Author: Lorraine

The Importance of Building a Great Relationship Between Teachers and Parents

In this post, The Present Tree, discuss thoughts on the importance of teacher-parent relationships, and offers some top tips to ensure that both teachers, and parents are making the most of their relationships. With the end of the academic year upon us, it is a good time for reflection. Next year, students may have different teachers, so it’s important to understand how to go about making a positive impression. The first contact between a teacher and a parent, in many ways, is the most important, as this is the time a rapport is built and trust can start to develop. A child’s academic success is greatly enhanced when teachers and parents are partners in the process. More specifically, there’s sufficient evidence to show that positive communication between parents and teachers can help improve academic performance. But both need realistic expectations, for each other and themselves. It’s only natural that certain things are expected to happen. Parents will expect teachers to instruct students and to guide their learning so they can have success. But teachers also have expectations, they wish for parents to support the instruction and learning that happens in school, at home. They also each have expectations for the child/student, which they share in common. So, what can you do to help these relationships blossom and keep teacher-parent expectations on the same page?   Well, firstly it’s worth saying that a smile goes a long way, especially when greeting each other. It makes a difference, especially as most parents only occasionally interact with teachers, so make sure that the majority of your encounters are positive, warm, and friendly. Learn their names! For parents this is easy, but teachers might want to make the effort of learning parent names. This can have a profound impact upon ensuring the relationship is a positive one. Learn how they like to be addressed (By their first name?) and how to pronounce them correctly. Could teachers go one more and send out parent surveys? Two to three weeks after school starts, why not engage and touch base with parents by sending a parent survey home? It could ask questions such as: -What was your child like as a baby? -What are your child’s strengths and weaknesses? -What does your child do in his spare time? This information can help teachers get to know each student as a person and learner, as well as enhancing their relationship with the parents. You will probably find that even though parents are just as busy as teachers, they eagerly take the time to write as much information about their child as they can. Another top tip for parents is – don’t ambush the teacher during the morning rush. If there are issues to discuss with a teacher, arrange an appointment to talk after school. Go for the quick wins, perhaps an end of term gift? At the end of terms, like right now, parents and students up and down the country are buying gifts as a thank you for their hard work. Teachers work an average of 60 hours a week running around and educating children, so it’s important that students and parents show their appreciation for the person who has spent the best part of a year encouraging and teaching. Many kids show appreciation for their teachers through a variety of different presents, whether it’s chocolates, or flowers. Whilst these are lovely, why not look at buying something a little more unique such as tree gift to reflect a personal meaning, or a new personalised coffee mug? Teachers won’t want endless boxes of Thornton’s Continental Chocolates or Cadbury’s Milk Tray. Share successes, not just problems. Instead of waiting for an issue to crop up, speak to parents and teachers. Building a relationship with each other where both successes and opportunities for improvement are shared allows teachers and parents to work as a team. Classroom technology in this day and age can allow parents to track their children’s assignments, grades, and in-school activities remotely. This empowers parents to have a more comprehensive understanding of their child’s day, rather than having to settle for a “fine” when a child is asked how their day was. But when there is a problem, this is where the good relationship that’s been worked on so hard to establish pays off. Both teachers and parents want the best for the student. If a child carries home a tale of teacher meanness or unfairness, parents should maintain a neutral stance until more information is given. Parents shouldn’t talk negatively about a teacher in front of kids. Instead, parents should email or call the teacher and ask politely for the teacher’s point of view. At the end of the day, they’re both on the same team. There is no need to be aggressive or defensive, the teacher-parent relationship should be kept intact. When both a parent and teacher stay focused on a problem, be it a child needs more practice with a skill, or even something more concerning like an attitude problem, things can usually be worked out.  

