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SCHOOL PHILOSOPHY

SMALL SCALE EDUCATION

 

We believe that the educational, social and emotional needs of each child are best served in a small-scale environment. We operate our school along the lines of a caring, extended ‘family’ where the classes do not exceed more than 12 children per session. This is sufficiently small for children and teachers to get to know each other well, to feel an important part of the whole group and consequently develop a much stronger sense of personal and communal responsibility. As a small school we are able to tailor our curriculum to suit the specific needs of each individual child, ensuring that no child is ever academically left behind or socially excluded. We are also able to offer flexi-schooling, designed to support those parents who also home educate their children. The New Forest Small School is a member of Human Scale Education and has links with Education Otherwise, a home schooling organisation.

Our educational philosophy is founded upon the belief that the full potential of children may only be realised when their sense of well being and belonging is at its optimum.

At a time when local infant and primary classes have numbers of 30-40 children per class, and most private schools have a minimum total intake of over 300 children, we offer parents a small, family-like environment for their children. While the government talks about but fails to implement smaller class sizes, we guarantee a maximum of 10 children in each class, in a school with a total intake of 50 children. With a staff to pupil ratio of approximately 1 to 8 over the whole school we are able to ensure that no child is left behind, and that each child has a unique level of care and assistance. Educational research has consistently shown the advantages a small school has over larger institutions. For example in Issues in Educational Research Vol. 6 (1) M. Mok and M. Flynn conclude –

Small schools were found to enhance interpersonal relationships (Bryk, 1996), increase student extra curricular participation (Barker and Gump, 1964; Oxley, 1994; Stevens and Peltier, 1994), provide more opportunities for developing students’ leadership potential (Bryk, Lee and Holland, 1993), have more effective school discipline (Haller, 1992; Rowan, Raudenbush and Kang, 1991), improved school climate (Lindsay, 1984; Oxley, 1994). The advantages of small schools over large ones were particularly salient in the case of disadvantaged students (Howley, 1994; Klonsky, 1995) and schools located in rural areas (Haller, 1992).

As a totally independent small school we are in a unique position to offer a curriculum that is both relevant to the times we live in and is specially designed to address the educational needs of the whole child. Whereas state schools are inevitably tied to the national curriculum and the latest political directives, and most private schools are tied to their traditions and trustees, the only tie we have is our commitment to offering each child the highest standard of educational care. Our curriculum offers the child unique opportunities for self-exploration, self-expression and self-empowerment. Our curriculum not only offers excellent academic standards, but also incorporates time for children to explore and create for themselves. A significant part of the timetable is given over to developing the child’s social and emotional language, to helping the child blossom in themselves so that they have the confidence to cope with life’s challenges and the desire to explore and learn. From our research we know there are no other schools in our locality that offer such a modern and holistic approach to education.

We are also one of the few schools in the whole country to offer parents the opportunity to send their children to us on a part time basis. We are able to do this because of the flexibility of our curriculum and by building close relationships with parents. This allows parents who also wish to home school their children to attend our school. Each half term parents are advised as to what subject areas we will be covering with a view to their supporting these studies at home. Parents who require extra assistance in their home schooling are also offered detailed work programmes and study guides based on our work at school.

 

Strong Foundations

Life, as we all know, requires many different skills. Therefore our school day is designed to give time for the children to develop not just academic skills but also the many vital personal and social skills we all need to live happily and effectively in our world.

Working with Children’s Natural Skills

Practically all children have …

a natural inclination and considerable skill at role playing

great concentration when something interests them

spontaneity

a love of touching things

a seemingly boundless amount of physical energy

So we work with these natural learning tools rather than struggle against them.

- All lessons are taught with enthusiasm and a genuine interest in the subject. We believe lessons should be fun, stimulating and challenging.

- Children have the opportunity to explore and work on their own interests and projects during Free Choice Periods during each school day.

- Children are encouraged to understand things using all their senses – particularly touching as this natural learning tool helps stimulate vital connections between the hand and the brain.

- Rather than hold back the child’s natural energy we use it in lessons as much as possible. Lessons tend to be active, hands on, rather than just passive and abstract. Our favourite classroom is the forest outside.

- Role-play or drama plays a key role in all our lessons by helping the children to understand a subject by repeating it in their own language. Similarly role-play, as initiated by the children themselves during play time or free choice, helps the children to make sense of their world and builds important social skills such as learning to share and co-operate with one another.

 

A Qualitative rather than Quantitative Education

Instead of cramming as many lessons as possible into the school day, making it impossible for the child to take everything in, we like to give the children plenty of free time to recharge themselves. Then when it is time for a lesson they are better able to concentrate and work.

We always try to work with the pace of the children – taking our time in lessons so that we are able to explore them thoroughly. Consequently the timetable is kept flexible – so if we need more time on something or if there is another issue more pressing we can adapt and develop accordingly.

In each lesson the children are always encouraged to explore and discover for themselves. We want the children to trust their own intelligence and perceptions – we want them to find the answers, not just parrot what we have taught them. As teachers our role is to open doors for the children, and then inspire them to want to explore themselves. Only by doing this can they ever reach a true understanding of what they are learning.

Freedom and Discipline

Freedom without discipline undermines the group; discipline without freedom undermines the individual. For this reason the children are given a considerable amount of freedom but within a set of fixed rules. Our approach to discipline is to focus rigorously on the causes of behavioural problems rather than endlessly having to deal with the effects. Children need very clear boundaries and they need to know that if they cross these boundaries there will be clearly defined consequences. It is vital that the children always feel there is consistency and fairness in disciplinary matters. Equally they need to know that by breaking the rules they are choosing to suffer the consequences of their actions. Helping the children to see that they are responsible for these choices begins the process whereby we are able to bring the children towards self-discipline.

However it is equally important that the children’s environment is not overloaded with rules. A maze of boundaries will only confuse and frustrate children. Consequently at the New Forest Small School we have paired down the amount of rules leaving us just with the ones that really matter. So instead of a maze think of a large wood with strong fences around its boundary.

Disciplinary Procedures

- As much as possible children are encouraged to resolve any conflicts they have amongst themselves – we find that most problems are sorted out in this way. If the problem persists then the parties involved have a private discussion with the teacher. The children are then made aware of the consequences of their actions, both for themselves and the others affected.

- If necessary the issue will be dealt with during class tutorial time and/or the school meeting under the guidance of peer pressure. Once again this is highly effective. Beyond this there will be consultations with the parents.

- At all times it will be made clear to the child that it is the child’s action that constitutes the problem not the child him/herself.

 

We have found, however, that when children feel valued and secure, when they have enough freedom in an environment that is both accessible and stimulating, there emerges within each child a natural desire to preserve order and peace in the classroom so that they can continue to enjoy it’s benefits.

 

 

 

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