donAt +et left miles be'ind because of an $,)<$ attitude differenceA7 -elebratin+ ac'ievement en'ances feelin+s of well$bein+> 6t was +ood because Brs Daniels was &roud of me7 6t made me 'a&&y because 6 like standin+ u& in front of t'e music teac'er7 6 like standin+ u& and &eo&le sayin+ AWell doneIA 6 like bein+ asked to come and stand u& in front of t'e +rou& because 6 'ave done somet'in+ +ood7 -'ildren t'emselves are aware of t'e im&ortance of celebratin+ ac'ievement for t'e develo&ment of confidence Owen is standin+ on t'e table wit' some writin+ in 'is 'and7 4'e teac'ers could be sayin+ AWell done, OwenA, and +ivin+ 'im a cla& because 'e 'as done t'e star &iece of work7 Owen would be t'inkin+ AWowI 6 'ave made t'e teac'ers very &leasedA7 ;e likes standin+ on t'e table because we were not allowed to do it normally7 6t is a treat7 ;e feels 'a&&y and confident7 4'is will 'el& 'im wit' 'is writin+ because it will make 'im listen more and will +ive 'im more confidence7 6Ave never really felt like t'at7 9Laura, !ear (: 4'is confidence, once establis'ed, seems to stay wit' t'em7 James, a &arent, felt 4'ey are confident in t'e world as t'ey +o out today as ? or even 2$year$olds7 4'eyAre 'oldin+ an adult conversation and you are 'a&&y for t'em because t'eyAre talkin+ sense7 !ouAre not embarrassed by your c'ildren7 6f t'eyAve been to -oombes, t'ey really are different7 4'eyAre always constantly sur&risin+ you7 Wit' confidence comes t'e com&etence to be critical, rat'er t'an sim&ly desirin+ to &lease t'e teac'er7 Lynn 9&arent: felt Life is @ust suc' an e=&erience to t'em, t'ey @ust donAt acce&t anyt'in+, t'ey question every sin+le t'in+7 6tAs like if you tell a c'ild somet'in+, t'eyAre +oin+ to test it out7 6f t'ey &rove it for t'emselves t'ey learn it7 $,)8$ 4'e +eneration of &ositive feelin+s is encoura+ed by t'e develo&ment of an Aadventure cultureA of learnin+ t'rou+' &rovidin+ o&&ortunities to e=&eriment, &lay, be innovative and e=ercise control7 A constant stream of novel encounters maintains t'e adventure culture> 4'ere are sur&rises on t'e com&uter &aintin+7 6f you 'ave scribbled on t'e com&uter you can still find t'in+s by lookin+ t'rou+' t'e &aintin+7 !ou can make a mess and still find somet'in+ real in it7 9Alice, !ear ,: A6t is e=citin+ w'en you 'avenAt seen t'in+s before, w'en it is new, like t'e s'ee& bein+ treated for foot rot by t'e vetA 9/ally, !ear ,:7 0ncertainty is intri+uin+> A6t would be e=citin+ for me to &lay on t'e com&uter because you donAt know w'atAs +oin+ to come u& on t'e screen 9Alice, !ear ,:7 O&en$ended &ossibilities are im&ortant for stimulatin+ antici&ation and e=citement> We 'ad to collect to+et'er twi+s and leaves and make a nest and t'en we drew t'em7 6t was interestin+ because you could use t'e clay as well7 6t was e=citin+ because nobody knew w'at t'ey were +oin+ to do7 4'ey 'ad to decide w'at t'ey were +oin+ to use7 We could c'oose w'at we used7 We didnAt know w'at it would look like before we started7 9Baria, !ear ,: 4'e teac'ers 'ave created c'allen+es takin+ into account c'ildrenAs fears and desires for risk$takin+7 "isk$takin+ is &art of learnin+> A6 'ad to read to t'e w'ole of class7 6t was a bit scary but 6 felt 'a&&y at t'e end of doin+ itA 9"icky, !ear ,:7 Learnin+ about li+'t and darkness becomes fun for t'e c'ildren and t'ey e=&eriment wit' Asearc' and recoverA strate+ies7 Antici&ation is an emotion t'at draws

on &ast e=&eriences of risk$takin+ and c'allen+e, AW'en we +o in t'e dark 'ouse it is dark and we canAt see7 We 'ave to find some toys7 We 'ave a torc'7 6t was fun because you kee& on bum&in+ into &eo&le 9;anna', Nursery:7 As /ue ;um&'ries &uts it> $,)1$ As you +row, you are makin+ u& your own story inside yourself and t'at story 'as to be filled wit' 'a&&iness $ it will be filled wit' un'a&&iness quite naturally $ but its construct, to+et'er wit' t'e intellectual abilities t'at are bein+ develo&ed 'as to be 'a&&y, +lad, antici&atory, so t'at you come to sc'ool filled wit' curiosity and a sense of A6 want to be 'ere and 6 want to @oin inA7

Transforming kno)ledge
Learners inter&ret knowled+e accordin+ to t'eir e=&erience and interests and e=&ress it in t'eir own terms7 4'ey t'us Aim&ose order on c'aosA 9"e++io milia, ,11?:7 Bc5uiness 9,111, &7 ,: notes t'at Develo&in+ t'inkin+ skills is su&&orted by t'eories of co+nition w'ic' see learners as active creators of t'eir knowled+e and frameworks of inter&retation7 Learnin+ is about searc'in+ out meanin+ and im&osin+ structure7 !oun+ c'ildren +enerate meanin+ by filterin+ and t'en transformin+ knowled+e t'rou+' t'eir ima+inations7 -'ildren e=&eriment wit' ima+inative constructions and &lay wit' ideas 9-raft, ())(:7 6n a mat's lesson, a +rou& of !ear ( c'ildren are +iven t'e task of identifyin+ s&ecific s'a&es and e=&lainin+ t'eir &ro&erties7 4'ey construct different s'a&es from construction equi&ment, t'en +ive t'em a meanin+ by filterin+ t'em t'rou+' t'eir ima+ination and &ersonal life connections> One c'ild says, A!ou can make a diamond, a bi+ one7A Anot'er says, A6Am a builder, 6 need anot'er bi+ one like t'is7A ALook at my eyeballs like trian+les7A ALook at my 'at7A A6Ave made a cluckin+ 'en7A A6 can make a salamander, 6 invented 'im7A A6 'ave made a s'ammon N4C c'aracterO7A 4'e teac'er says, A6 can see "obin t'rou+' 'is -onnect cube7A 4'e c'ild says quietly, A6 can see your face7A A4'is is a telesco&e7A A c'ild &ut 'is 'ead into a *D cube and says 'e 'as made a soldierAs 'elmet7 9%ield note: Narrative is a common mode of c'ildren usin+ t'eir ima+inations to transform knowled+e7 4'is is, in fact, t'eir main form of co+nitive activity 9%o=, ,181:7 W'ile drawin+ a ma& of t'e sc'ool +rounds, after Abeatin+ t'e boundsA of t'e sc'ool, a +rou& of c'ildren construct t'eir own story of an event on t'e ma&> $,,)$ A5o t'at way and t'en t'at way and t'en back into t'e den and 'ide t'e treasure underneat'7 4'atAs w'y it says ,))7 Pin+ Pin+ Pin+ Pin+7A AOut crawled t'e ca&tain7 4'ere is lots of wool7 4'ereAs a squirrel7 O' no, t'atAs -a&tain ;ook7A A6f t'at is -a&tain ;ook, t'en w'o is t'at manDA A6tAs t'e enemy7 W'ere is Br /mit'DA A;eAs +ot a +un 'e must be t'e blaster7A A;e looks a 'undred7A ALook, a=es +uns and knives7A ALook 'eAs &ickin+ 'is nose7A A6n t'is bit t'ere were lots of &irates climbin+ u& t'ere7A A6 swun+ one and knocked t'at one down7A A4'ere is -a&tain ;ook, look7A AW'ereDA AAnd t'ereAs me7 6Am drivin+ a car and t'en +oin+ to run over t'at bearAs claw7A ALook, t'e +oblin is t'ere7A ABister /&eed is bein+ knocked over7A APretend 6 was a do+ and you 'eard a noise outside and you went to investi+ate7A 9%ield note: -'ildren are +iven time and su&&ort to enable t'em to filter learnin+ e=&eriences t'rou+' t'eir &referred media7 -urriculum ob@ectives are t'en realised by encoura+in+ t'e learners to s'ow t'eir knowled+e t'rou+' a narrative7 We went beatin+ t'e boundaries to remind us not to +o outside t'em or we mi+'t be run over by a car7 6t 'a&&ened in t'e olden days w'en t'e c'ildren were beaten to remind t'em not to leave t'e villa+e boundaries7 Beatin+ t'em meant t'ey would remember7 /ome of t'em died because t'ey were w'acked so 'ard7 4'ey 'ad to stay in t'eir &art of t'e area7 6f you lived outside t'e area you would not be +iven any 'el&7 4'e re&roduction of t'is 'istorical knowled+e is found to be muc' easier for t'e c'ildren w'en usin+ narrative t'an w'en bein+ tested about t'e facts of t'e situation7 W'en asked by t'e researc'er, AW'at 'ave you learnt t'is mornin+DA t'e c'ildrenAs res&onses were very limited, but w'en asked to A4ell me t'e story of beatin+ t'e boundsA, t'ey +ave muc' ric'er answers7 4'is filterin+ of knowled+e t'rou+' t'e youn+ learnersA ima+ination manifests itself in talkin+> A-'ildren solve &ractical tasks wit' t'e 'el& of t'eir s&eec', as well as wit' t'eir eyes and 'ands7 4'is unity of &erce&tion, s&eec' and actions w'ic' ultimately &roduces internaliGation of t'e visual field, constitutes t'e central sub@ect matter for any $,,,$ analysis of t'e ori+in of uniquely 'uman forms of be'aviourA 9Bind in /ociety, &7 (?:7 Lan+ua+e is 9in Cy+otskyAs sense as in DeweyAs: a way of sortin+ out oneAs t'ou+'ts about t'in+s7 9Bruner, ,18?, &7 <(: A boy arrives to collect 'is 4udor 'ouse from t'e street &lan laid out in t'e 'all but finds it is missin+7 ;is reaction is not des&air but ima+inative reflection as 'e uses t'e models of 'ouses on t'e street to construct a story> ;e wanders around sayin+, A6t smells like a c'ocolate, it is brown7 6 am stayin+ to kee& an eye out for it7A ;e marc'es around t'e &at's7 A6t couldnAt 'ave moved because it 'as no le+s7 Per'a&s it 'as fallen into t'e sea7 Per'a&s someone else 'as taken it by mistake7 WeAll act like sniffer do+s7 Baybe a ma+ician 'as disa&&eared it7A

