Headteacher of Mill School Bury, Shazia Sarwar-Azim, explores how her innovative new school is approaching opportunities for learning beyond the classroom environment and encouraging character education.
“Taking every opportunity to help children learn in the ways that best meet their own individual needs and enhance character education is very much at the heart of Mill School’s approach to learning.
“Helping young people develop their character and emerge as well-rounded, empathetic and resilient adults through promoting their spiritual education and cultural development are key drivers for how we have developed both the fabric of the school and the curriculum within it. Our aim is to foster good mental health and well-being.
“As well as having classrooms which are truly fit for purpose and the most suitable environments for children to best learn in, we have facilities and educational tools which are, in our school, as normal as a pencil and paper – these include putty, peanut balls, weighted toys/blankets and black out tents – those parts of our “tool box” to help children re-regulate, relax and learn.
“Outside of the classroom environment we have multi-sensory environments, immersive technology, a sensory garden and horticultural therapy area as well as a rebound room. While these are not traditional learning environments, they are therapeutic spaces which help children develop and be better prepared for learning.
“Outside we’re really blessed with huge amounts of space and we’ll be running Forest Schools and horticulture classes outdoors. The horticultural area, for example, provides a sustainable resource that has the capacity to offer curricular, social and emotional benefits to children, staff, families and the community.
“The area isn’t used in isolation and is a part of every child’s curriculum, where it supports development in curriculum areas including, numeracy, oracy, science, art, design, geography and creativity. Horticultural therapy for children and their families is offered as an interventions package to improve children’s personal development, behaviour and welfare.
“Working in the garden improves teaching and learning, performance and motivation with underpinning support for pupils, families and staff. It builds confidence and life skills such as confidence, resilience, teamwork and communication as well as an appreciation of the environment and the importance of biodiversity and sustainability.
“The Sensory Garden is also be a key part of the curriculum and supports the development of exercise and nutrition, creativity, appreciation of the wonders of nature and mental health and well-being.
“Both horticulture therapy and the sensory garden are important – there are, as we know, increasing concerns around young people’s mental health in general and we know that working closer to nature supports the reduction of anxiety and the prevention of stress related issues.
“More widely the school’s curriculum and character education focuses on cultural capital, developing children’s interests and hobbies as well as their empathy, social skills and manners, working successfully and collaboratively with others.
“To that end, there are lunchtime clubs and a focus on supporting young people to volunteer in the community, for example. As well as developing confidence, these activities give young people the opportunity to learn new skills both socially and academically.”