How the theory works in the classroom...in practice.....

- Resources are plentiful and freely available. These include a large selection of fiction, non-fiction, picture books, art books, art and crafts equipment, found objects for art projects, toys, maths tools (cuisinaire rods, unifix blocks, measuring equipment, clocks, die, number lines, bead strings) literacy tools (movable alphabet, letter stamps, stencils, hand-made books), maths/logic games(shut the box, UNO, cards, chess, draughts, dominoes) literacy games (scrabble, spelling and other word games)

- The children are free to move around the space, talk, play, work on their own or with others, go outside, visit the toilet, eat and drink when hungry and thirsty, choose, experiment, explore, relax, make a mess, take considered risks, take their work home, be themselves and progress at their own pace ultimately achieving their own highest potential but importantly this is within the context of having a high degree of consideration for others who are using the space and resources too.

- As adults we actively do not impose too much structure, direction or judgement on the children's activities and interactions. The environment whilst needing to provide a rich educational context must also be a relaxed one.

- We work as a team to share the responsibilities of ensuring everyone's safety by proper supervision and we constantly assess the potential risks, in advance if practical, but most often in the moment. We often discuss potential problems with the children and they often suggest excellent solutions. `Most problem solving is done as a group or among those who are involved in the activity.

- We facilitate wherever possible. We say "yes" to individual plans and only say "no" to a plan if there is good reason(e.g. safety or timing issues). Usually we figure out a solution so the plan can be done perhaps in a different way or at a different time or place.

- We encourage children to plan their own days and set their own agendas, be it on their own, or with their friends or with the support of the enthusiastic adults available. The process of active learning by doing is more important to us than goals, results or products.

- All our teachers are trained to help the children find safe physical, verbal and creative outlets for their emotions and find solutions to their own problems. We take all problems that come up between children seriously, mediating any conflict and giving plenty of non-judgemental support to all involved. It can sometimes take time but it important that issues are resolved satisfactorily for all those concerned. Common problems that arise in the classroom include the practical sharing of resources, planning and agreeing rules and boundaries, teasing. Problems that are common to the group are usually talked about and resolved during the next morning meeting

Using the respectful communication strategies of Thomas Gordon and Aletha Solter, teachers show the children how to resolve problems that inevitably come up as part of daily life, be they practical problems or problems of sharing with others. The children then figure out solutions to their very real problems each day with great maturity, becoming very articulate in the verbal expression of their emotions and extremely creative in coming up with solutions to the everyday situations that occur in any social group. By learning to "work it out," children develop responsibility and respect for others.

- The adults in the classroom share our enthusiasm for books, excitement about gathering factual information and enjoying good stories by reading aloud often and sharing all sorts of books with the children. The children at a very young age become interested in a wide range of topics and genre.

- We share our ongoing passion for learning with the children by actively trying out new skills, as well as practising old skills ourselves, in the classroom. Learning to play an instrument, doing woodwork for the first time, learning to knit, writing a story, making a collage-trying something for the first time- these are things which we encourage the adults in the classroom to do, thus allowing the children to see adults learning.

- We widen the experiences of the children in the group by proposing plans and activities, researching answers to questions that arise, having lots of discussion and planning visits to interesting places that the children may not otherwise discover.

- We carefully plan and chose to lead particular activities that indirectly teach maths, science and literacy skills.

- We have a staff meeting at the end of every day to share significant observations about the children with a view to understanding the stages of development of each child, the needs of each child and how we can support ongoing interest, motivation and development.

- We document each child's learning to make it visible to the children, the parents and the staff. We take a lot of photographs whilst the children are working or playing as well as photos of the work they produce.

- As a result of our discussion of our observations and documentation, we pro-actively plan potential activities both for individual children and the group as a whole.

- We have a staff development meeting for all staff once a week specifically to share our feelings about our current experiences as well as to discuss important educational topics. Recent topics have included "How our own educational experience and upbringing might influence our involvement in Family School", "The importance of documentation", "Theories and models of child development", "Respectful communication techniques", "How to discreetly incorporate maths skills into everyday classroom activities".

Our session structure enables an evolving and emergent curriculum

- A typical day in the classroom consists of:

- Morning Meeting, this is an important part of every day. All present are expected to attend a short meeting, during which children and adults discuss and describe what they would like to do that session. Plans are shared and time is made for the plans. There is also time for discussing any problems that individuals or groups might be experiencing, and for problem solving and empathising with others. The meeting gives structure to the session, provides a time when the group comes together to plan and hear the plans of others. It gives everyone a forum to discuss and develop interests and plans based on those interests. It encourages children to own their own experiences. During the meeting, each person is encouraged to describe what they want to do, define any conditions that will apply, invite others to share in the plan with them, and to expand upon ideas that other have presented. It is a time when communication skills develop, when children learn how to negotiate and interact with others. It gives the adults present insight into what is important to individuals and to the group as a whole, information which can be used for developing projects, ideas and materials to offer at future sessions.

- Play, including imaginary, and structured - including games (competitive, co-operative, board, structured, invented)

- Plans, these are often practical, creative, for example "today I am going to make a homemade sledge, does anyone want to join me?"

- Adult led activities - cooking, woodwork, knitting, reading, storytelling, story writing and puppet making,

- Projects, longer term projects involving research, writing, reading, or creative projects for example our useful cups and plates in pottery, puppets, toys, games, food, books, lots of drawings, paintings, sculptures.making something over a period of weeks eg our wooden train and tractor - this involved planning, designing, measuring, and lots of woodwork skills.

- Experience - nature, outdoors, we have regular awaydays to interesting places.

- Respectful and effective communication - lots and lots of talking, listening and discussion.

- Problem solving and conflict resolution. - Problems are taken seriously and are good learning experiences and to be valued not repressed or supressed

- One on one time with a teacher. During the week, each child receives some individual time with at least one of the teachers. This one-on-one time can be used for furthering skills, remediation, exploring interests and so on - it is the child’s time, which the teacher will nevertheless use well.