9%ield note: Learnin+ e=&eriences are made meanin+ful by active learnin+ twinned wit' ima+inative transformations> 6 felt t'e vibrations by touc'in+ t'e 'ar& w'ile 'e &layed it7 6 liked t'e music7 6 ima+ined t'at 6 was in a field ridin+ a 'orse7 6 t'en @um&ed off t'e 'orse into s&ace7 6 @um&ed on to a &lanet and t'en 6 @um&ed on to a star7 6 t'en went into a s&aces'i& and t'ere was not'in+ in it7 6t was t'e world and 6 was fallin+ down on to it, back on to my 'orse7 ncoura+in+ ima+inative res&onses was a strate+y used by t'e teac'ers to en'ance learnin+, for e=am&le by encoura+in+ c'ildren to make u& number stories> 4'ere were two monkeys u& a tree and t'e +round be+an to s'ake and two more monkeys climbed u& t'e tree to @oin t'em7 4'ere were t'ree flowers and a 'orse ate one of t'em7 4'ere were four flowers and a &i+ ate two of t'em and a +irl came alon+ and &icked one7 4'ere were four ducks and ei+'t flew down to @oin t'em7 4'ere were t'ree trees and one was c'o&&ed down7 4'ey were five birds and a crocodile ate one7 $,,($ 4'ey were two flowers and two more +rew and &i+ came alon+ and ate one7 4'e little +irl saw five fairies but one was so scared it 'ad to +o back to fairyland7 9"ece&tion c'ildren, field note: /imilarly, w'en /ue asked t'e c'ildren to ima+ine w'at it would be like if t'eir muscles +rew faster t'an t'eir bones and vice versa, t'e c'ildren used t'eir ima+inations to develo& t'eir knowled+e of t'e body> 6Ad be all flo&&y if my bones didnAt +row7 By skin would be 'an+in+ down off t'e end of my fin+ers7 By nose would be dan+lin+ down t'ere7 By earrin+s will be down touc'in+ t'e floor7 6f my bones +rew w'en my body didnAt, 6 would be all skinny7 6 would 'ave e=tra lum&s all over me7 By bones would be stretc'in+ my body so 6 would be very t'in7 6Ad be like a skinny soldier and bones would be stickin+ out of my skin7 By brain would be +ettin+ squas'ed7 4'e e=tensive focus on lan+ua+e develo&ment and discussion enables c'ildren to develo& a dis&osition for analysin+ learnin+ e=&eriences meta&'orically> 6 felt t'e 'ar& vibratin+ and 6 listened to t'e music7 W'en 6 felt t'e vibrations it made me t'ink of a nail &rickin+ my fin+er very +ently7 We all went into t'e 'all and 'eard #eit' &lay t'e 'ar&7 6t sounded like t'e sea swis'in+ and swos'in+7 6 'ave been to Pai+nton on 'oliday and 6 &layed in t'e sea7 6t was c'armin+7 4akin+ owners'i& of knowled+e t'rou+' t'e ima+ination is to make it meanin+ful in terms of t'e self7 4'e knowled+e t'en becomes valuable to t'e learner as an e=&ression of t'e self and any encoura+ement of t'is &rocess is e=tendin+ t'e wort' of t'e &articular knowled+e t'e teac'er is e=&lorin+7 #nowled+e au+ments t'e e=tensions of self 9"e++io milia, ,11?:7 $,,*$

Learning cooperatively

Owners'i& of knowled+e and control over learnin+ is also +ained in interactive social conte=ts7 Partici&ation amon+ and between teac'ers, &u&ils, &arents and ot'ers is a bi+ feature of t'e learnin+ e=&erience at -oombes7 veryone w'o &asses t'rou+' t'e doors at -oombes is included in t'e &eda+o+ic e=&erience 9see also -'a&ters , and ?:7 -'ildren reinter&ret, in t'eir own terms, t'e teac'ersA articulations> W'en /ue and -arol started a discussion about boys 'avin+ babies one !ear , boy affirmed t'e su++estion by tellin+ t'em t'at A6 like babiesA7 Learners offer t'eir own contributions to t'e learnin+ conte=ts, w'et'er 'eard or not7 One of t'e teac'ers says, AAll t'e &ots from all t'e c'ildren are in t'e kilnA7 A !ear , c'ild says, Ae=ce&t for t'e @uniorsA7 A rece&tion c'ild adds to t'e teac'erAs instructions about &lantin+ daffodils, by e=em&lifyin+ t'e instructions to t'e w'ole class, Anot u&side down like t'isA7 9%ield note: -elebratin+ innovative su++estions from learners 'el&s create a co$&artici&ative climate for learnin+, Jude asks t'e !ear ( +rou& 'ow many t'ey need to +et from <2 to ,))7 /'e t'en commends a +irl w'o offers a solution as to 'ow to make t'e calculation> add on or take off t'e five and count in tens and t'en remember t'e five7 9%ield note: 6n t'is creative climate, learners feel free to make su++estions to im&rove t'e quality of lessons> Biss "owe said we were +oin+ to collect some +reenery for an 6ris' dis&lay and 6 went u& to Biss "owe and said, A/'all 6 sit on to& of a c'air on t'e tableDA And t'en t'e class went outside and +ot lots of +reen leaves and t'ey settled it around me and Betty &ut some on my 'ead, w'ic' droo&ed down and +ave me eye ac'e7 6t was a really +ood 5reen Buseum, and 6 was a real model7 4'ey &ut leaves and branc'es u& over my s'oulders7 4'e c'ildren concentrated because t'ey wanted it to look artistic7 9"ac'ael, !ear (F see Plate <: $,,.$ -o$&artici&ation 9"e++io milia, ,11?: brin+s learners into t'e learnin+ &rocess as contributors> A !ear , +irl in -arolAs class reminds all t'e c'ildren t'at t'e task t'ey are bein+ asked to do $ wa= relief $ 'as been done before and s'e &oints to an e=am&le on t'e wall7 4'is is not seen as a criticism on 'er &art, but a contribution to remind ot'ers t'at t'ey 'ave &revious e=&erience of t'e &ractice7 9%ield note: -o$&artici&ation s&reads to &eer &artici&ation> /o&'ie 9!ear (: asks anot'er c'ild if s'e can use 'er 'ands to 'el& wit' doublin+ numbers and t'e &air of t'em use t'is strate+y to com&lete t'e task7 9%ield note: /ome new rece&tion c'ildren 'ave arrived in JudyAs class and s'e asks t'e indi+enous +rou& to dramatise one of t'eir favourite stories7 /o an audience is created and t'e c'ildren im&rovise t'e c'aractersA be'aviours ima+inatively from t'e story as it is read7 9%ield note: Anot'er form of co$&artici&ation valued at -oombes is t'at of reversin+ teac'er and learner roles7 -'ildren often take visitors on +uided tours of t'e sc'ool7 6n some cases t'ey take over teac'in+ roles, as w'en t'ree !ear ( c'ildren were instructed to assist t'e researc'er in t'e art of makin+ a Asmud+ed &ictureA wit' &astels> A4'en you +et a w'ite for t'e sky and rub it on7 Do it dead +ently and smud+e it in7A AWit' your fin+ers like Biss Davis tau+'t us7A A6t makes a +ood effect, it makes it a better &icture7A A!ou can smud+e t'e to&s of t'e mountains but donAt do bum&s7A A!ou +et some blue for t'e sky and leave some +a&s of w'ite to make it look like winter7A A!ou also leave a +a& for t'e sun7 !ou 'ave to make it look really really misty7A A!ou can use &ink and &ur&le and brown near t'e sun7A A6t 'as to be nearly dark to make it seem misty7 4'is is +oin+ to be really +reat7A A!ou can do w'at you like but it 'as to look like a dark sun7A ADo it very li+'tly7 Leave a s&ace for t'e sun7 0se &inks and $,,2$ oran+es and yellows7A A!ou 'ave to use all t'ese colours because t'e sky c'an+es w'en it +ets dark7 !ou 'ave to use &inks and oran+es and yellows7A ADonAt use any more blue, but &ut some &ink in t'ere7A A4'en t'ereAs t'e 'ard bit w'ere you 'ave to &ut really dotty lines across it7A ANow leave it7 4'atAs +ood, t'at7 Now you need to +et t'e black and do little dotted lines w'ere you 'ave smud+ed t'e colours in7A 9%ield note: 4akin+ on a teac'in+ role +ives c'ildren a measure of control and an o&&ortunity to be creative7 6n t'is case t'e c'ildren mi= t'eir teac'erAs e=&ressions wit' t'eir e=&erience to describe t'e &rocess of smud+e &aintin+7 6n doin+ so t'ey are also develo&in+ t'eir understandin+ of t'e teac'in+ and learnin+ &rocess7

4'e contributions are not only between teac'er and learner7 4'ere are dialo+ues t'at develo& between learners> /ue asks 'er mi=ed 2$<$year$old c'ildren 'ow t'ey would fill u& an alienAs em&ty brain and t'e c'ildren not only use t'eir ima+ination but t'ey confront eac' ot'erAs contributions7 A6 would do it in a laboratory7A A6 would do it by tellin+7A A!ou canAt7 Because it 'asnAt +ot anyt'in+ in its brain to t'ink wit'7A A;e wouldnAt be able to remember anyt'in+7A A!ou could make 'im +o to slee& and t'en o&en 'is 'ead a little to &ut t'e ri+'t information on 'is brain7A 4'e &rocess of discussion o&ens u& avenues for learnin+ w'ic' include &'iloso&'ical debates> Durin+ t'e discussion wit' /ue about 'ow babies learn, t'e followin+ question came out of t'e blue and was taken on by t'e ot'ers7 A4'is question is a 'ard one because 'ow did t'e first &erson in t'e world know all t'e t'in+s about t'e worldDA A5od tau+'t t'em7A ABut 'e was a little baby7A A;ow did t'e world +et madeDA A;ow did t'e first &erson +et madeDA A;ow did t'e w'ole universe +ets madeDA A;ow did life +rowDA 4'ere followed lots of c'atter &ermeated wit' questions and assertions and answers7 9%ield note: $,,?$ 6n &ursuance of co$&artici&ation, some discussions of t'e learnin+ &rocess are included in t'e &eda+o+ic &rocess> /ue asks 'er class 'ow t'ey learn7 4'e answers not only contribute to knowled+e but t'e contributory climate encoura+es t'em to s'are t'eir knowled+e7 A6 listen and you teac' us7A A!ou need to use your ears to listen, your nose to smell and your eyes to see7A A!ou need to listen most of t'e time and to be quiet7A A6t is like you 'ave dots in your brain and t'ey are all @oined u&7A A!ou t'ink about it and stuff like t'at as well7A A!our brain is tellin+ you 'ow to use your eyes7A A4'e colle+e tells you w'at to tell us and you tell us and we +et t'e answer7A 9%ield note: -reative co$&artici&ation in teac'in+ and learnin+ involvin+ t'e w'ole community was e=em&lified by t'e annual %ire of London to&ic7 4'e c'ildren were told t'e story and a form of Acommon knowled+eA 9 dwards and Bercer, ,18<: wit' teac'ers and &eers was develo&ed as t'ey retold it verbally and in writin+> 4'e 'ouses were too close and so t'e fire s&read quickly7 4'ey 'ad to run away quickly down to t'e river and +et away by boat7 4'e wind was blowin+ quickly and it was too stron+ to +et across t'e river7 W'en t'ey cau+'t a fis' t'ey didnAt need to cook t'em because t'ey were all boiled by t'e warm water of t'e London fire7 Nine &eo&le died7 One man told t'em to &ull down t'e &laces w'ere t'ey stored t'in+s and t'e fire couldnAt +o any furt'er> 9/usan, !ear ,: %amilies were t'en invited in to be co$&artici&ants by askin+ t'em to assist t'eir c'ildren in constructin+ a model of a 4udor buildin+ at 'ome wit' t'eir c'ildren> As a c'ild 6 could not remember any of t'e events, but because 6 became involved wit' my c'ildren 6 learnt a lot more about it7 6t involved t'e &arents quite a lot because t'ey work to+et'er wit' t'e c'ildren to make t'e 'ouses7 6t is not obli+atory but durin+ t'e &rocess of makin+ t'e 'ouse t'e c'ildren 'ave learnt a +reat deal about t'at &eriod of time in 'istory7 4'ey 'ave learnt about all t'e different &ers&ectives and w'at was it like to be a c'ild in t'at time7 Not @ust t'e strai+'t 'istorical facts7 $,,<$ !ou learn all sorts of t'in+s, not @ust 'istory7 6t is to do wit' makin+ t'in+s, tec'nolo+y, fire safety, simultaneously tau+'t t'rou+' one really clever well$t'ou+'t$out &ro@ect7 6t draws out all t'e stren+t's of eac' a+e +rou& wit'in t'e class as well as 'ome life7 We went to t'e library to find out w'at t'e 'ouses looked like and 'ow to &ut t'in+s to+et'er7 4'en w'en t'e +reat day comes it is really e=citin+7 ;ouses start tricklin+ in durin+ t'e course of t'e week and t'ey are all assembled in t'e 'all7 6t becomes more and more interestin+ and absorbin+ eac' day as new 'ouses arrive7 9Parent +overnor: 4'e c'ildren coo&erated wit' t'eir &arents and wit' &eers in t'e construction of some of t'e buildin+s in t'e classroom7 We &ut one bo= on to& of anot'er7 We stuck &a&er all over it and t'en &ainted it7 By dad cut all t'e little sticks to &ut on it and t'en we did t'e black bits and t'en we did t'e doors and windows7 94ony, !ear ,:

