Virginia, educational director, co-teacher
It is extremely exciting to see our first group of children so busy and so involved in learning without actually realising they are learning at all! Having small mixed age classes and being free of the national curriculum constraints and SATS enables us to address the needs of individual children and work with them at their own level, not push them before they are ready or hold them back in order to meet the needs of the larger group.
The role of both teachers and parents, as I see it, is to provide a wealth of materials, space and time for the child to make use of in his or her own creative way. Children learn how to learn through play and interaction, and when the opportunities are available each child will develop the unique talents that he or she possesses. Learning is something that comes naturally to each of us, and a school should support the child’s natural yearnings to learn. This is what we are attempting to do at the Family School.
We also feel that it is incredibly important that children learn to resolve conflicts in respectful ways, that they learn to value every individual and the contribution that each person makes to the group.
It is possible that the children at The Family School will not be reading by age 5 or 6 , but it is also highly likely that when they do begin to read it will be at a level that is above the normal level for that specific age group. Much of what passes for reading at the primary level are actually pre-reading skills. The ability to sound out words is not reading! Children in our school are beginning to recognize which sounds go with which letters and most are actually far along and making steady progress in this area. Maria Montessori stated that children learn to write words before they learn to read and that this is the natural progression of things (except with early, self-taught readers) We are seeing this here, but it is not how it usually happens in most school settings, reading is taught first.
As a parent, I felt very strongly that children should be given the freedom to learn at their own pace. I searched for a school for my own children that would allow them to develop at their own pace, and found it at Play Mountain Place, in Los Angeles. I was fortunate as a parent at Play Mountain in the 1980’s, to have the opportunity to work with the faculty and students at that school for many years. Each child planned out his or her own day with the teachers and parent assistants offering a variety of classes ranging from art and computers to cooking, woodworking, drama and science. The children created some amazing projects on their own as well. An important aspect of the curriculum was the social development of the children, it is amazing to see young children developing the capacity to speak of their experience and feelings clearly. When respect for the individual is paramount, the ability to deal with emotions articulately develops at a very early age. We are seeing this same thing at the Family School and it is exciting to be part of it.
As a credentialed teacher in the United States I wanted to work with children in state schools and support them to develop their potential as learners. I started out teaching in a Special Needs setting with a group of 11 to 13 year old students who were experiencing learning difficulties. I next moved to a regular classroom in a state school where I taught 3rd grade (Key stage 2 year 4) for several years. During this time I also taught teachers at the university level, tutored adults studying for the California Bar Exam (to become barristers) and tutored dyslexic children.
I value education highly, both for children and adults. I graduated cum laude with a degree in Psychology from Occidental College in California, a nationally recognized liberal arts college noted for the combination of rigorous academics, exceptional professors and small, yet diverse student body. I did post graduate work at both Occidental and at Pepperdine University and hold a California teaching credential.
Maryanne, co-teacher
How I got here:
I am 25 years old. After completing a degree in English Literature, I worked as a teaching assistant, within years 5 and 6, in a conventional state primary school in Luton. During my time there, I absorbed a lot. I did a lot of watching and listening, as well as talking with other people. This helped me to piece together my own outlook, and also taught me how to use my own judgment. I had a good two and a half years of practice, too, which helped me to clarify what I thought and get better at what I did. The experience I had of working out in my own way how to do my work, how to be a teacher and how to be with children, is a relevant example of someone learning and growing at her own pace within a supportive environment. Older adults - my colleagues - with their own wider experiences gave me the time I needed to do this. Time was necessary for it to happen, and there was no short-cut to it. What I gained during my time at William Austin Junior’s has been lasting and I feel I keep building on it. I believe that learning and growing are neither linear nor finite; they are open-ended and ongoing, and they go in all directions at all times.
I think that crucial to these processes going well are human relationships, which are built over time too, from the little blocks of everyday goings on, everyday encounters, everyday details, from getting to know people, of all ages, very well. As a teaching assistant, I worked with older adults who knew all that, and who didn’t try to hurry me in my learning about teaching. They knew that I would learn primarily from my own concrete experience and at my own pace, and that there would always be more to learn. They helped me when I asked, and offered guidance when they could see in broader ways than I what it was that I needed. This was done without judgment, correction nor pressure, and with implicit trust in my ability to do it. I had a background of encouragement and healthy expectations, which enabled me to challenge myself and move myself forward. It was this steady belief in me from outside which enabled me to have confidence within myself. Going by my own experience, I think that children need to learn to rely on their own ability to learn, believe in their capacity to do it, and exercise the freedom to build on their capabilities as they discover them. I think that what this requires is helpful people and a helpful environment.
Why I like being here:
If I can tell you why I like being here, it may give some indication of why the children do too. At any rate, I get a lot out of it.
I like having the chance to interact and work with other people, in all kinds of ways, in an environment which encourages and in fact thrives upon people being themselves. The atmosphere of mutual trust, respect and acceptance which can be found here, between people of all ages, is rare and valuable. I like the feeling of belonging and community which exists here, and to which I contribute. It is a place where the more you willingly give, the more you unexpectedly receive. It is a place for real exchanges.
I like having the freedom to do work which is important and worthwhile to me, and I like having the time to do it. There is always time available here, for people to follow their own interests and inclinations at their own pace. I think that this is a fact of vital importance. I know I am repeating myself, but I really do believe that learning takes time, and growing takes time, and that both take place all the time. Here, individuals have as much time as they need to learn and grow, both in their work and in their relationships with one another, and I think that learning and growing is in this way being creative, in the broadest possible sense. It is gaining experience and building upon it, applying it and developing it, taking it in new directions. I like this atmosphere of creativity. It is very productive and very exciting.
