Glasgow Schools

Today was spent with Mark Irwin, the Sustainable Development Officer for the City of Glasgow.  This local authority is so committed to environmental education in primary schools that they have committed funds to employing Mark, who currently works with a large number of schools in the Glasgow area. Mark has a science and biology background and has worked in numerous locations throughout the world.

Our first visit was Oak Grove Primary, where I was shown around the school by two senior students, one with a Celtic background and one an immigrant from Russia.  The Head Teacher,  Jane Cerexhe spent considerable time chatting with Mark and myself.  Oak Grove Primary’s catchment area consists mainly of council flats and in many cases there is nowhere for the children to experience the outdoors, except at school.  Their outdoor classroom had a blackboard mounted on a wall, a number of fruit trees, a seated reading circle (square), a mud play area, mini beast area.  Children didn’t use this area at recess or lunch.

 Initial reluctance by some was overcome through staff linking the current curriculum to what could be done in the outdoor classroom.  That is to say they weren’t taking on additional work, but were delivering the same material in a more hands on/practical way.  Every class has bought in to different aspects of the curriculum that are set down in an across-the-school planner…e.g P4 task is compost waste management, P6 manage the mini beast area.  The outdoor class is not an additional task or add on, it is delivering the same curriculum but in a different way.  The curriculum is the driver.

Steve, from Grounds for Learning was working with students on planning for an outdoor nature based play area.  He had taken the students outside for a walk around the grounds and then gathered them for sit down interactive session on what they liked and disliked in the playground.  He had a number of pictures of possibilities and students collected what they were interested in and made a photographic montage of what they would like to see happen for their school.  The school had received a small grant to work on the free play area and as in other schools I have visited, the children drove the program.

The school has just expanded its grounds through absorbing the grounds of a city based Language Centre building that was resited.  Using the Grounds for Learning model, I can see how limited funding can go a long way to achieving what the children want to happen.

Merry Lee PS Head Teacher Elizabeth Mahindru showed Mark and I around the school.  The school is 2 years old and has very well developed outdoor free play areas.  There are allotments behind the school where the school has an allocated area to grow vegetables.  There is a large wind generator that promotes reusable energy which is part of the school curriculum. Although only 2 years old, the outdoor play area was an exciting place for students.

Initially the students were taken offsite into different parklands and were allowed to play.  They were then surveyed as to what they most enjoyed in these dense parklands.  Responses included rolling in long grass, playing in water, hiding in the undergrowth, climbing over fallen trees, rolling down hills.  The students then worked with a landscape designer and planned the outdoor play area.  The local Council approved all but the pond and water areas which are still being negotiated.

 Parents were involved extensively in the consultation and development stage.   A major concern from staff and parents was the health and safety aspects.  Holes in grassed areas were seen as potential hazards, however cracks and potholes in hard surfaced areas (bitumen) were common and often unrepaired.  This was pointed out to parents who could see the irony.  Staff concerns about doing duty in muddy areas was  overcome by providing Wellington boots to duty teachers.

A research scientist looked in to children’s accidents in play areas and found that there were far more injuries in playgrounds with tarmac than in developed free play areas.  Since the development of the free play areas there has been nil injuries in that area, whereas grazing and minor injuries are an ongoing occurrence on the tarmac.

PLAY EQUIPMENT

There was lots of thatched willow tunnels, huts and walls, really encouraging the children to find their own space.  There were fruit trees, large boulders for stepping stones, a rope bridge, wine barrels submerged in the dirt (to hide in), reading circles and a number of quiet areas for children to escape to.

Kindergarten staff were concerned that the area wasn’t fenced, however since utilising the area the K’s know the boundaries and due to the fantastic play area have no intention of leaving anyway.

Using the allotments to grow vegetables developed a close working relationship with many of the elder members of the local community.  The school has a number of business partnerships and links, some of which play for two community work days per year, which is appreciated.  There appears to be a greater corporate responsibility across the UK.  Any developments close to a school require the developers to inject funds into community projects.  Schools are often the beneficiaries of these.  When the outdoor play area was complete, parents were the first people to play on it during the official opening held in the evening. Children respect and care for the area  and despite being open to the community no vandalism occurs.  In summary, an outstanding outdoor area and inspiring to see what can be achieved in two years.

Toryglen PS was surrounded by high rise flats.   The school is fighting a constant battle against vandalism and disaffected youth who constantly destroy outdoor developments. A recent thatched willow hut was destroyed after 7.5 hours of completion.  I was impressed by the large greenhouse, constructed entirely of recycled plastic bottles.  Windows along one corridor were painted out except for small ‘spy holes”.  Bushes outside these windows had bird feeders and an endless number of birds used these feeders.  Students had binoculars and bird identification charts and were able to observe the birds in their natural environment without disturbing them.  The Head Teacher is doing a wonderful job in a challenging environment.

More Pictures 

Tomorrow I'm off to visit two more schools, including one school with 40 students who are deaf and blind.  The outdoor areas are really special places for these students.  Mark will be taking me along to what I'm sure will be more inspirational Glasgow school.