Nurturing a love of learning through excellence, inspiration and wonder

• Calming colour schemes, reflective of the natural environment with wallpaper and fabrics that soften the spaces.
• Maximise the use of natural light and supplement with calming lighting (not strip lights)
• High quality resources to support and extend learning.
• Language prompts/ speaking frames, manipulatives and artefacts are used well to enhance learning.
• Tables grouped together to facilitate the use of face partners and shoulder partners.
• Use of learning walls and topic tables as reference points for pupils to use in lessons, strengthening memory and linking prior and new learning.
• Engaging and valued book corners promoted in every classroom.

• Using display to create an attractive and stimulating environment. The work displayed should be of a high standard and be changed frequently. It should include work on different aspects of the curriculum and reflect the individual pupil’s efforts as well as ability. Ideally displays should stimulate discussion and be accompanied by pupil’s voice: reflections, questions and answers as appropriate. Displays should be labelled with a mix of printed and handwritten pieces. Handwriting must be modelled in line with school policy.
• Classrooms and shared spaces that are clear of clutter and purposeful.
• Children’s large artwork and photographs are used on walls in shared spaces.

Studies show that a well-designed learning environment supplements evidence-based pedagogy and curriculum design.

Environmental factors that can impact on learning.

• Noise -Whatever the source of noise, an excessively noisy learning environment is a poor one.
• Light -Current research confirms that we are all energized by natural sunlight and indeed that children learn faster in classrooms with natural light. One studyof 21,000 U.S. elementary students showed that, over one school year, kids who were exposed to more sunlight during their school day displayed 26 percent higher reading outcomes and 20 percent higher math outcomes than kids in less sunny classrooms.
• Colour – needs to be carefully considered. Colours have an impact, red for example, increases respiratory rates, stimulates eating, can increase blood pressure, feels exciting and invites impulsiveness: over-exposure can result in agitation. The colour red should not be used in a classroom environment. Greens and blues should be encouraged. See (PDF) Investigating the Impact of Environmental Factors on Learning and Academic Achievement of Elementary Students: Review (researchgate.net)
• Plants -Plants can reduce feelings of anxiety and depression. A 2009 study, researchers introduced leafy plants into the classroom and found a positive impact on students’ well-being and behaviour, with fewer hours of sick leave and disciplinary events.

• Book corners should be inviting, stimulating and celebrate a love of reading.
• They should be calm and organised.
• Fabrics, cushions, and plants should be used to soften the area and make it feel homely.
• Displays in the book corner should include key questions, author focus displays and displays of key genres to enhance the learning.

Learning walls should be in place for English and maths to support children’s learning. Learning walls provide a visual resource and a reference to scaffold learning. This approach enables children to know what they are learning and how this learning process develops over a period of time.

Learning walls support independent working and learning: think of the learning wall as an extra adult in the classroom. It can help support children who become stuck and direct children to new tasks when they have finished activity.

Support whole class teaching: models and images, key vocabulary, common misconceptions, children’s examples and useful prompts are displayed and referred to by the teacher to support children in their understanding. Learning walls may include extension questions, images, examples of children’s work or useful prompts that directly impact the children’s learning.

Topic and interest tables should create a reference and link to a learning theme. They should:

• Stimulate questions and discussion around the given theme.
• Provide children with concrete examples or artefacts.
• Display learning questions and clear links across subjects and/or prior learning.

Generate enthusiasm and engagement in the curriculum area/theme.

Speaking frames can be displayed in all areas of the classroom to increase engagement in learning and improve the children’s reasoning skills.