Project reveals new way to combat stress and anxiety in teachers

Schools and academies across the length and breadth of the country are full of staff battling stress and anxiety, leading one Trust to explore an innovative solution to the problem.  Leigh Academies Trust in Dartford decided to look at ways to combat stress in school staff by using Cranial Electrotherapy Stimulation (CES) with the use of an Alpha-Stim Device. The Alpha-Stim is a portable cranial electrotherapy stimulation device that transmits tiny imperceptible microcurrents via ear-clips. It works by stimulating nerve cells in the brain stem, activating the pathways that generate increased levels of serotonin and endorphins. Its positive effects are also cumulative, suggesting that the Alpha-Stim may bring about a permanent positive change in our neurological make-up. The Alpha-Stim also encourages the production of alpha waves in the brain, which is a calming, soothing wave.  The study was set up by deputy chief executive Neil Willis, HR director Richard Taylor, and educational psychologist Jo Buttle, who examined ways to improve staff well-being through the use of this device.  The project involved using the Alpha-Stim portable electronic device to see if it reduced symptoms of anxiety, depression and sleep difficulties among staff. A total of 21 staff members used the device daily for between 20 and 60 minutes, over a four-week period. A number of pre and post measurements were taken to monitor changes in anxiety, depression, sleep and general welfare. Staff at the University of Greenwich kindly carried out the statistical analysis of the results.  Richard Taylor, HR Director of Leigh Academies Trust said: “As a Trust, we recognise that at times the challenges that teachers face in both school and home can lead to the onset of mental health problems.  Leigh Academies Trust believes that teacher wellbeing is one of the most important issues currently in education and, as a result, we have been exploring ways to help teachers maintain positive mental health.   “In addition to mindfulness sessions and examining the workload challenge we have been trialling the use of cranial electrotherapy stimulation to help reduce the symptoms of depression and anxiety as well as help with sleep disorders.  As part of the trial we administered, in partnership with our educational psychologists, several controlled trials to see if the impact would justify a wider rollout. “The results from these trials were extremely encouraging and we saw a positive impact on the quality of life scores for nearly all those using the device. In light of the results, we are now rolling the scheme out so that it is available to all staff in the Trust. Whilst this is not the sole solution to improve teacher wellbeing it is a fantastic tool to help staff maintain positive mental health.”   Jo Buttle, educational psychologist added: “It has been great to work with the Trust in supporting staff well-being. The Trust’s dynamic and forward thinking approach enabled us to adopt a creative strategy in helping reduce the symptoms of anxiety, depression and sleep difficulties amongst staff. The results are excellent and suggest this is something schools and academies should consider as part of their staff support strategy.”  To determine whether the system was having a positive influence, the staff completed four scales:  The Quality of Life Enjoyment and Satisfaction Questionnaire-Short Form (Q-LES-Q-SF); Bourion-Bédès et al., 2015 The Pittsburgh Sleep Quality Index (PSQI); Buysse, 1989 Beck’s Depression Inventory (BDI); Beck et al., 1961 Beck’s Anxiety Inventory (BAI); Beck & Steer, 1993 Using Q-LES-Q-SF scores, where higher scores on the scale indicate greater satisfaction, the mean scores improved from 3.3 to 3.7; a statistically significant difference in the positive direction.  Using PSQI scores, where higher scores indicate worse sleep quality, following the treatment, mean scores had decreased from 1.28 to 0.76. This difference was statistically significant in the positive direction, which means that participants had better post-treatment sleep quality.  Scores on the BDI tended to also display a better quality of life in terms of improved sleeping patterns and improved appetite.  There are four sub-scales on the BAI scale. In terms of neurophysiological symptoms, mean scores of 0.43 pre-treatment and 0.34 post-treatment were not significantly different; however, subjective feelings of anxiety significantly changed between pre-treatment, 1.05, and post-treatment, 0.55. In addition, panic feelings significantly reduced from a pre-treatment mean of 0.46, to post-treatment mean of 0.25, whilst autonomic symptoms significantly reduced from a mean pre-treatment score of 0.94, to 0.52 post-treatment.  The Alpha-Stim has numerous clinical studies behind it and after a 120 patient NHS trial that started in September last year is now being used by IAPT services to help treat patients with anxiety disorders. It retails for £549 or is available on a buy-to-rent scheme from £51 a month. For more information please visit www.alpha-stim.co.uk or call 01487 208041. Schools and academies interested in running a trial or wishing to find out more about supporting staff using the Alpha-Stim please visit www.iepskent.co.uk or call 01732 770031