All t'e metre$'i+' 'ouses, c'urc'es and ware'ouses were installed in t'e 'all on a street &lan7 4'is was t'en used for a week as a resource for mat's work in ma&&in+, direction, measurement, s'a&e reco+nition and tessellation7 4'e c'ildren used t'e AroadsA frequently, often on t'eir own to traverse t'e 'all to ot'er &arts of t'e buildin+7 4'en on 4'ursday afternoon all t'e c'ildren +at'ered u& t'eir 'ouses and, alon+ wit' &arents, +rand&arents and friends, t'e w'ole sc'ool troo&s out to t'e field and lays out t'e 'ouses on t'e street ma& for t'e last time> We set fire to t'em7 We smile at 'ow muc' time we s&ent on t'em and t'en we burn t'em7 %or one of my c'ildren it became a real &roblem7 /'e @ust did not want to burn it after s'e 'ad made it7 At t'e very last moment s'e decided not to let it be burnt and it still lies in t'e loft at 'ome7 But bot' of t'em can remember t'e key facts, w'at t'e buildin+s were made of, w'ic' is w'y t'ey burnt so quickly, t'e date and 'ow to make t'in+s7 We make 'istory come alive t'rou+' t'e buildin+s7 6t is never borin+ and t'is is t'e t'ird time we 'ave done it7 6t is never dull7 9Parent +overnor: $,,8$

!late % Literacy in the environment $a$.$

!late % Literacy in the environment $a$.$

!late & *eality maths $a$2$

!late + *ole playing religious education $a$?$

!late , Co participation $a$<$

!late , Co participation

-a-7-

!late - *eality history $a$8$ 4'e c'ildren are forced into wei+'in+ u& a difficult decision of owners'i&, A6 donAt really want mine to be burnt but 6 will let it be burnt7 ;owever, 6 wonAt mind if it doesnAt actually catc' fireA7 W'ile takin+ care to observe safety re+ulations, t'e 'eadteac'er t'en sets li+'t to t'e AbakerAs s'o&A and t'e c'ildren, staff and &arents collectively en+a+e in a learnin+ e=&erience never to be for+otten 9Plate 8:7 4'e vividness of t'e c'ildrenAs descri&tions e=em&lify t'eir e=citement> 4'e 'ouses are ali+'t A4'e one ne=t to me is on fire7A AWow, look at t'em fly into t'e sky7 4'eyAre +lidin+7A ABye Bye7 /ome &eo&le 'ave esca&ed by flyin+7 4'eyAre witc'es7A 4'ere are smiles, c'eers and loud lau+'s as one colla&ses7 ABy one is burnt to bits7 4'ere is no more life7A 4'ere are loud AOo'sIA as one of t'e last 'ouses eventually succumbs7 4'ere are no com&laints about t'e cold bitter wind7 4'ere is a loud Aw'ooA as t'e wind suddenly blows t'e as' towards t'e c'ildren7 4'e c'urc' is t'e last to +o7 After t'e burnin+ t'e c'ildren and &arents dis&erse, some back to t'e classroom, ot'ers to buy 'ot do+s for sale in t'e car &ark7 9%ield note: /ome +rand&arents saw t'e learnin+ e=&erience as unique and e=tremely relevant> 4'is is fantastic, isnAt itD 6t is so realistic, isnAt itD 6tAs muc' better com&ared wit' w'at we 'ad w'en we were at sc'ool7 We investi+ated t'e 'istory of eac' of t'e 'ouses7 Last year, w'en t'e fire 'ad e=&ired t'ere was @ust one 'ouse left7 6 donAt know 'ow t'ey did it7 6t was quite an intri+uin+ si+'t7 We made t'e 'ouse to+et'er7 4'ey +et quite involved in doin+ it7

/c'ool was more borin+ w'en we were at sc'ool7 4'ey donAt for+et it w'en t'ey do somet'in+ like t'is7 4o see a re$enactment of t'is, Puddin+ Lane and t'e w'ole fire is wonderful7 6t clin+s to t'e c'ildren, muc' more t'an (),))) words in a book7 6Ad for+otten all about it but t'is brin+s it all back7 4'e &arent +overnor re+arded t'is as a key event w'ic' constitutes t'e ma+ic of -oombes7 veryt'in+ comes to+et'er, t'ey 'ave all +ot a common ob@ective7 4'ere are $,,1$

various events durin+ t'e year w'ic' may be different in style and content w'ic' a&&eal to different c'ildren at t'eir sta+e of develo&ment and s&ark off somet'in+ in t'em w'ic' is w'at teac'ers are after7

Conclusion
-oombes creates an aut'entic learnin+ e=&erience t'at reco+nises c'ildrenAs active dynamism and combines it wit' an o&enness to t'e way learners make e=&eriences meanin+ful7 Lon+itudinal researc' into t'e effects of t'e ,11)s reforms carried out in &rimary sc'ools found t'at &eda+o+ies t'at minimised consideration of t'e learnersA ca&acities and interests and t'e involvement of t'e learner in t'e ob@ectives and t'e &rocesses of teac'in+ and learnin+ resulted in Aa sense of c'ildren in fli+'t from an e=&erience of learnin+ t'at t'ey found unsatisfyin+, unmotivatin+ and uncomfortableA 9Pollard et al7, ())), &7 ,)*:7 4eac'in+ and learnin+ &ro+rammes t'at do not strive for aut'enticity and su&&ort learnerAs control and owners'i& of knowled+e may well result in disen+a+ed learnin+ 9ibid7:7 -'ildren start off bein+ creative 9Beetlestone, ,118:, &refer some control over t'eir learnin+ and welcome o&&ortunities to fanta$sise and to use t'eir ima+ination 9Pollard, ,111:7 -'ildren are equi&&ed wit' t'e ca&acities and &erce&tive tools for or+anisin+ and reactin+ to senses, for seekin+ e=c'an+e $ embodyin+ t'e actions of t'e semiolo+ist and detective $ to 'y&ot'esise, to deal wit' missin+ e=&lanations and to reconstruct facts 9"e++io milia, ,11?:7 4o be creative, learners often 'ave to tear t'in+s down and build t'em u& a+ain by transformin+ t'em 9Beetlestone, ,118:7 6t is ar+ued t'at it is not &ossible to teac' creativity, only to set t'e conditions 9/mit' et al7, ,111:, a task -oombes sees as essential7 4'ese &rinci&les are reflected in -oombes teac'ersA views on assessment of learnin+7 4'ey are as keen as any ot'ers on raisin+ ac'ievement, but t'ey ar+ue t'at any assessment of c'ildrenAs learnin+ s'ould be broader t'an t'at envisa+ed in t'e /A4s or by OfstedAs criteria> We are concerned to +ive similar consideration to t'ose immeasurable as&ects of education7 Not all end results can be re&roduced as a set of statistics, but t'ey are equally vital if we are to &rovide c'ildren wit' t'e means to become committed life$lon+ learners7 Our fear is t'at education is not best servin+ $,()$ conce&tion of 'is be'aviour 'eld by 'is teac'ers7 ;e attem&ts to stay on task alt'ou+' 'e finds it ta=in+ but also feels t'at 'e is +ettin+ better wit' every e=&erience7 %avourite books are animal books, stories of monsters and stories wit' a stron+ line in adventure7 We need to use 'is interests as muc' as &ossible in 'is continuin+ education7 9/ue ;um&'ries: -'ildren t'emselves found t'e e=&erience rewardin+> Bein+ interviewed by Biss ;um&'reys about me was e=citin+ and interestin+ because you 'ave dee& t'ou+'ts t'at you donAt usually t'ink about7 6t was e=citin+ t'inkin+ about my future life7 9Bic'elle, !ear (: 4'e +overnment re&ort into creativity and culture 9NA--- , ,111: su++ested t'at t'ere were t'ree tasks for creativity in education> encoura+in+ &ositive identitiesF fosterin+ a lan+ua+e for t'e twenty$first century t'at included &layfulness, fle=ibility and innovationF and +eneratin+ a 'abit of learnin+ and bein+ creative7 -oombes 'as &rovided a learnin+ model for t'ese ob@ectives7 $,(($

Chapter +
Coombes as a learning community
W'at are t'e factors be'ind t'e success of -oombesD We see t'ese derivin+ from t'ree main sources7 %irst, t'ere 'as been a c'arismatic a+ent at t'e centre of t'e develo&ment of t'e sc'ool7 -oombes was not made in a dayF in fact it 'as taken /ue ;um&'ries a lifetime7 /'e would be t'e first, 'owever, to &oint, secondly, to t'e contributions of ot'ers and t'e democratic and collaborative way in w'ic' t'ey work7 4'irdly, t'ere is t'e involvement of t'e w'ole community and t'e s&irit of communitas t'at &ervades t'e sc'ool7 -oombes is a &aradi+m case of a learnin+ community7 4'e 'eart of its success lies in t'at conce&t7

.isionary leadership
At t'e centre of &olicy and &lannin+ t'ere 'as been visionary leaders'i& $ &layed down by /ue ;um&'ries 'erself, since s'e

