It is not a school, but a coming together of families who align in priorities and values regarding childhood experience. We have the use of an idyllic space in the South Downs National Park, where the children come together with a different facilitator 3 days per week. Values
Things that we feel are important for our children’s experience are:
- Quality of relationship – connection, empathy, mutua
l respect, validation.
- The nurturing of curiosity, as opposed to the accumulation of knowledge.
- Seeing learning as a mindset or a state, rather than an activity.
- Self knowledge and self efficacy.
- Seeing the interconnectedness of all things – the intricacy of ecosystems, including “cross-subject” breadth of the subject in study.
- Recognising philosophy as at the heart of all pursuits – intentions and consequences.
- Connection, understanding, and relationship with the natural world. Facilitators
We aim to nourish the natural curiosity of the children involved, and for them to enjoy a positive experience of “learning” that they can carry forward through life. So in our facilitators, we look for passionate, inspiring adults to build positive relationships to share their enthusiasm and experience with the children. We ask these facilitators to explore “subjects” in their natural breadth, as opposed to compartmentalising. Benchmarks, key stages, exam preparation etc. don’t figure into our intentions in any way. We ask facilitators to operate in a non-hierarchical way, hearing and respecting the voice of each child. In place of coercive strategies (rewards and punishments for example), we ask facilitators to engage in constructive dialogue with the children and parents. We subscribe to the belief that children learn better in a state and environment different to that which has become standard in the UK. We wish for our children to learn that they are worthy and deserving of respect, and to extend respect and understanding to others, without coercion, hierarchy, or authority. We appreciate non violent communication and hope for the children to learn how to communicate responsibly and effectively by watching the adults around them. We believe that every person is a person no matter how small. We ask that the adults around the children recognise and support the child’s individuality as it is, rather than attempting to change it. In addition we ask that the child’s intuition is nurtured through respect and listening rather than telling them they are wrong (ie. toilet breaks or leg stretches happen when the child needs it rather than when the adult decrees). We want the children to feel safe in the environment. We discourage competition and comparison. We ask the facilitator to appreciate the feelings of the children through enquiry rather than assumption (I know you don’t enjoy this Vs. how do you feel when I suggest that?). In order to nurture critical thinking we ask the facilitator to encourage questioning and exploration. We believe that praise is often used as a method of coercion. When used appropriately, praise can help motivate people, help them identify aptitudes, and improve their social relationships. Often, however, praise fails to work as intended and has the potential to cause harm (for example, for a child to perceive that certain performance is necessary for validation or conditional acceptance). We hope that facilitators can show interest and intrigue to motivate and build self esteem rather than critique or judgement (positive and negative). Children & Families
In order for this type of experience to operate, any child wishing to participate must agree to enter into the environment with a positive attitude. This means to want to be there; to participate proactively and constructively with the group; and to respect the needs and voices of the others present – children and adults. Previous experience shows us that that the overuse of screens inhibits our children’s imagination. In conjunction with some online videos or games encouraging aggressive play and / or comments that appear bullying in nature we agree to considered screen time at home. It is important to us that all the families involved align in purpose, and all proactively engage in the experience we offer the children. We ask families to participate proactively and responsibly with the children, facilitators, and other families; to be conscious of their use of language, and of their conditioning; and to engage with the project – this is not simply a place to drop the children. Every term we try to come together to share food and engage in dialogue or workshop/study groups. The Future
Our intention is to support our children to develop at their own pace and in their own direction, without pressure. We believe that by doing so they will have the capabilities to prepare for exams at any point in their life should they wish to take them in the future. We will always work responsively and the learning community will grow in alignment with the children present. Further insight can be gained through reading the works of:
- Dr Tina Payne Bryson and Daniel J. Siegel The Whole-Brain Child: 12 Proven Strategies to Nurture Your Childs Developing Mind
- Psychological Perspectives on Praise Edited By Eddie Brummelman
- Behaving Together in The Classroom, a teachers guide to nurturing behaviour – Sarah Dove
- Reinventing organisations – Frederic Laloux
- Between – Sarah Ockwell-Smith
- Listen – Patty Wipfler
- J Krishnamurti On Education
- J Krishnamurti Education and the Significance of Life
