Budding Pilots: What's in it for Schools?

Confidence and camaraderie; the benefits for pupils

The main thing that Laura emphasised was just how much the pupils were able to get out of the residency pilot. The most obvious thing which she noticed, first in the museum setting and then watching it develop back at school, was the way the pilot helped the children to develop personally.

Although the children were nervous at first through being pushed outside of their comfort zones, this ultimately led to them bonding together more as a class as they relied on each other in the unfamiliar environment. The children formed strong friendships through their reliance on each other, and these strong friendships have only grown as the children move through primary school.

“The children were more dependent on each other as the museum wasn’t their usual safe space. They all came out of their shells more.”

- Laura Luxton

Laura also watched them growing in confidence over the course of the pilot as they took ownership of the space, and this confidence translated back to the classroom.

An outcome which was noticed back at school was the positive way the pilot had impacted on the children’s educational attainment, which Laura believes was a result of the museum’s immersive environment and the new challenges the children faced. Laura is confident that the children’s speaking and listening skills were improved by the pilot, although it is hard for her to say whether it had any impact on their literacy and numeracy skills.

Understanding the value of out of the classroom learning

The children aren’t the only ones who are able to gain something from taking part in a pilot. Both Laura and Russell spoke about what they, as teachers, had been able to gain from it, and Laura in particular feels that the experience equipped her with a newfound confidence and enthusiasm for out of the classroom learning. Both teachers also talked about how the pilot helped them to understand the value of out of the classroom learning for children.

“My enthusiasm has gone up because it was something new, and that was the same in the children. I was nervous to take the children out of school before, but now I would happily take any class anywhere.”

- Laura Luxton

Participating in the pilot has also led to a number of exciting opportunities for the school, from professional development opportunities to a wealth of chances to share the learning from the pilot. This has included both Laura and Russell speaking at a variety of conferences - from North Wales to Manchester to Oslo.

A unique insight at a child’s education

An unexpected result of the pilot has been the school’s improved relationship with parents. Russell was concerned pre-pilot that some of the parents might not be on board with it, but after explaining what it would involve, he was pleasantly surprised at how supportive and enthusiastic the parents were. Some were able to come to the museum to help out during the pilot, letting them get a unique insight into their children’s education.

Other parents visited the museum outside of school time as a family and enjoyed being shown around by their children, who had really taken ownership of the space.

“Over the five-week placement they really gained ownership of the museum and saw it as a place for them. That was great to see.”

- Russell Dwyer

The overall picture

It’s clear through speaking to two teachers who were so directly involved in a museum-school residency pilot that there is a great deal of value for schools participating in a pilot. Both teachers feel that the positive impacts the pilot has had on themselves and other teachers, on the children, the school, and on the school’s relationship with parents were worth facing any initial challenges for.

School learning day at the National Waterfront Museum in Swansea