&referred to see it comin+ t'rou+' in ot'ers, and in t'e life of t'e sc'ool7 -arol -ook, a lon+$servin+ teac'er at t'e sc'ool, was ca&tured by /ueAs c'arisma as early as 'er interview for t'e &ost s'e now 'olds> /ue e=&lained to me t'at s'e wanted to &ut t'e sc'ool back into its ri+'tful settin+, because it 'ad a most beautiful backdro& of fields and woods, but 'ad been left by t'e arc'itects as a barren site7 And 6 t'ou+'t, AO', t'is is a woman 6 could work wit'IA and it @ust went from t'ere7 W'en /ue retires, noted /ue "owe, Ait will need someone to ste& into 'er s'oes, wit' similar visions and a similar ins&irational c'arismatic styleA7 Leaders'i& may be distributed and s'ared, but $,(*$ t'ere is still a Acritical a+entA 9Woods, ,112: at t'e centre of events actin+ as catalyst7 4'e literature refers to t'e im&ortance of a sc'oolAs 'istory 9see, for e=am&le, -ocklin et al7, ,11?:7 6n t'e case of -oombes, t'is is to a lar+e e=tent /ueAs own life 'istory and 'er &ersonal lon+$term vision, w'ic' entails w'at ;ameyer 9,11?: calls a Alon+$distance runnin+ e=erciseA> 4wenty$five years a+o 6 'ad a &lan of sorts, a w'ole lot of t'in+s 6 wanted to realise7 One of t'em was a community sc'ool wit' a team of teac'ers workin+ in it w'o very muc' cared for eac' ot'er as well as carin+ for t'e c'ildren7 And 6 'ad a few ideas about a settin+ in w'ic' 6 'o&ed education would take &lace7 But it wasnAt a ten$year &lan7 6t was a twenty$five$ or t'irty$ or forty$year &lan7 /o 6Am not +oin+ to finis' it before itAs time for me to retire, because 6Am not anyw'ere close to t'e realisation t'at 6 'ad or t'e dream 6 'ad at t'e be+innin+7 /o it was bi++er t'an 6 believed it was7 At t'e centre of t'e -oombes ac'ievement, t'en, is t'e c'arismatic a+ent, t'e 'ead, w'o 'ad t'e vision, fait', values and beliefs to launc' t'e &ro@ect, resolve and &atience to sustain and develo& it, and &ersonal skills and @ud+ement in surroundin+ 'erself wit' and ins&irin+ like$minded &eo&le to contribute to t'e enter&rise7 %ullan and ;ar+reaves 9,11(: recall 4omAs 9,18.: view of teac'in+ as a moral business, firstly in 'el&in+ to s'a&e t'e +enerations of t'e future, secondly in t'e discretionary @ud+ements t'ey make in classrooms7 ABecause teac'in+ is a moral craft, it 'as &ur&ose for t'ose w'o do it7 4'ere are t'in+s t'at teac'ers value, t'at t'ey want to ac'ieve t'rou+' t'eir teac'in+A 9%ullan and ;ar+reaves, ,11(, &7 (1:7 4oo often, teac'ersA &ur&oses are overlooked by reformers and t'ey do not 'ave a voice7 At -oombes, t'ere is a stron+ sense of &ur&ose7 W'en we asked /ue 'ow s'e mana+ed so often to +et 'er own way wit' e=terior bureaucratic forces, s'e re&lied, AWell, 6 t'ink 'avin+ a re&utation as an eccentric 'el&sA7 Part of t'is AeccentricityA &er'a&s is /ueAs ability to c'allen+e t'e A+ivensA of sc'ool, w'ic' /arason 9,18(: feels is one of t'e most im&ortant factors in inducin+ c'an+e7 /ome of t'ese A+ivensA are t'e inside classroom as t'e main conte=t of teac'in+ and learnin+, t'e s'ar& division between inside and outside sc'ool, t'e &lay+round as a &lain 'ard surface, t'e National -urriculum, assessment7 At -oombes, /ue retains 'er inde&endent vision7 -ertain as&ects of t'e National $,(.$ -urriculum are welcome, ot'ers are an irritant, but, by and lar+e, it is subsumed wit'in t'eir +rand desi+n7 /ue makes ca&ital in ot'er ways7 4o run and develo& suc' a &ro@ect requires funds and services from ot'ers> We need money for re&airs7 %or e=am&le, a &ond cracked in last yearAs drou+'t and will cost about Q?)) to &ut ri+'t7 We also need money for e&'emeral t'in+s, like feedin+ s'ee&, &ayin+ vetsA bills, +ivin+ e=&enses to &eo&le like 'ot$air balloonists7 !ou canAt actually see w'at t'eyAve left you wit'7 4'ey are t'e intan+ibles, but t'ey are t'e t'in+s t'at +ive a quality and a certain ed+e to t'is kind of education, if itAs w'at you believe in7 6t also means entre&reneurial skills, &owers of &ersuasion and considerable determination7 4o +et o&era sin+ers, under$belly 'orse riders, internationally acclaimed writers, 'elico&ter &ilots, &ara$c'utists, etc7 to t'e sc'ool, /ue feels, rests on At'e way you &resent t'e case, t'e tone of t'e a&&roac', and t'e do++edness of t'e a&&roac' and, of course, t'e way a +rou& decides 'ow it s&ends its moneyA7 A collea+ue re&orted t'at Aw'en a small circus visited t'e area, /ue was absolutely determined we were +oin+ to +et t'is camel into t'e &lay+round and s'e did itA7 W'y was it so im&ortantD 6t was to do wit' t'e &i&'any and t'e @ourney of t'e wise men, and it was really somet'in+ t'at @ust &ut t'at s&ecial memory into all t'e talk t'at 'ad +one on7 -'ildren are talked at by teac'ers for 'undreds of 'ours, and so muc' of it must sail directly over t'em7 6n many ways, -oombes is an e=&ression of /ueAs self7 Woods 9,11): 'as ar+ued elsew'ere t'at a teac'er can bot' find a means of e=&ression and +ive e=&ression to a curriculum area7 Des&ite t'e constraints and o&&osin+ &ressures, teac'ers can en+a+e wit' t'e curriculum at a dee& &ersonal level7 /ue s'ows t'at t'is can a&&ly to t'e sc'ool itself7 Like many of t'e teac'ers interviewed by Nias 9,181:, it &rovides o&&ortunities to Abe yourself,A to Abe w'oleA and to Abe naturalA7 As a ma@or, lon+$term &ro@ect, wit' many branc'es and o&eratin+ at a number of levels, -oombes re&resents a considerable &art of a lifeAs work7 ;olistic in its aims, it 'as been 'olistic in its claims on t'e time, ener+ies, creativity, &atience, $,(2$

&erseverance and ent'usiasm of its s&onsors7 4'is includes t'e staff as a w'ole, and t'e body of &arents7 /ueAs collea+ues arenAt @ust in t'is for money7 4'eyAre in it for a certain amount of &ersonal &ower, and t'at &ersonal &ower 'as to be released7 4'ey 'ave to be &art of t'e decision$makin+7 4'eyAve +ot to see t'eir &ersonality reflected in t'e overall sc'ool &attern7

Creativity through team )ork

4'e sc'oolAs democratic mana+ement structure is very effective and assures t'e sc'oolAs total commitment towards 'i+' ac'ievement in all as&ects of &u&il develo&ment7 9Ofsted, ,11<, &ara7 <, &7 (:

/ue is su&&orted by a staff of like$minded collea+ues w'o s'are 'er vision and are equally ent'usiastic7 /ome 'ave written articles, books, a&&eared on television7 W'ile /ue &rovides leaders'i&, it is leaders'i& by e=am&le7 A4'ere is no line mana+er,A s'e says7 A6tAs consensus &olitics 'ere7 6f a teac'er can see a fun way to deal wit' somet'in+, t'en t'ey know t'ey can +o and do itA7 4'ere is no bland conformity amon+ t'em7 AAll our staff 'ave +ot very different ideas about w'at s'ould be done,A said /ue7 A4'ey donAt always concurA7 -onsequently t'e +rou& is very creative7 /ue ;um&'ries believed 4'ereAs no +reater educator really t'an t'e influence of t'e +rou&7 very +rou& feels its way towards w'atAs ri+'t for t'at +rou&7 6 t'ink sometimes very stron+ leaders'i& can sto& a +rou& feelin+ its way outward and onward7 %or me, t'e entire movement outwards 'as +ot to be w'olly felt wit'in t'e +rou&7 6t mustnAt favour some &eo&le and not ot'ers, and 6 t'ink t'ere can be some odd distinctions about w'o 'as t'e best ideas7 !ou donAt 'ave t'e best ideas because youAre t'e 'ead, or because youAve been 'ere lon+er t'an anybody else7 4eac'ers t'us work as a team in w'ic' t'ey are all leaders7 /ue re&orted> verybody 'as an inner li+'t, and itAs +ivin+ s&ace and o&&ortunities for t'at to be brou+'t out, w'et'er at staff meetin+s M !ou can sometimes t'ink AO', t'atAs a w'acky ideaA7 4'en $,(?$ w'en you e=amine it, you find out t'at t'ere is somet'in+ really very trenc'ant in t'at way of t'inkin+7 6tAs a matter of acce&tin+ t'e ideas, sometimes sittin+ for a moment or two in silence7 Our staff meetin+s tend to be rat'er lon+ drawn out and rat'er 'esitant sometimes, but t'atAs because everybodyAs sto&&in+ and t'inkin+ and lookin+ at w'at ot'er &eo&le 'ave submitted7 4'e ideas, as t'ey are &roduced, direct everybodyAs t'inkin+, and t'e one t'at does t'at is naturally t'e leader for t'at moment and &robably for t'at activity7 6f youAre workin+ in a very comradely way, ot'er &eo&leAs interests will work on you7 6f somebody says, A6 really t'ink we s'ould do The 3ater BabiesA, everybodyAs di+estin+ t'is idea and t'inkin+, A!es, but 'owDA /'eAll t'en +o on and say, A6 see one of us as 4om, and 'ere we all are, and t'ereAs t'e c'ildren doin+ t'e different features of t'e bookA, and breat'in+ life into it and takin+ u& t'e moral issues out of it7 /o you find yourself cau+'t u& in The 3ater Babies out of one &ersonAs ent'usiasm for it7 6f youAre susce&tible to eac' ot'er you want to see your fellows succeed, and you want to see t'e idea come to fruition7 4'ereAs been a lot of talk about Aowners'i&A, but actually it means a certain determination to see an equal success in t'e teac'in+ +rou& for eac' member of staff7 4'e staff do a+ree, of course, on t'e basic values7 A measure of difference on &oints of detail, and t'e freedom to e=&ress it, is re+arded as 'ealt'y7 4'ere 'as develo&ed at -oombes, t'erefore, a distinctive culture of collaboration 9Nias et al7, ,181: wit' its &rominent c'aracteristics of valuin+ individuals, interde&endence, o&enness and trust 9see also Pollard, ,182:7 /ue s&oke of t'e ability to Acatc' messa+es out of t'e et'erA, and bein+ dee&ly aware of t'e culture t'at you re&resent, and constantly enlar+in+ or modifyin+ it, and t'e way t'at we beam back to eac' ot'er w'at we stand for in very frank discussion7 4'atAs &robably one of t'e reasons w'y our staff meetin+s meander about a bit, but weAre very busy catc'in+ clues from eac' ot'er about w'at our culture is7 4'e -oombes staff are a team almost from t'e &oint of t'e interview t'ey 'ave for t'eir @ob7 -arole Davies re&orted /ueAs &'iloso&'y as bein+ $,(<$ A6 donAt a+ree wit' sit$down interviews, you ask me w'at you want to know7A /o 6 ended u& more or less interviewin+ 'er7 4'e interviewin+ &rocess is so often a &a&er e=ercise, but s'e actually +ets ri+'t down to w'at &eo&le believe education is7 4'e &'iloso&'y of -oombes is so im&ortant to t'e way itAs run, and t'atAs w'y itAs suc' a +ood team, because we all 'ave a similar outlook, and we work well to+et'er for t'e c'ildren7 "ay referred to t'e w'ole$team atmos&'ere, not @ust between t'e staff but between t'e staff and t'e c'ildren and t'e &arents, and everybody t'at comes in from outside, from t'e community, visitors from abroad7 veryoneAs im&ortant in makin+ it work7 ven t'e +overnors of t'e sc'ool 'ave similar roles7 6n t'e le+islation of ,188 and afterwards +overnors were +iven considerably more &ower in t'e new mana+erial and 'ierarc'ical sc'eme of t'in+s7 At -oombes, 'owever, t'ey c'oose to be @ust as muc' a &art of t'e community as anybody else7 Beryl 9+overnor: e=&lained> Our meetin+s are very informal7 4'eyAre all involved wit' activities wit'in t'e sc'ool7 Our de&uty 'ead is very +ood on t'e financial side, and we also 'ave an accountant w'oAs a sc'ool +overnor7 We 'ave an e=$teac'er w'oAs t'e vice$c'airman, so s'e adds a little bit of &rofessionalism t'ere7 And we all work very well to+et'er7 4'ereAs no question of &ower w'ere weAre concerned7 4'e 'eadteac'er and 'er staff are so dedicated to t'e sc'ool t'at t'ereAs no question of t'e +overnors wantin+ to over$rule or e=ert any &ower w'atsoever7 WeAre be'ind t'e staff w'ole'eartedly7 4eam work was &art of t'e +eneral &'iloso&'y and a&&lied to all as&ects of t'e educational &rocess7 5ina 'ad a Avery s'y c'ildA and at first s'e was very reluctant to say anyt'in+7 Now s'e canAt wait to +et to sc'ool to s'are somet'in+ and even if s'e 'asnAt +ot anyt'in+ s'eAll try and make somet'in+ u&7 /'e @ust loves to s'are 'er news, or s'e wants to brin+ somet'in+ in to s'ow7 /'eAll come 'ome and say, A;ave you +ot somet'in+ brown or blue or red, or -'ineseDA and 6 t'ink t'atAs very im&ortant to $,(8$ brin+ somet'in+ from 'ome because t'ey want to s'are it7 6t all +oes in wit' bein+ &art of t'e family and s'arin+ wit' ot'er c'ildren7 Jenny t'ou+'t>

