Design of Learning Spaces by Peter Barrett


17/02/2016

Based on the results of the HEAD Project (Holistic Evidence and Design) by the University of Salford, clear evidence has been found that well-designed primary schools boost children's academic performance in reading, writing and maths.

Differences in the physical characteristics of classrooms explain 16% of the variation in learning progress over a year for the 3766 pupils included in the study. Or to make this more tangible, it is estimated that the impact of moving an ‘average' child from the least effective to the most effective space would be around 1.3 sub-levels, a big impact when pupils typically make 2 sub-levels progress a year. 

Peter Barrett from the University of Salford presented the research finding in a recent webinar that is now available on the Future Classroom Lab website. Please see below:

Download the research report here.