Maryanne is much more mature than her age suggests. She is quiet, calm, careful and thoughtful and often quite modest about her own strengths, perhaps she doesn't realise herself how fantastic a person she really is. Her exciting plans, creativity and beautiful artistic skills in the classroom are always impressive and she brings a depth of quality to everything she does. She is always positive, in particular about people, never cynical. She cares deeply about each one of the children in the group, listening and responding to their individual needs with genuine empathy enthusiasm and interest. No wonder the kids love being with her so much. (PG)
Polly, 43, founder parent, trustee, volunteer co-teacher
My own education
My parents had both been to art school and made lots of sacrifices for me to have what would, in most circles, be considered an excellent education. I went to a London montessori nursery followed by a couple of different state primaries, where I learnt most of my academic basics. I spent a year at a huge, single sex comprehensive where I was bullied for being able to read and write. Then I attended one of the best independent girls schools in the country, Godolphin and Latymer. Here I learnt how to work the system, how to write a properly structured essay and how to take tests. I excelled when I had a good teacher. I was often doing it for their approval, or for my parents approval, not myself. I have a long list of qualifications and a degree from Manchester University. On paper, then, I am exactly the sort of middle class parent who would more than likely be applying pressure on my child to achieve, to pass those entrance exams and aim for university but looking back much of this formal, subject based education has turned out to be largely irrelevant. Although I am academically competent and fairly practical, I lack self-confidence, have always felt somewhat disconnected from other people and often feel socially inept; a bit of a misfit. What I missed out on was the emotional and social development that The Family School provides. I now feel strongly that a good education must equally support personal, social and intellectual development as only then will the children of the future be fully equipped for the challenges life will undoubtedly throw at them.
My experience at The Family School :
I love it that the children love being at school so much. They are obviously happy and getting a lot out of the experience. They are eager, curious, responsive and trusting and it is rewarding that we can already see tangible progress in the children as they grow and develop in this natural, holistic way. I love that our classroom is often light hearted and silly, and that we live in the moment, for that is how young children prefer it. I love that the adults share serious intellectual and stimulating discussions not only about our day to day work, but education, culture and society as a whole. I really appreciate how much I personally am learning from the experience, about my own parenting. Being able to work regularly in the classroom as a volunteer is an added bonus for me, I feel like I am learning the same emotional and social skills that the childen are learning, that I missed out on as a child, as well as relearning many basic skills of numeracy and literacy, elements that we take for granted as literate, numerate adults. I am enjoying learning how to work with others, as a team and in a group, how to communicate more effectively, how to relax and enjoy the moment or a shared experience. I like the fact that we are not an institution, that we have no typical day, and that home and school are somewhat blurred. But mostly I like the fact that we are educating as a group, that adults and children are equally relevant but that we can be ourselves, we are doing something different and hopefully making a positive difference to other people's lives as well as our own.
I find it frustrating that the school's growth is so slow but it is understandable; it is often hard for parents to step outside of the 'system' and do something different, and to pay to educate their child when the local mainstream school is free. Sometimes they find it difficult to trust that our often chaotic and noisy classroom and seemingly unstructured approach really will support the development of important academic skills over time. I really believe it will. In fact it already is.
I do find it awkward that we have to charge fees when we are trying to build a genuinely diverse school community. How I would love to find some rich philanthropist or fantastic fundraiser to support the school financially! And I am also keen to move to a purpose built building on our bigger site as soon as possible where we will be able to experience nature and the seasons all day and in all weathers if we choose.
Despite these frustrations, I know we will continue and am genuinely looking forward to our growth and ongoing evolution as a school and community to meet the changing needs of the people involved and the circumstances of the times we find ourselves in, to our forming of real relationships and of pursuing real interests and to live out on a daily basis, our principles to support the developing child, have emotional honesty, self governance, learning is part of living, and collaborating with other with social integrity and respect.
March 2009
jess, therapeutic playworker
I have a Degree in Art & Related Arts and have completed a Diploma in Integrative Arts Psychotherapy at IATE, this forms part of my training to become a fully qualified Child Psychotherapist. I use many different art forms when working with children therapeutically, these include sandplay, puppets, painting/markmaking, clay, poetry, bodywork/movement, drama, music and of course 'play'. The arts and play provide a means with which to access the creative unconscious and explore a child's inner world, as well as being a healthy form of catharsis. For example, if a child is feeling angry, clay is a great material to work with as it can be hit, squished, cut, moulded, thrown and is ever resilient. The child is therefore able to healthily discharge their emotion in a creative, safe and contained way.
As well as being very experiential, my training involves an integration of many theoretical orientations, these include the neuroscience of psychotherapy, psychoanalysis, self psychology, attachment theory, object relations and humanist theories (including Transactional Analysis and Gestalt Therapy). As such, I have a thorough understanding of child development from birth onwards and find a child's continuing learning and development to be both fascinating and awe-inspiring.
For me, The Family School fulfills everything we need to be providing for our children to reach their best potential. These children thrive in this environment. They are encouraged to think, imagine, explore, question, discuss, invent, create and play freely. They have safe boundaries in which to work and, very importantly, have a space where they can talk any problems through. Their emotional development is a huge part of what we do and can be a very subtle process. I feel so very lucky to be a part of this amazing place and amongst such inspiring people. Each of the children are on a brilliant journey and I feel privileged to be accompanying them part of the way.
In addition to The Family School I work voluntarily as a counsellor/play therapist at a mainstream primary school on behalf of The Place2Be, an award-winning charity that works inside schools to improve the emotional wellbeing of children, their families and the whole school community (www.theplace2be.org.uk).