4'e &'iloso&'y is t'e fact t'at everyt'in+ is s'ared to+et'er, and t'e s'arin+ is for everybody and everybodyAs wort'7 4'e c'ild, t'e adult, and t'e inte+ration of bot' is so im&ortant and underlines everyt'in+ t'atAs done in t'e sc'ool7

A supportive community culture

4'e sc'ool 'as a 'i+'ly develo&ed sense of &artners'i& and t'is &ermeates t'e work of t'e sc'ool7 Parents and t'e community are drawn into t'e life of t'e sc'ool by its et'os of valuin+ all &eo&le and t'is is mutually enric'in+7 9Ofsted, ,11<, &ara7 (*, &7 ,(: Parents as co$educators are more often seen as o&eratin+ in t'e teac'er role in t'e conte=t of t'eir own 'omes 9Bacbet', ,11.:7 Wit'in sc'ool, suc' a &artners'i& mi+'t induce feelin+s of role ambi+uity bot' amon+ t'em and amon+ teac'ers 94'omas, ,181:7 4'is is not t'e case at -oombes, w'ere t'e very conce&t of AroleA is not so relevant7 No oneAs really ever sure w'oAs t'e teac'er, w'oAs t'e 'el&in+ mum, w'oAs t'e teac'in+ assistant, or even w'oAs t'e 'ead7 WeAve 'ad some funny situations w'ere &eo&le 'ave t'ou+'t t'at &eo&le w'o are on community service 9 by order of the courts: are actually a member of staff7 9-'ristine, teac'in+ assistant: !ou @ust wander in and youAre met by somebody in wellies w'oAs been muckin+ out s'ee&, and you donAt know w'oAs w'o7 !ou donAt know w'o t'e 'eadteac'er is and w'o t'e 'el&er is, and it doesnAt matter because everybodyAs im&ortant at t'e sc'ool7 4'ereAs no 'ierarc'y at all, wit' t'e c'ildren or t'e teac'ers7 verybodyAs +ot somet'in+ to say and t'e c'ildren are not in t'e least bit intimidated by adults7 6tAs not A/ss'I Be quiet, 4eac'erAs talkin+A7 verybodyAs valued7 9#im, &arent: $,(1$ LiG 9teac'in+ assistant: found t'at Are+ardless of w'at @ob you do you are treated as an equalA7 4'e dovetailin+ of roles a&&lies amon+ t'e c'ildren also> 6f t'ey do 'ave any &roblems, an older c'ild will look after a youn+er c'ild, a slower c'ild will attac' itself to a quicker c'ild7 4'at c'ild will s&end a certain amount of time to +ive t'at c'ild enou+' confidence, and t'en leave t'em7 4'ey donAt +o around as buddies, t'ey @ust mi= and matc', and t'at +ives t'em t'e confidence to talk to various &eo&le of various a+es in t'eir family +rou&s7 4'eyAre rubbin+ s'oulders wit' 2$<$year$olds7 /o not only are t'ey +ettin+ all t'e wealt' of knowled+e from t'e teac'er, t'eyAre +ettin+ all t'e wealt' of knowled+e from t'e +rou& t'atAs around t'em7 -ommunity service workers are anot'er resource7 4'ere is often somebody from t'e courts servin+ an order, and on t'e w'ole t'is works well> 4'ey +o and work in t'e classrooms at times7 6tAs t'era&eutic for t'em to be wit' youn+ c'ildren, and itAs nice for t'e c'ildren to 'ave anot'er adult model, and somebody youn+er t'an t'e teac'ers7 4'atAs 'ow we +et t'e labour done basically7 %or instance 6Ave +ot a cou&le of really tou+' lads at t'e moment7 4'eyAve &ut t'e tables out on t'e &at'ways Ni7e7 for dinnerO, and t'ey donAt mind 'ow muc' runnin+ out to t'e tables and back t'ey do7 /ome work at t'e sc'ool at weekends, under teac'er su&ervision7 /ue 'erself mi+'t do ei+'t /undays on t'e trot, and t'en 6All work wit' a w'ole &arty of t'em, &er'a&s a doGen7 WeAll start at ten in t'e mornin+ and finis' at four in t'e afternoon7 4'eyAll do some bi++is', labourin+ @ob t'at 6 canAt mana+e, like mi=in+ cement, di++in+ 'oles, cuttin+ turf, sometimes even &lay+round &aintin+7 4'ese offenders serve orders for minor offences, many bein+ traffic violations7 All are carefully vetted by t'e su&ervision team7 /ue is a $,*)$ stron+ believer in t'e idea of community service7 /'e said if s'e 'adnAt +one into teac'in+ s'e would &robably 'ave entered t'e &robation service7 We 'ave seen, too, 'ow Acritical ot'ersA also &layed a key role at -oombes, en'ancin+ t'e c'arisma of t'e teac'er7 /ue overlooked no o&&ortunity to use t'e knowled+e, e=&ertise, e=&erience and equi&ment of ot'ers in advancin+ 'er aims7 4'e local s'e&'erd, ;u+', 'ad been comin+ for nine years to was' and s'ear t'e s'ee&7 A;e used to brin+ a &air of 'and s'ears and do it very slowly, talkin+ to t'e c'ildren w'ile 'e did itA7 Alan, t'e 4raveller, also visited t'e sc'ool7 A book records one of 'is visits, and 'ow 'e cares for 'is 'orse, Jolly "o+er7 4'e c'ildren 'el&ed, usin+ currycombs to +room 'is coat, cleanin+ &arts of t'e tackle, observin+ 'ow Alan cleaned eac' s'oe, and w'y7 4'e book included e=cellent black and w'ite &'oto+ra&'s, and concluded it was AA @ob well doneA7 4'is &rovided an entrHe into considerin+ t'e social and cultural life of travellers, c'ildren of w'om formed a minority +rou& wit'in t'e sc'ool7 "ural craftsmen are invited in to demonstrate t'eir skills $ wood$turnin+, besom$broom$makin+, car&entry, bread$makin+, weavin+ $ bein+ &art of t'e sc'oolAs attem&ts to trace local traditions7 5eor+e, t'e caretaker, e=ercised 'is skills in buildin+ &lay+round furniture, and contributin+ to features in t'e +rounds 9see Bortimore and Bortimore, ,11., for innovations since ,188 in t'e role and de&loyment of associate staff:7 ;ot$air balloonists, 'elico&ter &ilots, illustrators 9Juentin Blake, Ant'ony Browne:, &adres, circus &erformers, &i+eon fanciers, equestrians and many ot'ers 'ave demonstrated t'eir skills and s'ared t'eir e=&eriences at -oombes7

Just as all are teac'ers, so too all are learners7 4'e knowled+e contained and skills im&arted in t'is &ractice are boundaried and inte+rated wit'in lives7 4'ere are no limits to w'at mi+'t be learned wit'in t'is framework7 "ay noted, A6tAs e=citin+ as a teac'er and t'e teac'ers are really e=cited to use t'e +rounds as well and weAre constantly learnin+ all t'e timeA7 /ue "owe said By own science teac'in+ is 'a&&enin+ at t'e same time as t'e c'ildrenAs7 6 'ad &oor e=&eriences in my own secondary sc'ool and always felt 6 was a duff on science, and it was only since bein+ 'ere and workin+ 'ere t'at 6Ave started to develo& myself &ersonally7 -oombes 'as +iven me my +roundin+7 6tAs seein+ me +row daily, itAs seen my c'ildren very nicely, and everyone w'o $,*,$ walks t'rou+' t'e doors 'ere, 6 believe is a beneficiary of it7 veryone is a teac'er, t'e c'ildren are teac'ers as well7 Parents also learn $ and teac', like Dee> At llaAs last sc'ool it was somet'in+ like AO' well, you can come in if you want7A ;ere, it was AWell, w'at can you doD W'at do you want to come and +et involved inDA 6 come and do a lot of art and &aintin+ and model$makin+ wit' t'e c'ildren, and you @ust notice 'ow rece&tive t'ey are to everyt'in+ t'at youAre doin+7 4'eyAre so ent'usiastic about w'at you can &ut in, and t'eyAve +ot so many ideas to +ive back to me t'at 6Ave learned a lot as well7 -ommon roles are develo&ed t'rou+'out t'e -oombes community7 4'e sc'ool 'as a 'i+'ly develo&ed sense of &artners'i& and t'is &ermeates t'e work of t'e sc'ool7 Parents and t'e community are drawn into t'e life of t'e sc'ool by its et'os of valuin+ all &eo&le and t'is is mutually enric'in+7 9Ofsted, ,11<, &ara7 (*, &7 ,(: 4'ere is a kind of infectious, cumulative ent'usiasm about t'e &lace7 /ue ;um&'ries rates t'is t'e c'ief in+redient> 6Ad like t'ere to be more &eo&le comin+ in from outside to work and to s'are t'eir ent'usiasms, because itAs not always t'at you need to be talented to come in and work for t'e c'ildren7 !ou really need to be ent'usiastic7 6f you are keen on fossilcollectin+, or youAre very switc'ed on to t'e environment and t'e leaves and t'e twi+s, and w'at you can do wit' it in art work, or w'atever it is youAve +ot, itAs t'e ent'usiasm w'ic' is infectious7 4'e w'ole community are considered as a learnin+ resource7 As we 'ave seen, a lar+e number of &eo&le wit' a wide ran+e of skills visit t'e sc'ool and s'are t'eir e=&ertise7 A sc'ool document notes> We offer c'ildren o&&ortunities to meet, observe, and converse wit' a wide ran+e of adult models7 $,*($ t'e t'res'old of t'e sc'ool is valued as a teac'er7 Our &rofessional role is to &rovide a laboratory staffed by &eo&le wit' a ran+e of e=&eriences and e=&ertise7 Local crafts&eo&le, &rofessionals, &arents and visitors work alon+side teac'ers7 4'ere is more t'an o&en access7 4'ere is involvement7 /ue ;um&'ries wanted &eo&le to feel t'at t'eyAre always +oin+ to be welcome, t'at t'ey come in and watc' us teac' or, better still, work wit' us, and t'at &eo&le beyond t'e community w'o 'ave talents come in re+ularly $ or even if t'ey donAt 'ave any &articular talent7 6tAs very muc' a &lace w'ere we want t'e adults to work wit' t'e c'ildren and to come in and make t'e atmos&'ere +ood for everyone7 /o itAs a s'arin+ &lace7 6tAs a matter of &eo&le seein+ a nic'e for t'emselves, because t'ereAs always room for it 'ere7 4'e o&enness is not restricted to t'e local world7 #im 9&arent: told us> very culture and race and reli+ion is welcome in t'is sc'ool, and itAs acce&ted t'at t'atAs t'e way t'at country lives, and t'atAs 'ow -'inese or 6ndian &eo&le are7 4'ey 'ave a rabbi in to c'at to t'e c'ildren, and itAs not AO', itAs t'e Jewis' reli+ionA, itAs @ust a natural &rocess for t'e sc'ool7 very &erson w'o crosses

