In a wild flower meadow in the Cotswold countryside is a place where dreams are lived, and which provides education that values the whole child. A place where each child is supported and nurtured and is allowed to know, believe and fulfil themselves from a deep sense of respect and love.
Article by Hussein Lucas click here
Article by Hussein Lucas click here
A Typical Day |
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The Practise - Democratic Child Led Education
The rhythm of the day develops from a dialogue between all members of the community. Accordingly it is flexible and grows and changes with different needs and wishes.
The Day Begins
Everyone arrives, settles in, and if needs be a fire is lit. The day begins with our Gathering at 10.10am.
The Circle
Chaired by a child, (aged 9+ on a rotational basis) the first 15 mins of the circle begins with a reflection on the previous day and a record is written in the Junior Simplex Times (our daily journal). The day's jobs are given and recorded, using a pack of cards. Each card represents a job; the Queen collects wood, Jack washes up, etc. Each person in turn speaks about their plans for the day or shares their thoughts and feelings. Exciting projects, poems, and stories may be shared. We reflect on the previous day and a record is written in the Junior Simplex Times. The second 15 minutes of circle is occupied by the 3R game and Transit Game, bringing a small amount of numeracy and literacy to each day.
Projects and Play
Then the children scatter to play, continue projects or hatch new ones. A project may be something someone, a child or adult, has brought from home. This project may just interest the individual or catch the imagination of the whole community. These projects could be worked on for an hour or the whole term.
Snack happens at 11.15am. This is usually rice crackers, nuts and fresh fruit. At lunchtime (around 12.30pm) everyone gathers to share a meal inside or outside. In the afternoon games and projects continue until jobs time is called around 2.45pm. We gather for goodbye at 3pm.
The rhythm of the day develops from a dialogue between all members of the community. Accordingly it is flexible and grows and changes with different needs and wishes.
The Day Begins
Everyone arrives, settles in, and if needs be a fire is lit. The day begins with our Gathering at 10.10am.
The Circle
Chaired by a child, (aged 9+ on a rotational basis) the first 15 mins of the circle begins with a reflection on the previous day and a record is written in the Junior Simplex Times (our daily journal). The day's jobs are given and recorded, using a pack of cards. Each card represents a job; the Queen collects wood, Jack washes up, etc. Each person in turn speaks about their plans for the day or shares their thoughts and feelings. Exciting projects, poems, and stories may be shared. We reflect on the previous day and a record is written in the Junior Simplex Times. The second 15 minutes of circle is occupied by the 3R game and Transit Game, bringing a small amount of numeracy and literacy to each day.
Projects and Play
Then the children scatter to play, continue projects or hatch new ones. A project may be something someone, a child or adult, has brought from home. This project may just interest the individual or catch the imagination of the whole community. These projects could be worked on for an hour or the whole term.
Snack happens at 11.15am. This is usually rice crackers, nuts and fresh fruit. At lunchtime (around 12.30pm) everyone gathers to share a meal inside or outside. In the afternoon games and projects continue until jobs time is called around 2.45pm. We gather for goodbye at 3pm.
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The Thursday MeetingThrough the Thursday Meetings the children assume responsibility and learn to communicate, negotiate and compromise. It also teaches empathy and consideration for the feelings of others. All members of the community are equal and can bring issues, concerns or grievances to the weekly meetings.
The meeting is democratic and it is where rules are made and problems solved. It is chaired by a child over 9 and recorded by a Mentor. Each person in turn has the opportunity to put something on the agenda and each item is addressed. The person who suggested the item will speak first, without interruption so as to be really heard. Sometimes this person proposes a motion and sometimes the matter is discussed before a motion is agreed upon. This is then voted upon and the majority consensus is adopted. Occasionally the motion is raised again the following week and changed until a solution is found that suits everyone. |
People
Petro Solle, a qualified Play Therapist whose energy and enthusiasm inspires children and parents alike. Her former careers as actor/director and filmmaker all combine to inform her child-centred approach to child development and learning.
Hester Feld has worked with children and young adults in a wide range of settings, from adventure play to childminding. The majority of her experience is in outdoor education. Hester is a lead for Forest School Camps, taking city children on holiday to the wilds of Wales and beyond. When not at a Place to Grow she runs Forest School sessions in her local area. Hester attended a democratic school herself and brings that experience to a Place to Grow supporting the children’s meetings and the child led approach. She loves the outdoors, is creative and fun.
Madara is a qualified teacher from Latvia and has worked in formal schools teaching history. More recently Madara has worked in the Danish Folk School, which follows a progressive approach. Now Madara is exploring alternative education in England and brings her cultural tradition and her passion for arts, crafts and music to a Place to Grow.
Taylor, often the most popular member of Place to Grow, although she creates the most mess and does the least amount of chores. Taylor is the only dog allowed on the field: a three year old Springador who has grown up with Place to Grow but still runs around like a puppy.
The Core Group ensures that Place to Grow has a working vision and provision of that vision. That Place to Grow is staffed, that accounts and insurance are undertaken and that the day to day running schedules happen. Core group members are Becky Koos, Lou Doliczny and Zoe Moyers
The Founding Members are Sharon Gimpel, Jo Robbins and Becky Koos.
Place to Grow also draws on members of the wider community, both older and younger, to come in and provide support or specific learning opportunities, such as singing, sewing or printing. After school sessions can also be arranged, for example science or Forest School workshops.
Parents are also welcome to offer workshop sessions.
Hester Feld has worked with children and young adults in a wide range of settings, from adventure play to childminding. The majority of her experience is in outdoor education. Hester is a lead for Forest School Camps, taking city children on holiday to the wilds of Wales and beyond. When not at a Place to Grow she runs Forest School sessions in her local area. Hester attended a democratic school herself and brings that experience to a Place to Grow supporting the children’s meetings and the child led approach. She loves the outdoors, is creative and fun.
Madara is a qualified teacher from Latvia and has worked in formal schools teaching history. More recently Madara has worked in the Danish Folk School, which follows a progressive approach. Now Madara is exploring alternative education in England and brings her cultural tradition and her passion for arts, crafts and music to a Place to Grow.
Taylor, often the most popular member of Place to Grow, although she creates the most mess and does the least amount of chores. Taylor is the only dog allowed on the field: a three year old Springador who has grown up with Place to Grow but still runs around like a puppy.
The Core Group ensures that Place to Grow has a working vision and provision of that vision. That Place to Grow is staffed, that accounts and insurance are undertaken and that the day to day running schedules happen. Core group members are Becky Koos, Lou Doliczny and Zoe Moyers
The Founding Members are Sharon Gimpel, Jo Robbins and Becky Koos.
Place to Grow also draws on members of the wider community, both older and younger, to come in and provide support or specific learning opportunities, such as singing, sewing or printing. After school sessions can also be arranged, for example science or Forest School workshops.
Parents are also welcome to offer workshop sessions.