Tips for Creating Inspirational Classroom Displays

While schoolchildren across the country are getting more and more excited about breaking up for the summer holidays, teachers are already planning for the beginning of the next academic year. An important part of this preparation, especially for the earlier age groups, is preparing classroom displays. A good display not only engages and informs, it also brightens up the atmosphere of the classroom – a plain, drab classroom is uninviting and may affect concentration. A classroom display should not only create an engaging learning and working environment for the students, but should also reflect your personality and style of teaching. However, on the other end of the spectrum, too many decorations may be harmful to learning, according to research. Therefore, it’s important to strike up a balance. In this post, RAL Display shares five top tips for creating an inspirational classroom display. Tip 1 – Make Your Display Informative Your display should be informative, yet easy for the students to understand – a display with lots of text can be tedious to read, even for the teachers themselves. Use keywords and diagrams to get the message across effectively and concisely. Having learning aids and resources on and around your display helps your students to learn independently; and with easy access to these resources, they can get the information they need whenever they want. Tip – 2. Make Your Display Interactive & Engaging Another way to improve the interactivity of your display is to include the class in its creation – students will enjoy a display more if they have contributed to it and feel like they are a part of it. Even if you start the display yourself, it could be an ongoing, collaborative effort for the whole class. For example, you could prepare a background to which students can add elements that they have learned throughout the year; these elements could be words, historical figures or fictional characters – it depends on the display. This ongoing display-building might also help the students to remember the content more easily by breaking it down into smaller chunks which then have a physical, visual representation. Tip 3 – Use a Unique Design or Theme It might be tempting to use the format of a previous display and just change the content, but the layout and styling of the display is just as important as the information displayed on it. Many children are visual learners, meaning that they are more receptive to images and colour than to long paragraphs of information Including 3D elements or games will bring your display to life and involve the students more – this is very effective with younger pupils and could be used as a starter activity in the classroom. For example, a display about the solar system could use paper plates or different sized balls, such as ping pong or tennis balls (bowling balls are probably a bad idea!), to represent the different objects in the solar system. Tip 4 – Make Your Display Exciting & Creative Colour in the classroom doesn’t only need to be for early primary school. Challenge yourself to use colour in creative and unconventional ways, such as displaying inspiration posters or creating themed “mood” corners. These can provide an environment where students are more likely to express their ideas, think outside the box, challenge problems with innovative solutions and most importantly – learn faster and more effectively. Colour can also be an incredibly powerful tool to aid students with absorbing information and learning new content in general. Encourage your students to use more colour as a staple when taking notes. You’ll be surprised at how quickly they start absorbing new information. While it is important to choose colours and themes that will attract the attention of the students, it’s equally as important not to overload your display with too many colours and too much information, as this could over-stimulate the students and become a distraction rather than an aid. Every class and every teacher is different, so it’s important to find the balance that makes your display exciting, but clear, for your particular class and personal style. Tip 5 – Choose The Right Display & Location The location of your classroom display is just as important as the information you put on it. Walls are not the only location in a school classroom that are suitable for a classroom display. There are other options available such as: • Classroom doors • Classroom windows • Storage cupboard doors • The front panel on the teacher’s desk • Mobile display on wheels (can be wheeled away when not in use) • Table top display (can be folded down when not in use) • Display boards The location needs to be easily visible so that it reaches its full potential. If it is an interactive display board you need to make sure that it’s easy to get to and can be reached by all children. Consider the walk way to the display board and make sure there are no safety concerns or obstructions i.e. furniture in the way or directly behind the door. Finding the right display board is essential when preparing a classroom display. While a traditional wall-mounted display board works well, the vast array of different types of display boards available adds another layer of flexibility and customisation to your displays.

