West London Free School is well known as the flagship free school. Opened in 2011 by a parent group and spearheaded by the indomitable Toby Young, it has championed a knowledge-rich curriculum, and attracted a number of luminaries of traditional education to work there.
I arrived for my visit at lunch break, and was met with the very usual sound of a playground full of excited children. The outdoor space, as with so many London schools, is limited, which does have the benefit of ensuring the children are really looked after by teachers. As the children merrily chatted, teachers weaved in and out of friendship groups, chatting with their charges.
West London Free School’s corridors are not silent, but I did note a marked difference between volume on the playground and the volume as the kids filed into lessons after the bell rang. There was a low whisper between some as they made their way into their classrooms, and behaviour expectations were rigorously reinforced. Expectations of pupils’ behaviour were high, with the result that across the school the worst behaviour I saw was some covert whispering, generally spotted quickly by teachers, who dealt with it with meaningful pauses or ‘the teacher stare’ rather than sanctions.
Across the school – across year groups, subject areas, and ability groups – the pupils’ focus was superb. The atmosphere in classes was one of concentration, but also energy. I firmly believe that this is because the children at West London Free School know they are learning. In every classroom I visited, the teacher’s style was traditional. Desks were in rows, and teachers were at the front, often sitting and commanding the class with their (clearly expert) subject knowledge.
In year 11 English, the teacher led a whole-class discussion as pupils annotated the poem. The only resources being used were the GCSE anthology and a pen. The teacher’s own copy had been annotated in huge detail, showing her lesson preparation and own subject knowledge. In year 10 History, pupils were learning about the suffragettes, using the textbook with teacher guidance, additional information and questioning to extend their learning. In year 8 Classics, the pupils listened to a reading of Homer’s ‘The Odyssey’ while taking notes about what they were hearing.
Lesson changeover was tricky, as the school is served by one narrow staircase, and moving that many children up and down is always going to be a challenge. Yet the trainee science teacher I saw moved from entry to beginning the pupils’ learning in under two minutes, with every child focused. The Head of Science played a large role in her corridor, popping into every science classroom to support with settling pupils rapidly.
I can’t finish this post without mentioning the children of WLFS. I know children are always lovely, but I was really struck by the politeness of every pupil I encountered. In every lesson, they moved their books so I could see them, often whispering to me to explain what they were learning. In every room I went into, pupils stood ‘for the visitor’ and were unfailingly polite and welcoming and happy. They are an absolute credit to their teachers and their community.
Visiting West London Free School gave me great hope for the knowledge community. It is clear to see that when children behave, and teachers know their subject and prepare well for their lessons, a really lovely atmosphere of focus and achievement can be created. I am very excited to see what the next chapter for West London Free School holds.
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