Ball Green Primary
School
Learning Environment
Policy
‘The way in which work and other material is displayed and arranged in a school
is more than a matter of convenience: it is a reflection of the atmosphere and
attitudes that prevail there’
The Arts in School Gulbenkian Report.
OVERVIEW
The purposes of this policy are to inform and share expectations with all stakeholders so that
a clear and consistent approach to the learning environment is embedded within the school.
OBJECTIVES

To provide a safe, stimulating and purposeful learning environment for pupils

To provide a school environment, both indoor and out, that contributes positively to
the attitudes, behaviour and motivation of the pupils

To accelerate pupil’s achievement through display for learning

To nurture pride in and respect for the school environment, the work produced and
the pupils themselves

To celebrate achievement and illustrate standards

To make maximum use of the opportunities provided by both the grounds and
buildings of the school
LEARNING ENVIRONMENT: CLASSROOM PROCEEDURES
A classroom environment which sets clear and high expectations across the school can be an
invaluable asset in improving outcomes:

Teaching resources/planning files/personal effects to be removed from the classroom
and kept in storerooms. Arrangements to share with a colleague can be made for
those rooms that do not have their own storage area

Surfaces to be kept clear and clean with pupils encouraged to store personal effects
in trays, not on tables

Areas such as reading corner, role play area, investigation area should be clearly
defined and labeled

Obviously during the day these areas will be used but at the end of the day they should
be clear and clean

Pupil resources to be of a high quality and to be clearly labeled using the standard
school format.
The resources should be easily accessible to pupils to encourage
independence

Pupils should be encouraged to respect their classroom environment and positive
attitudes towards equipment and resources developed. All classrooms must be left
clean, tidy and organised at the end of every session and pupils must contribute
towards this.

All classrooms should contain a display for current behaviour policy principles (Going
for Gold/Swap Shop Stars), a feelings chart and a visual timetable. These displays
should mirror each across the Key Stage to provide consistency

All classrooms to have a target board which reflects Assessment for Learning
Principles. These should mirror across the Key Stage.

Providing a safe environment is of paramount importance. Due regard must be given
to health and safety procedures when organising classrooms. Report any maintenance
issues to school business manager/site supervisor.

Wires and cables to be made safe and where possible kept out of sight. Any wires
and cables which are felt to be unsafe are to be referred to the school business
manager/site supervisor/ICT Technician

Organisation of furniture should encourage free movement around the classroom
LEARNING ENVIRONMENT: DISPLAY
Displays have many purposes. They can provide a bright and stimulating environment, reflect
and enhance learning, promote high standards and celebrate achievement.
Accelerated
learning research shows that ‘display for learning’ has a positive effect on pupils’ achievement

Classroom displays to reflect current learning and to support the learning needs of
pupils

Displays to reflect a balance of all curriculum areas including SMSC

Displays to be clearly labeled with an objective/outcome, word processed and double
mounted

All pupil’s work to be named with labels which are word processed and double mounted

Displays to contain captions which explain the learning process, pose questions or
provide contextual information. These are also to be double mounted

All lettering for displays to be consistent across the school. [agreed at key stage] This
includes lettering which is placed directly onto walls, rather than boards

All display boards to have borders

Displays to contain an interactive element where possible. This may take the form of
‘hands-on’ experiences or simple questions mounted on the display to extend or
reinforce pupil’s learning

Remove a display only when there is a new one to replace it. Empty display boards
are non-negotiable

Create a ‘Wow’ factor, particularly in corridor and shaded areas. Consider the use of
drapes and 3D effects

Photographic evidence to be used to celebrate diverse and rich pupil experiences
(indoor/outdoor/trips/visits/etc.)

Encourage pupils to become involved in displays, e.g. select and discuss mountings
for their work. Display activities such as these can be taught and carried out during
art lessons
GENERAL TIPS

Tilt the wall stapler slightly as this will drive staples in at an angle which makes removal
easier

Staples only to be used in display boards not directly into walls

Avoid using white-tac as it tends to rip the paper when it is removed. Generally blutac is best suited to attach work to paper. White-tac is more suitable for attaching
work to hard surfaces such as walls

‘Child & dyslexia friendly’ font to be used for captions and labels

Do not use glue/adhesive on windows or painted walls
HEALTH AND SAFETY
Staff should employ a degree of common sense and self reliance when creating displays.
However the following information should be adhered to:

Staff should use step ladders to mount work on displays which are at a high level

Guillotines or ‘cutters’ should have a safety guard. If the guard is broken do not use
it and notify school business manager that this needs repairing or replacing

Fixatives should only be used in a well ventilated area at the end of the day when
pupils have left the building

Take sensors into consideration when hanging/draping
OUTDOOR ENVIRONMENT
Research shows that school grounds have a significant effect on pupils. These grounds are
the one external environment to which all children have regular access, and for some provide
the only regular experience of the outdoors.
They can provide unique experiences,
enrichment opportunities and resources for teaching and learning in a safe and supervised
external environment.
The grounds are maintained by a contractor employed by the school. Please refer any health
and safety or other issues to the school business manager/site supervisor
Wherever possible use of the outside environment should be utilised and planned for in order
to:

Enrich all areas of the curriculum, by providing a unique and varied context for learning

Stimulate motivation and curiosity, encourage creativity and help pupils to develop a
broad range of skills, competencies, knowledge and understanding

Create opportunities for pupils to increase their understanding of sustainable
development

Develop self confidence and promote positive behaviour

Afford opportunities for pupils to work together, encouraging a sense of pride,
ownership and responsibility

Develop different learning strategies and styles

Promote ‘hands-on’ experiences

Develop sporting ability, discipline, skills and promote healthy lifestyles
DISPLAY AREAS
The classteacher is responsible for maintaining a well ordered and tidy classroom environment
and for all display boards in the room.
Teaching Standard 1
Set high expectations which inspire, motivate and challenge pupils:

Establish a safe and stimulating environment for pupils, rooted in mutual respect
Shared rooms/shared area/store cupboards /corridors are the responsibility of
ALL. It is non-negotiable that these are kept clean, tidy and clutter free.
These rooms include:

Resource room (formerly art room)

ICT room

Cookery room

Community room (formerly library)

P.E. games store

Stationery Store / other store xcupboards

Hall

Nurture room

Swap Shop

All corridors

Cloakrooms

PPA room

Staff room
Learning Environment audits will be undertaken regularly to ensure that high standards are
maintained.
Persons responsible: Miss Lisa Gulley, Miss Natasha Johnson
This policy will be reviewed in September 2016