A local po)er base

-oombes may 'ave visionary ideas, but t'ese are of little use wit'out a stron+ &olitical consciousness7 All of t'e above 'el&s to +enerate a &ower base from below7 0nderwritin+ t'is a&&ro&riation is a notion of &ower +enerated from below around a cause7 #reisber+ 9,11(: 'as &ointed out t'e limitations of definin+ &ower as A&ower overA, t'at is a &olitical act of domination, and draws attention to t'e &ossibilities of A&ower wit'A, t'at is a stren+t' based on Arelations'i&s of co$o&eration, mutual su&&ort, and equityA 9Bloome and Willett, ,11,, &7 ()8:7 Actin+ in concert wit' t'is is a &ower derivin+ from t'e self7 ;eat' 9,11*: 'as written t'at, w'ile a&&reciatin+ t'e influence of e=ternal &ower, A6 believe also t'at internal motivations and desires to be somet'in+ s&ecial for someone else em&ower individuals far more t'an we acknowled+e $,**$ w'en we talk of w'at 'a&&ens wit'in reform efforts of institutions suc' as sc'oolsA 9ibid7, &7 (??:7 4'ese two as&ects of &ower $ t'e collective and t'e individual $ interconnect to &rovide belea+uered sc'ools wit' c'ances to &romote t'eir aims7 0nderwritin+ t'e -oombes a&&ro&riation of t'e National -urriculum is a t'eory of &ower derived from %oucault 9,18):7 %or 'im, &ower is an ever$&resent, &ermeatin+ force in social relations7 4'e A&layA of &ower in everyday life &roduces knowled+e t'at +oes to

t'e 'eart of 'ow individuals are constituted7 4'is view of &ower is &ositive and &roductive, rat'er t'an re&ressive and constrainin+7 4wo strate+ical notions from %oucault are relevant to t'e -oombes analysis7 %irst, t'e idea of AsurveillanceA7 ;e uses t'e meta&'or of t'e &ano&ticon to make t'e &oint of a seat of &ower wit' an all$seein+ +aGe7 4'e analo+y is easier to see in relation to a &rison w'ere t'e warders can see all activity from a central &oint, t'an a sc'ool7 6n a case like -oombes, 'owever, we mi+'t claim t'at t'e seat of &ower is in t'e sc'ool et'os, establis'ed, com&ellin+, le+itimated, bot' from w'ic' individuals draw to sustain and develo& t'eir selves, and to w'ic' t'ey contribute, t'us consolidatin+ and develo&in+ its &ower7 4'e -oombes et'os &ermeates every moment of t'e day7 4'ere is continual reinforcement as one talks to collea+ues, &re&ares lessons, evaluates work, or looks out of a window at c'ildrenAs activity7 A common e=&ression used at -oombes is A4'atAs w'at itAs all aboutA $ a reaffirmation of t'e et'os t'rou+' t'e everyday, and w'at, to ot'ers, mi+'t seem trivial be'aviour, unwort'y of comment7 6t assails one at every turn7 /c'ool situations are or+anised, furnis'ed and decorated to convey t'e overridin+ &erce&tion of wort'w'ile knowled+e7 On one of our visits, t'e walls dis&layed &'oto+ra&'s and &ictures of c'ildren &lantin+ wild flowers7 4'ere was a record of 'ow Awe went on a wild$flower safariA7 4'ere were &astel studies of bluebells and daffodils, &ictures of s'ee& and lambs and seed &ackets &inned on t'e wall7 /eeds were s&rin+in+ u& in &ots and trays everyw'ere7 /elf$made books dis&layed in t'e 'all included volumes on t'e uses of &um&kins, on t'e sun, and t'e -oombes bo+ +arden, and a wordbook on 'arvestin+7 Nature, t'e eart', and t'e environment were not t'e only sub@ects, but t'ey were &ervasive7 4'e AsurveillanceA 'ere o&erates not t'rou+' t'e eyes of a controllin+ +rou&, as in a &rison, but t'rou+' oneAs own A+aGeA7 Prominent amon+ t'e messa+es assailin+ oneAs A+aGeA is t'e discourse $,*.$

t'rou+' w'ic' t'e et'os is constructed $ t'e second of %oucaultAs conce&ts7 !ou see and 'ear e=am&les of t'e -oombes discourse every moment of t'e day, 'ow it is articulated and t'e &ur&oses it serves7 An interestin+ effect is 'ow t'e discourse works to transform and subsume ot'er discourses, for e=am&le, -oombes recastin+ t'e National -urriculum science &ro+ramme into its own formula7 -oombesAs teac'ers 'ave s'own remarkable creativity and ener+y in incor&oratin+ t'e +overnmentAs initiatives into t'e sc'oolAs or+anisation and &eda+o+y w'ile kee&in+ fait' wit' t'eir own beliefs7 -oombes could t'erefore &rovide a touc'stone for t'e develo&ment of a new kind of &rimary sc'ool, one w'ic' bot' takes note of t'e official &olicy discourse and reconstructs t'at discourse in line wit' t'eir own c'eris'ed values7 $,*2$ References Adams, 7 9,11): Learning through Landscapes) 9Learnin+ t'rou+' Landsca&es 4rust:7 Report on the 6se+ Design+ 2anagement and De*elopment of $chool Grounds

Ale=ander, "7 9,11(: Policy and Practice in ,ducation 9London> "outled+e:7 Ale=ander, "7, "ose, J7 and Wood'ead, -7 9,11(: Curriculum &rganisation and Classroom Practice in Primary $chools) Discussion Paper 9London> ;B/O:7 A&&le, B7 9,18?: Teachers and Te#ts) Political ,conomy of Class and Gender Relations in ,ducation 9London> "outled+e:7

Armstron+, ;7 7 9,818: A4'e ;euristic Bet'od of 4eac'in+F or, t'e Art of Bakin+ -'ildren Discover 4'in+s for 4'emselves> A -'a&ter in t'e ;istory of n+lis' /c'oolsA, re&rinted in W7 ;7 Brock 9ed7: 9,1<*: 7- ,- rmstrong and the Teaching of $cience 9-ambrid+e> -ambrid+e 0niversity Press:7 As'ley, B7 9,11*: A4armacadam -lassroomsA, Times ,ducational $upplement , ,1 Barc', &7 27 Atkinson, P7 and Delamont, /7 9,1<<: ABock$u&s and -ock$u&s> 4'e Bana+ement of 5uided Discovery 6nstructionA, in P7 Woods and B7 ;ammersley 9eds: $chool ,#perience 9London> -room ;elm:7 Ball, /7 J7 9,18,: Beachside Comprehensi*e 9-ambrid+e> -ambrid+e 0niversity Press:7 Ball, /7 J7 9,18(: A-om&etition and -onflict in t'e 4eac'in+ of n+lis'> A /ociolo+ical AnalysisA, 8ournal of Curriculum $tudies, ,., ,, &&7 ,$(87 Ball, /7 J7 9,11*: A ducation Barkets, -'oice and /ocial -lass> 4'e Barket as a -lass /trate+y in t'e 0# and t'e 0/AA, British 8ournal of $ociology of ,ducation, ,., ,, &&7 *$,17 Beetlestone, %7 9,118: Creati*e Children+ Imaginati*e Teaching 9Buckin+'am> O&en 0niversity Press:7 Bernstein, B7 9,1<,: AOn t'e -lassification and %ramin+ of ducational #nowled+eA, in B7 %7 D7 !oun+ 9ed7: 9no"ledge and Control) :e" Directions for the $ociology of ,ducation 9London> -ollier Bacmillan:7

-136Bernstein, B7 9,1<2: Class+ Codes and Control+ ;ol- 4) To"ards a Theory of ,ducational Transmissions 9London> ;odder and /tou+'ton:7 Blatc'ford, P7 9,181: Playtime in the Primary $chool) Problems and Impro*ements 9Windsor> N% "$Nelson:7 Blatc'ford, P7, -reeser, "7 and Booney, A7 9,11): APlay+round 5ames and Playtime> 4'e -'ildrenAs CiewA, ,ducational Research, *(, *, &&7 ,?*$<.7 Bloome, D7 and Willett, J7 9,11,: A4owards a Bicro&olitics of -lassroom 6nteractionA, in J7 Blase 9ed7: The Politics of Life in $chools 9London> /a+e:7 Bourdieu, P7 and Passeron, J7 -7 9,1<<: Reproduction in ,ducation+ $ociety and Culture 9London> /a+e:7 Broadfoot, P7, 5illy, B7, Osborn, B7 and Paillet, A7 9,11*: Perceptions of Teaching) Primary $chool Teachers in ,ngland and France 9London> -assell:7 Bruner, J7 9,18?: ctual 2inds+ Possible 3orlds 9London and -ambrid+e, BA> ;arvard 0niversity Press:7

Bruner, J7 /7 9,1<(: The Rele*ance of ,ducation 9;armondswort'> Pen+uin:7 Bruner, J7 /7 9,18*: Child/s Tal! 9O=ford> O=ford 0niversity Press:7 Bruner, J7 /7 9,11?: The Culture of ,ducation 9-ambrid+e, BA> ;arvard 0niversity Press:7 -am&bell, "7 J7 9,11*: A4'e National -urriculum in Primary /c'ools> A Dream at -once&tion, a Ni+'tmare at DeliveryA, in -7 -'itty and B7 /imon 9eds: ,ducation ns"ers Bac!- Critical Responses to Go*ernment Policy 9London> Lawrence and Wis'art:7 -am&bell, "7 J7, vans, L7, /t7 J7 Neill, /7 "7 and Packwood, A7 9,11,: 3or!loads+ chie*ements and $tress) T"o Follo"<up $tudies of Teacher Time in 9ey $tage ( 9Policy Analysis 0nit, 0niversity of Warwick:7 -ocklin, B7, -oombe, #7 and "etallick, J7 9,11?: ALearnin+ -ommunities in ducation> Directions for Professional Develo&mentA, Britis' ducational "esearc' Association -onference, ,($,2 /e&tember, Lancaster7 -oombes 9())(: PANDA statistics, -oombes sc'ool, Wokin+'am7 -orri+an, P7 9,181: A6nLformin+ /c'oolin+A, in D7 Livin+stone 9ed7: Critical Pedagogy and Cultural Po"er 9London> Bacmillan:7 -raft, A7 9())(: Creati*ity and ,arly 'ears ,ducation 9London> -ontinuum:7 Donaldson, B7 9,1<8: Children/s 2inds 9London> %ontana:7 dwards, A7 D7 and %urlon+, C7 J7 9,1<8: The Language of Teaching 9London> ;einemann:7 dwards, D7 and Bercer, N7 9,18<: Common 9no"ledge) The De*elopment of 6nderstanding in Classrooms 9London> Bet'uen:7

-137+an, #7 9,11(: Imagination in Teaching and Learning) ged =<(> 9London> "outled+e:7

%ine, 57 A7 9,11.: AWorkin+ t'e ;y&'ens> "einventin+ t'e /elf and Ot'er in Jualitative "esearc'A, in N7 Lincoln and !7 DenGin 9ed7: 7andboo! of ?ualitati*e Research 9London> /a+e:7 %is'er, "7 and Lewis, B7 9,111: A6m&lementation of t'e National Literacy /trate+y> 6ndications of -'an+eA, /"- researc' seminar on raisin+ standards in literacy, Bay, 0niversity of Plymout'7 %oucault, B7 9,18): Po"er@9no"ledge) $elected Inter*ie"s and &ther 3ritings 9New !ork> Pant'eon:7 %o=, -7 9,181: A-'ildren 4'inkin+ t'rou+' /toryA, ,nglish in ,ducation, (*, (, &&7 **$.(7 %ullan, B7 and ;ar+reaves, A7 9,11(: Teacher De*elopment and ,ducational Change 9London> %almer Press:7 5alton, B7 and Bacbeat', J7 9())(: National 0nion of 4eac'ers:7 Life in Teaching) The Impact of Change on Primary Teachers/ 3or!ing Li*es 9London>