Five steps to (self-assessment) heaven

AS the FE and wider skills landscape shifts, effective self-assessment and the improvement plan that shakes out from this, is a key Ofsted expectation, says Louise Doyle, a further education consultant and director of quality assurance experts Mesma. Moreover, she says, such good practices allow education decision makers to stay in control while improving education and training provision.   There’s little doubt that many education decision makers see the value of self assessment and improvement planning but in the face of changing college structures driven by area reviews and new entrants to the apprenticeship delivery market, including many who are migratingfrom sub-contracting models to direct contracting with the ESFA, a review of good practice can only be beneficial.    Moving forward to a smarter, more engaging self-assessment environment, an understanding of the requirements of Ofsted is paramount. So it’s a good place to start. In the Ofsted Common Inspection Framework, it’s covered under ‘Effective Leadership and Management’:“Evaluate the quality of the provision and outcomes through robust self-assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement.”   And what do inspectors say about self-assessment when it’s done effectively? “Self-assessment leads to quality improvement planning that accurately identifies specific themes. These themes translate into detailed action plans and targets for individual managers and teachers as part of the appraisal process.” And when it’s not? “The report is overly long and too descriptive”…“Managers have not implemented a sufficiently rigorous system to identify the strengths and weaknesses of the provision to allow them to set actions to improve the quality of teaching, learning and assessment.” The evidence is there for those who embrace and engage in effective self-assessment: senior leadership teams stand to benefit from operational and administrative advantages, which can directly contribute to an improved Ofsted. So to help, here are our five steps to improved self-assessment:   • Clarity is critical Document your process in a quick, easy-to-understand diagram and share this with staff so they understand it and their role in its delivery. When does self-assessment take place? Who needs to be involved at which points? How does the timeline sit alongside availability of any data you intend to use as evidence? Critical questions, but you are looking to demonstrate that self-assessment is embedded in your culture.   • Involve others Too often, writing a self-assessment falls to a single person or a limited group of people. While finalising and editing may well need such tight control mechanisms, it shouldn’t be at the expense of involving others who might have something useful to contribute. Failure to do so, risks judgements being made from a too narrow perspective leading to a lack of ownership from those who need to drive improvements. So, involve staff, including support areas, from the outset. Have input from employers and learners in whatever form is realistic. Look to peer review with others outside of your organisation.   Here’s a warning from Ofsted of failing to do so: “Leaders and managers have put into place a comprehensive process to evaluate the provision, which they monitor termly. This has focused managers on the key strategic improvements required, but curriculum managers are not yet routinely able to identify areas for improvement and do not focus enough on improving the quality of teaching and learning. As a result, managers do not secure the rapid improvements required.    • Self-critical Don’t be afraid to be self-critical. An honest report is one way to building a realistic and sensible improvement plan. Ask yourself: is there a risk that sharing weaknesses with an inspection regime will impact on our grade? Being self-critical is crucial. Why? Because if Ofsted identify weaknesses that you haven’t outlined yourself, a credibility gap can open up – doubt is shed on your ability as leaders and managers to have a firm grasp on your provision. Understand what needs to be done to improve it.   • Celebrate success Equally, it is important to share the good practice that exists. So much good work is done throughout the year, which can be difficult to track. To then remember it when you’re writing a self-assessment is a tall order. Capture these examples as they happen. Don’t make a meal of it: A slot on a team meeting agenda or a shared space to allow staff to log examples is all that is needed.    • Use the data wisely We have an enormous amount of data available to us in FE. Self-assessment requires you to focus on the important bits; that which relates to outcomes and progress and the data you choose to use which helps to measure the quality of teaching learning and assessment. Good self-assessment uses the data to inform judgements rather than relying heavily on opinion.The days of seeing self-assessment as a prescriptive tome that distracts from the day job are long gone. In the words of one inspection report let’s avoid reports being ‘overly long and descriptive’. More at www.mesma.co.uk or email hello@mesma.co.uk  

Why Gardening Should be Taught in Schools

  It is often debated whether gardening should be included in the national curriculum. Our immediate and soul focus on academic learning can often detract from more creative and explorative learning experiences. Could we do more to improve our children’s nutritional health and environmental appreciation? Here are three reasons why gardening should be taught in schools.    Encourage Healthy Eating:    Recent statistics indicate a shocking 1 in 3 children are overweight by the age of 11, with a third of children eating junk food every day; meaning it’s clear our children’s nutrition is being dangerously affected by convenience food. Also, the amount of time children spend outside is dramatically decreasing, in fact – three quarters of UK children are spending less time outdoors than prison inmates due to lack of green spaces and the influence of technology. School gardening provides children with opportunities to gain extra outdoor exercise whilst teaching them useful development skills. Gardens containing fruit and vegetables can help to revise attitudes about particular foods – students are more likely to try eating vegetables they have grown themselves and to ask for them at home. When this influence is taken back home, it can help improve their family’s shopping and meal choices.    Raise Environmental Appreciation:    The amount of time children spend outside is dramatically decreasing, in fact – three quarters of UK children are spending less time outdoors than prison inmates due to lack of green spaces and the influence of technology, indicating we desperately need to reconnect our children with nature to increase their appreciation for their surroundings.  By deepening children’s sense of connection with nature, school gardening can inspire environmental stewardship. Children are able to learn about water and energy cycles, the food chain and the individual needs of different species, meaning they will have more of a desire to explore outside. Gardening can also offer insights to the long-term human impact on the natural environment. From the water shortage to the over-use of pesticides, children who engage in gardening have first-hand opportunities to observe the importance of conservation and intelligent allocation of resources.     Provide Unique Learning Experiences:    Gardening activities are fantastic for helping children engage in a way that is more difficult in the classroom. It allows for surprises to arise, for example, when plants are afflicted with fungus, how the weather and seasons can impact the growth of different crops and how different insects that are enticed by different plants. These opportunities show nature is in control of our world and give students immediate and personal reasons for wanting to know the answers to pressing questions.       Watching plants grow is a fun and educational experience for children. Their enormous curiosity and excitement over anything new makes them naturals for gardening. Growing plant seeds with kids teaches them how nature works, adds to their interest in environmental sustainability and gives them pride in seeing the results. It also helps encourage children to cook their own food and diminish their reliance on junk food – we can no longer deny that obesity is on the rise for children.  With this in mind, this infographic created by Gratnells powertray explores five different plants children can grow and nurture in schools.  

