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potential, and looking after the whole child by bringing social
welfare, education and healthcare into one integrated parcel so
that the school is perceived as part of the community, not an island.
These ideals have been translated directly into a number of national
initiatives, indicated in the middle row of the diagram, which are
concerned with both workforce and curriculum reform to help
teachers deliver education more effectively. Every Child Matters,
for instance, is a wider initiative that aims to transform the way
children’s services, including education and health, are delivered
so that they support children to be self-sufficient – to be healthy
and safe, to reach their potential, achieve economic wellbeing and
in turn to contribute back to the community. Every Child Matters
is centred on schools because that is where young people spend
most of their time, and its impact will be to encourage schools
to be more permeable places where a variety of social agencies
operate. All of the policies listed here will ultimately have physical
implications – they demand different types of learning environments.
The notion of personalised learning, for example, will have a
fundamental impact on school spaces; serried ranks of 30-person
classrooms in which every child is delivered the same material will
become a thing of the past. The learning environment that will
support Every Child Matters will involve a much richer range of
spaces including many more smaller group spaces. We’re currently
trying to understand what these spaces will be like and how they’ll
work, both in the context of the school itself and within the wider
community Figure 3.3.

Linked to Every Child Matters is the Extended Schools Programme,
which addresses the integration of schools into the community. This
is a very interesting example of policy being transformed into action
Serried ranks of 30-person classrooms in which every child is
delivered the same material will become a thing of the past but without, yet, a clear indication of how it’s going to be funded,

Figure 3.3 The evolving school

Pastoral care House system Peer-to-peer support Mentorship
Pedagogy Full didactic Group learning Personalised learning
Curriculum Structured curriculum Project-based curriculum Unstructured curriculum
Service hours 9am–5pm 7am–7pm core access 24/7 access
Management paradigms Headteacher School Board CEO not from teaching
Staff structures Teachers Coaches Facilitators and professionals
Learning locations Learning on site Physical core, virtual anywhere Anywhere, any time

9 Primary and secondary education