5itlin, A7 D7 9,11): A ducation "esearc', Coice and /c'ool -'an+eA, 7ar*ard ,ducational Re*ie", ?), ., &&7 ..*$???7 5oodson, 67 9,18*: $chool $ub%ects and Curriculum Change 9London> -room ;elm:7 5ru+eon, 7 9,188: A-'ildrenAs Oral -ulture> A 4ransitional =&erienceA, in B7 BacLure, 47 P'illi&s and A7 Wilkinson 9eds: &racy 2atters 9Bilton #eynes> O&en 0niversity Press:7 5ru+eon, 7 9,11*: A5ender 6m&lications of -'ildrenAs Play+round -ultureA, in P7 Woods and B7 ;ammersley 9eds: Gender and ,thnicity in $chools) ,thnography ccounts 9London> "outled+e:7 ;ameyer, 07 9,11?: AProfiles of Productive /c'oolsA, in "7 -'awla$Du++an and -7 J7 Pole 9eds: Reshaping ,ducation in the (AABs) Perspecti*es on Primary $chooling 9London> %almer:7 ;ar+reaves, A7 9,1<8: A4owards a 4'eory of -lassroom -o&in+ /trate+iesA, in L7 Barton and "7 Bei+'an 9eds: $ociological Interpretations of $chooling and Classrooms 9Driffield> Nafferton Books:7 ;ar+reaves, A7 9,188: A4eac'in+ Juality> A /ociolo+ical AnalysisA, 8ournal of Curriculum $tudies, (), *, &&7 (,,$*,7 ;ar+reaves, D7 ;7 9,11,: A-o'erence and Bana+eability> "eflections on t'e National -urriculum and -ross$curriculum ProvisionA, The Curriculum 8ournal, (, ,, &&7 **$.,7 ;eat', /7 B7 9,11*: A4'e Badness of "eadin+ and Writin+ t'no+ra&'yA, ?87 ;olt, J7 9,1?.: 7o" Children Fail 9;armondswort'> Pen+uin:7 ;um&'ries, /7 and "owe, /7 9,11*a: The Big $cience Boo!) ll about Li*ing 9London> %orbes Publications:7 nthropology and ,ducation ?uarterly, (., *, &&7 (2,$

;um&'ries, /7 and "owe, /7 9,11*b: The Big $cience Boo!) 2aterials and Forces 9London> %orbes Publications:7

$,*8$ ;unter, J7, 4urner, 67, "ussell, -7, 4rew, -7 and -urry, -7 9,11*: ABat'ematics and t'e "eal WorldA, British ,ducational Research 8ournal, ,1, ,, &&7 ,<$(?7 ;utc'inson, B7 B7 9,1?,: Practical :ature $tudy in To"n $chools 9London> National %roebel %oundation:7 Jeffrey, B7 9()),: A-'allen+in+ Prescri&tion in 6deolo+y and Practice> 4'e -ase of /unny %irst /c'oolA, in J7 -ollins, #7 6nsley and J7 /oler 9eds: De*eloping Pedagogy) Researching Practice 9London> Paul -'a&man:7 Jeffrey, B7 9())(: APerformativity and Primary 4eac'er "elationsA, 8ournal of ,ducation Policy, ,<, 2, &&7 2*,$2.?7

Jeffrey, B7 9())*: A-ounterin+ /tudent 6nstrumentalism> A -reative "es&onseA, British ,ducational Research 8ournal7 Jeffrey, B7 and Woods, P7 9,11<: A4'e "elevance of -reative 4eac'in+> Pu&ilsA CiewsA, in A7 Pollard, D7 4'iessen and A7 %iler 9eds: Children and their Curriculum) The Perspecti*es of Primary and ,lementary Children 9London> %almer:7 #inc'eloe, J7 L7 9,11*: To"ards a Critical Politics of Teacher Thin!ing 9London> Ber+in and 5arvey:7 #in+, "7 A7 9,1<8: ll Things Bright and Beautiful 9-'ic'ester> Wiley:7

#reisber+, /7 9,11(: Transforming Po"er) Domination+ ,mpo"erment and ,ducation 9Albany> /tate 0niversity of New !ork Press:7 Lacey, -7 9,1<?: AProblems of /ociolo+ical %ieldwork> A "eview of Bet'odolo+y of A;i+'town 5rammarA, in B7 ;ammersley and P7 Woods 9eds: The Process of $chooling 9London> "outled+e:7 Lave, J7 and Wen+er, 7 9,11,: $ituated Learning) Legitimate Peripheral Participation 9New !ork and -ambrid+e> -ambrid+e 0niversity Press:7 Bacbet', A7 9,11.: A6nvolvin+ &arentsA, in A7 Pollard and J7 Bourne 9eds: Teaching and Learning in the Primary $chool 9London> "outled+e:7 Beasor, L7 9,18.: APu&il Perce&tions of /ub@ect /tatusA, in 67 %7 5oodson 9ed7: Defining the Curriculum) 7istories and ,thnographies of $chool $ub%ects 9Lewes> %almer:7 Bortimore, P7 and Bortimore, J7 9,11.: 2anaging -'a&man:7 ssociate $taff) Inno*ation in Primary and $econdary $chools 9London> Paul

Boyles, J7 9,11<: AJust for %unD 4'e -'ild as Active Learner and Beanin+ BakerA, in N7 #itson and "7 Berry 9eds: Teaching in the Primary $chool> A Learnin+ "elations'i& 9London> "outled+e:7 NA--- 9,111: ll our Futures) Creati*ity+ Culture and ,ducation 9London> Df :7

Nias, J7 9,181: Primary Teachers Tal!ing 9London> "outled+e:7 Nias, J7, /out'wort', 57 and !eomans, "7 9,181: $taff Relationships in the Primary $chool) 9London> -assell:7 Ofsted 9,11<: &fsted Inspection of Coombes First $chool 9London> Ofsted:7 $tudy of &rganiCational Cultures

-139Osborn, B7, BcNess, -ontinuum:7 7 and Broadfoot, P7 9())): 3hat Teachers Do) Changing Policy and Practice in Primary ,ducation 9London>

Pollard, A7 9,18(: AA Bodel of -o&in+ /trate+iesA, British 8ournal of $ociology of ,ducation, *, ,, &&7 ,1$*<7 Pollard, A7 9,182: The $ocial 3orld of the Primary $chool 9London> ;olt, "ine'art and Wilson:7 Pollard, A7 9,11(: A4eac'ersA "es&onses to t'e "es'a&in+ of Primary 9London> 4rian+le Books:7 ducationA, in B7 Arnot and L7 Barton 9eds: ;oicing Concerns

Pollard, A7 9,111: A4owards a New Pers&ective on -'ildrenAs Learnin+A, ,ducation+ 4<(4, (<, *, &&7 2?$?)7 Pollard, A7 and 4ri++s, P7, wit', Broadfoot, P7, BcNess, in Primary ,ducation 9London> -ontinuum:7 7 and Osborn, B7 9())): 3hat Pupils $ay) Changing Policy and Practice

"e++io milia 9,11?: The 7undred Languages of Children 9"e++io milia> "e++io -'ildren:7 "owe, /7 and ;um&'ries, /7 9,11.: Playing around) %orbes Publications:7 cti*ities and ,#ercises for $ocial and Co<operati*e Learning 9London>

"owe, /7 and ;um&'ries, /7 9()),: A-reatin+ a -limate for Learnin+A, in A7 -raft, B7 Jeffrey and B7 Leiblin+ 9eds: Creati*ity in ,ducation 9London> -ontinuum:7 /arason, /7 9,18(: The Culture of the $chool and the Problem of Change 9Boston> Allyn and Bacon:7 /c'on, D7 A7 9,18*: The Reflecti*e Practitioner) 7o" Professionals Thin! in ction 9London> 4em&le /mit':7

/mit', %7, ;ardman, %7 and BroG, B7 9,111: ADevaluatin+ t'e ffectiveness of t'e National Literacy /trate+y> 6dentifyin+ 6ndicators of /uccessA, uro&ean -onference of ducational "esearc', (($(2 /e&tember, La'ti, %inland7 /myt'e, J7 9,11,: Teachers as Collaborati*e Learners 9Buckin+'am> O&en 0niversity Press:7 /&arkes, A7 9,111: A =&lorin+ Body NarrativesA, $port+ ,ducation and $ociety, ., ,, &&7 ,<$*)7 /tebbins, "7 9,1<): A4'e Beanin+ of Disorderly Be'aviour> 4eac'er Definitions of a -lassroom /ituationA, $ociology of ,ducation, .., (, &&7 (,<$*?7 /tron+, /7 9())(: Literacy -onferences "e&ort, Literacy Today+ 4( 9London> National Literacy 4rust:7 /u+rue, /7 9,118: Comple#ities of Teaching) Child<centred Perspecti*es 9London> %almer:7 /ymes, -7 9,11(: A4'e Aest'etics of 4itles and Ot'er &ite=tual DevicesF or, !ou -anAt Jud+e a Book by its -overA, 8ournal of esthetic ,ducation, (?, *, &&7 ,<$(?7

-140-

4'omas, 57 9,181: A4'e 4eac'er and Ot'ers in t'e -lassroomA, in -7 -ullin+ford 9ed7: The Primary Teacher) The Role of the ,ducator and the Purpose of Primary ,ducation 9London> -assell:7 4iGGard, B7, Blatc'ford, P7, Burke, J7, %arquar, -7 and Plewis, 67 9,188: 'oung Children at $chool in the Inner City 9Lewes> %almer Press:7 4om, A7 9,18.: Teaching as a 2oral Craft 9New !ork> Lon+man:7 4roman, 57 and Woods, P7 9()),: Primary Teachers/ $tress 9London> "outled+e%almer:7 Cy+otsky, L7 9,1<8: A4'e Develo&ment of ;i+'er Psyc'olo+ical ProcessesA, in B7 -ole, /7 /cribner, C7 Jo'n$/teiner and 7 /ouderman 9eds: 2ind in $ociety 9-ambrid+e, BA> ;arvard 0niversity Press:7 Weatley, D7 9,11(: A nvironmental ducation $ an 6nstrument of -'an+eDA, in 57 ;all 9ed7: Themes and Dimensions of the :ational Curriculum) Implications for Policy and Practice 9London> #o+an Pa+e:7 Westbury, 67 9,1<*: A-onventional -lassrooms, Ko&enK -lassrooms and t'e 4ec'nolo+y of 4eac'in+A, 8ournal of Curriculum $tudies, 2, (, &&7 1,$,(,7 Wood'ead, -7 9,112: Chief Inspector/s nnual Report 9London> Ofsted:7

Woods, P7 9,11): Teacher $!ills and $trategies 9London> %almer:7 Woods, P7 9,112: Creati*e Teachers in Primary $chools 9Buckin+'am> O&en 0niversity Press:7 Woods, P7 and Jeffrey, B7 9,11?: Teachable 2oments) The 0niversity Press:7 rt of Creati*e Teaching in Primary $chools 9Buckin+'am> O&en

Woods, P7 and Wen'am, P7 9,112: APolitics and Peda+o+y> A -ase /tudy in A&&ro&riationA, 8ournal of ,ducation Policy, ,), *, &&7 ,,1$.,7