Engaging education: How to harness Virtual Reality (VR) in schools

By Claire Stead, Online Safety Expert at Smoothwall   In 2016, UK schools saw a disappointing decline in A*-C grades at GCSE level, with the proportion of pupils who gained a C grade or above dropping by 2.1 percentage points from the previous year. Furthermore, results from primary schools in 2015 suggest that almost half of all students were failing to achieve adequate levels of understanding and ability in Maths, English and Science. Clearly, this is a huge concern and something very much on the agenda to solve for educational organisations across the country. Moreover, it highlights a major issue, that current teaching methods may no longer be the best and most effective approach for the young people of today. The most successful educational experiences are ones that engage with students’ behaviour. Today’s students are the most technologically engaged and savvy generation there’s ever been, with two thirds of 8-12 year olds now owning a smartphone, and teaching methods need to reflect that. One of the latest pieces of technology does just that, Virtual Reality (VR). It uses a headset to immerse users into an environment or place that they otherwise would be unable to go to. VR enables the user to be contained within the environment, rather than outside looking as with Augmented Reality. Even though the commercial applications of VR are in the realm of gaming, there is certainly the appetite for VR to be used within education to improve the learning experience. Initially you’d expect VR to be only relevant within primary and secondary schools, however it can provide vital training practice within higher education institutions as well. For instance: Design – architecture is one of the best early uses of VR. It allows students to visit and explore a building before any construction actually begins. Coaching talent – it’s widely known that many people learn more effectively by ‘doing’ as opposed to just ‘seeing’ or ‘hearing’. VR gives students the opportunity to experience the activities they are learning about, whether that is conducting surgical procedures, guiding airplane landings or providing simulations of dangerous situations in police/ army training. School trips – VR can enable students to virtually visit locations that they aren’t able to physically, ranging from the Himalayan Mountains to the surface of the moon. Moreover, it can bring to life history lessons, for instance, students can be transported to Ancient Egypt to see how they lived and learn about the early Egyptian civilisation. Attracting students – VR can provide students with the opportunity to attend campus visits who are unable to physically be there, and give them a better feel for the institution. There are already some schools that are already offering virtual campus visits, but this takes the concept a step further by being able to experience the atmosphere. VR however isn’t all about creating an experience. It is also a terrific way to enrich and complement existing teaching methods by helping students visualise, and in turn understand complex subjects and theories. For example, a biology teacher could use the technology to transport students down the path of food through the digestive system. As with all technology, there are road bumps, with price and accessibility being the main concerns. It was recently announced that schools in England are to face real-time funding cuts for the first time in 20 years, and as a result will unlikely have budget available to invest in new technologies. Even if schools do manage to purchase new technologies, it is a lengthy process to train teachers and students how to use the new equipment. VR also presents teachers with a number of hurdles. Firstly, it’s essential that teachers are mindful of the session’s learning objectives and ensure these are effectively communicated to the pupils so they get the most out of the session. If not planned accordingly, it could cause disruption within the lesson as it will be difficult to get the students’ attention when everyone’s wearing the headsets. Also, working in groups can be difficult because the VR experience is something the user undergoes on their own, and even evaluating the experience with the whole group afterwards can be challenging.  Other issues include whether the school is capable of sustaining the technology. For instance, do they have a strong enough Wi-Fi connection and bandwidth to support it, is there space where students can use VR without tripping on desks and is the network security still able to protect against threats? These concerns raise the question whether UK schools are equipped for the 21st century and should prompt school leaders to revisit their long-term plans.  Nonetheless, the positives of adopting this immersive, collaborative and engaging technology far outweigh the negatives. And moreover, the challenges are more teething problems than long-term major concerns. In short, Virtual Reality has the capability to be an invaluable piece of technology to enhance the learning experience. Where possible, schools should be looking to embrace such innovations in the classroom to reengage their pupils.  