$,.,$

Author inde'
a
Adams, 7 () Ale=ander, "7 <8, 1, A&&le, B7 8? Armstron+, ;7 7 ,*? As'ley, B7 (< 9,11*: Atkinson, P7 21 Ball, /7 J7 .?, ?, Beetlestone, %7 ,() Bernstein, B7 ,*, ?.$2, <8 Blatc'ford, P7 (1 Bloome, D7 ,** Bourdieu, P7 ?2 Broadfoot, P7 2) Bruner, J7 /7 ,, .?, 8,, 11, ,)), ,,( -am&bell, "7 J7 ?, *?, 2( -ocklin, B7 ,2, ,(. -orri+an, P7 ??

d e f

-raft, A7 8<, ,,) Delamont, /7 21 Donaldson, B7 .? dwards, A7 D7 .2$?, ,,< +an, #7 *8 %ine, 57 A7 2 %is'er, "7 1) %oucault, B7 ,*.$2 %o=, -7 ,)*, ,,) %ullan, B7 2, ,(. %urlon+, C7 J7 .? 5alton, B7 <, 5itlin, A7 D7 2 5oodson, 67 .? 5ru+eon, 7 (< ;ameyer, 07 ,(. ;ar+reaves, A7 2, .?, ,(. ;ar+reaves, D7 ;7 *? ;eat', /7 B7 ,** ;olt, J7 *?, ,)) ;um&'ries, /7 ,8, (?, .), 28, ?,, <(, <?$<, <1, 8*, 8?$<, 1)$,, 1*, ,(, ;unter, J7 .? ;utc'inson, B7 B7 ** Jeffrey, B7 2, ,8, .1, 8(, ,). #inc'eloe, J7 L7 2 #in+, "7 A7 .? #reisber+, /7 ,** Lacey, -7 2? 9,1<?: Lave, J7 11 Lewis, B7 1) Bacbeat', J7 <, Bacbet', A7 ,2, ,(1 Beasor, L7 .? Bercer, N7 .2$? Bortimore, P7 ,*, Bortimore, J7 ,*, Boyles, J7 ,)) $,.*$

" k l m

n
o p r s
Nias, J7 ?2, ,(2, ,(< Ofsted, .1, 18$1, ,(?, ,(1, ,*( Osborn, B7 .1 Passeron, J7 -7 ?2 Pollard, A7 .?, 2(, 18$1, ,(), ,(< "e++io milia, ,,), ,,*, ,,2, ,() "owe, /7 ,8, (?, .), 28, ?,, <(, <?$<, <1, 8*, 8?$<, 1)$,, 1*, ,(, /arason, /7 ,(. /c'on, D7 A7 .8 /mit', %7 ,() /myt'e, J7 2 /&arkes, A7 ,)( /tebbins, "7 .? /tron+, /7 1, /u+rue, /7 ,1 /ymes, -7 ??

t
4'omas, 57 ,(1 4iGGard, B7 (? 4om, A7 ,(. 4roman, 57 * Cy+otsky, L7 18, ,)), ,,( Weatley, D7 .< Westbury, 67 .? Willett, J7 ,** Wood'ead, -7 ,, 1, Woods, P7 ,, *, 2, ,<, (?, 8(, ,(.$2 $,..$

v )

Sub"ect inde'
a
accountability .1 ac'ievement 2(, ?<, <)$,,,() F celebration of ,)8 am&'it'eatre <.

b c

annual events ,,, *,, **, .., <1, 8,, ,,< F see also traditional celebrations a&&ro&riation, of reforms <, .8, ,**$. army +arrison ,<, 12 art <, *?, <,, ,*( F and t'e +rounds .* F and science .) assessment 2), 1*, ,(, F and attainment tar+ets ?,, ?2, ,() F multi&le criteria of ?.$2 F see also /A4s beatin+ t'e bounds ,),, ,,)$,, Bible stories *?, <2 botanical clock ** celebration ** F of Bastille day .(, of -'inese New !ear 8(, of Divali *1 F of aster (1, .* F of &i&'any *1, 28, ,(2 F of 5uy %awkes 8) F of ;alloweAen ,,, ,* F of Bot'ers Day ** F of Palm /unday *1 F of /t PatrickAs Day 1., ,(, F of CalentineAs Day ?2 F see also -'ristmas c'ild centred education 8, ,8, <<, 1< F structured ,1 c'ildrenAs ri+'ts (8, *( -'ristmas, &uddin+ .(, <., 1( F story 8) F tree *) class +rou& teac'in+ ?8, <,, <* collaboration, wit' collea+ues 2, <?$< F community 8 F culture ?2, ,(< F and democracy ,(* F for social life *< common roles ,*( communitas ,(* community ,., ,<, ?? F alliances ,(8 F learnin+ 8$1, ,2, ,(*, ,*( F of &ractice <8, ,,< F sc'ool (, ,(. F service ,(1$*) F as social learnin+ 8$1 F under+round network ,2 F see also communitas, e=tended familyF aut'entic curriculum consensus, of ideas ?. F &olitical ,(? -oombes'en+e (? co&in+ strate+y ,, .? F strate+ic com&liance as a 2? F strate+ic redefinition as a 2? critical, a+ent 81, ,(. F ca&acity 81, com&etence ,)8 F feature of creativity ,). F ot'ers ,*, culture, adventure 8 F collaborative 8, ?2, ,(< F community ,(1 F conveyor of ??, 11 F mobile learnin+ <2 curriculum, aut'entic 8, <1, 11$,)( collection codes ?. F as a livin+ classroom .< F s&iral (8, *1, 2,, 22$?), <., 8*, 1* curriculum or+anisation ?<$1< F com&osite ?<, <8 F inter$related *? F as a timetabled @ourney <. F

$,.2$ inte+rated code, relational idea

d
e

drama 8), 1? em&owerment ,** environmental, classifyin+ *8 F countin+ and recordin+ ,,, *8, ..$2, ?* F +eo+ra&'y .,, 2< F +eolo+y trail (? F literacy 8? F symbolic arc'itecture ?? F see also am&'it'eatre, botanical clock, -oombes'en+e et'os, a&&reciative ,, F ca&tivatin+,*$,.F carin+ ,?, 8,, ,(. F cor&oreal ,) F ma+netic ,. F ma+ical ,., ,<, () e=&eriments, and adventure <, F wit' air .) F wit' bodies ,)( F and basics ?, F by c'ildren ,(, ,). F in t'e environment *<, ?) F wit' fire *., *8, .), .(, ?), ,,8$,1 F wit' forces 8* F wit' ima+ination ,,) F learnin+ *2 F in music <( F real 21 F in science *,, 8,, ,). F wit' soil .) F wit' water (1, *1$.), 8* F see also active a+ents e=tended family ,.$,?, 8*, ,*) %ire of London ,,<$() fle=ibility, of c'aracter ,(( F lost .1 F &eda+o+ic 1, food, c'ains *, F and community events <1 F lan+ua+e of 1( F and t'e National -urriculum 2) F &artakin+ of *., .( F &reservation of *, +rand tour ,,$,( 'istory, and drama 8) F of t'e fire of London ,,<$,1 F as a livin+ laboratory 2< F &aris' ,), F and time$linin+ 2) 'olism **, ,2, ,8 informal, education ,8 F interaction (< F meetin+s ,(8 inte+rated, code ?.$2, ?<, <8, 1< F curriculum *?, .,, 28 F +rounds ? F learnin+ 1< F &ersonal knowled+e <$8 F to&ic work <8 F web 1< inte+rity 2. intensification .1 internationality ,, ,<, (), .8, 2(, 22, 8., ,(2 inter&retative framework ?)

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Jerwood Award ,< knowled+e, commonsense ,* F community ,* F transformation of 11, ,,( F owners'i& of ,,* F scaffoldin+ 8, F tacit 2, F leaders'i&, c'arismatic ,(*$. F eccentric ,(. F entre&reneurial ,(2 F visionary ,(* learner, confidence 8,, 1., 18, ,)*, ,)<$8, ,*) F life$lon+ ,(, F narratives ,)*, ,,)$,, F owners'i& *(, .2, <., 8,, 88, 18, ,,*$,., ,,1$() F learnin+, active 8, 21, ?,, <2, ,8*, ,))$2 F aut'entic 11$,))7 ,)., ,() F c'ild$meanin+ful *8, .2, ,))$,, ,,($,*, ,()$, F as a commodity 2( F constructivist .2$?, <8$1 F control over *, <<, ,)2, ,)1, ,,., ,,?, ,() F coo&erative (1, .., ?,, ?*, 11, ,,.$() F co$&artici&ation ,,.$2, ,,< F creative *, <, (), .? F and curiosity ,,, *,, ,)., ,,) F discovery ,8, .), .2, 28$?) F dynamic 88, ,() F en+a+ement ,($,*, *<, .8, ?), <2$?, <1, 8*, 1?$<, 11, ,),$( F e=&eriential ,)2, ,()$, F as fun .1, ?,, <., <<, ,),, ,).$<, ,)1, ,(? F a 'ands on a&&roac' to ?, 8, ,,, (8, *)$,, *8, ?(, ?<, 82, ,)), ,)* F ima+inative 8, *,, *8, .(, 2,, <*, 1), 1., ,,)$,?, ,() F inde&endent <., 81, 18 F in a livin+ laboratory $,.?$ network <, ?<, 1.$< F real 8, 1(, ,)) F t'eory of .2 F uncertainty and ,)1 F see also inter&retative framework

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life 'istory ,(. literacy and numeracy (, ,1, .(, ?8, <)$,, <<, 8.$1* ma&s .,$(, .., 8(, 1(, ,),, ,,), ,,8 market forces ,, .?, 2(, ?, museums 8* F +reen ,,. F Cictorian 8* &ano&ticon ,*. &a&erwork .1, 2? &'onics 82, 1. &lay, wit' com&uters ,)1 F wit' ideas 8, ,,) F and learnin+ and dreamin+ (* F in s&aces (*, *, F see also active learnin+, role &lay Plowden 21 &oetry ,*, *?, .( &ower, local ,**$2 F &ersonal ,(? F in social relations ,*. F /tate 2(, ?? F wit' ,** F see also consensus &olitics, &ano&ticon, surveillance,

reconstructed &ro+ressivism 8, ,8 recyclin+ e=&eriences <1, 1, reflective &ractitioners .8 relational idea ?.$2, <1, 8, "eli+ious ducation *1, ?< risk takin+ *8$1, .2, ?,, 8<, ,)1 role &lay ,,? F as aut'or 1) F as desi+ner ,)*$. F as detective 82 self, and body <(, ,)(, ,). F esteem 8, F discovery 1) F s'ee& ,., (*, *), *.$?, ,)), ,)(, ,)1, ,(2, ,*, s'e&'erds *), ,*, skeletons *2 s&ecial events <, ,2, **, ?<$8, <), 8* F see also te=tiles day, traditional celebrations, !ear of t'e BaGe s&ecialist sub@ect teac'in+F of n+lis' ?1$<) F of Bat's 2<, <<, ,),, ,,), ,,8 F of Busic .*$.., <(, ,)2 F of P <,$(, 8(, ,)2 F of /cience *8$1, 2,, 22$?), <., 8*, 1* /tandard Assessment 4asks 2,$(, ?,, ?2, 1), 1*, ,() sunflower 'arvest (8, .. surveillance ,*. teac'in+F as a moral craft ,(. F c'alk and talk .? F c'ild considerate <, 1< F effective 1)$, F as +uided discovery 21 F as a laboratory resource ,** F semi$s&ecialist <8 F structured c'ild centred ,1 F see also c'ild$centred education tec'nolo+y ,*, *., .,, ?, te=tiles day *2 4ravellers ,<, ,*, !ear of t'e BaGe 2<$8 $,.<$