The Effects of Digital Media Consumption on Education

According to a recent Pew Research Center survey, 92% of teens report using the internet on a daily basis, with 24% claiming to be online “almost constantly.” The prevalence of digital media consumption among young people can have a significant impact on their education and study habits.   In another Pew study, while nearly three-quarters of high school teachers admit that digital research tools can have a positive impact on student performance, 87% also say that digital tech has resulted in a generation of teenagers who are far more easily distracted than teens of the past.   On the one hand, teachers acknowledge the fact that driven teens who are already exemplary students benefit from access to research tools. If they’re already interested in a subject, they now have the opportunity to not only explore the topic further, but also to develop their own research skills outside of the school environment. This helps prepare them for their future academic careers, where they’ll be expected to be more self-reliant.   That said, educators participating in the survey express concerns that teenagers may rely too greatly on digital research tools, neglecting other methods of inquiry. Additionally, the vast majority of teachers have noticed that constant computer and smartphone usage has significantly affected teens’ ability to remain focused on a task.   Parents can monitor their children’s digital consumption when they’re teenagers. After they graduate and move out, however, most teens will have to rely on themselves to cultivate strong educational habits. They must understand how to use their phones and computers to help improve their academic performance, rather than harm it. In the lower grades, teachers can also help to instill healthy digital research habits in students.   With this in mind, it’s important to provide younger students with additional resources that they can use to monitor and evaluate their own digital behavior independently. A product like Xooloo Digital Coach can be useful for students who aren’t naturally motivated to treat their digital devices as educational tools.   This product provides teenage users with a clear picture of their online habits, making it easier for them to identify and address areas where they may be devoting too much energy or attention. By having this information available in user-friendly and easily understandable format, they can modify their behavior accordingly. Doing so will prepare them for future academic years, and instill the right kind of autonomy over their digital behavior. Students will continue to spend a good portion of their time on the internet. Rather than trying to stop this trend, educators and parents should work to promote the idea that digital devices can be powerful educational tools.   Article by Joe Oliveto    

Wooden playground equipment and why it is better

The two key components of designing playgrounds is sustainability and safety. When children are playing around them their attentions tend to sway towards how ‘fun’ and interactive they are. So when it comes round to designing the playgrounds sustainability safety and fun must all be equally considered. The development stage Wooden play areas can bring children closer to nature. Made from natural resources such as driftwood and logs and are usually supported by natural landscapes such as small grassy hills and mud floors and these natural attributes remind children of the importance of the outdoors. Playgrounds also help to promote co-operation, teacher interaction, motor and social skills which help to build relationships with others and to promote teamwork, and the wooden playground can help interaction with their natural surroundings. Other features of natural playgrounds can be sand pits, water ways and rocky areas. They are sustainable Wooden playgrounds are more sustainable and recyclable than plastics. Wooden Playgrounds moisture content is under 20% therefore it doesn’t rot, and if properly cared for can last for years. Even though metal playgrounds genuinely last longer they tend to rust and can become dangerous with sharp edges. Wooden playgrounds should be maintained on a regular basis as well as suitable drainage wherever they may be placed. Infinite Playgrounds, designers of natural playgrounds – take recycled timber and make them into natural shapes of the design they want to use. For example, the shape of the logs they use are considered when creating the climbing frames. This is a low-carbon footprint method unlike the metal or plastic frames. Practical and versatile Natural wooden playgrounds are great in helping children develop. This is because they detain ‘risky’ play so children can explore. As well as great traction, the playgrounds don’t become hot to the point of burning in summer and cold to touch on cooler days. They’re also custom-made as they’re designed with the natural environment in mind and whether that be in a National Trust Park or a playground, these structures are perfect for all spaces no matter the shape or size.  Metal playgrounds however, are only able to come in pre-set shapes or designs which make them unsuitable in this sense. Additions can easily be made to wooden playgrounds without affecting their structure unlike metallic playgrounds that may have to be destroyed and rebuilt. With any playground there should always be an attempt to incorporate some natural features and materials, and to make them hard-wearing as well as fun. Wooden playgrounds aren’t just great for the environment, they’re fully customisable, unique and specific to the surrounding environment.