The Rotunda was designed first and foremost as a building which would connect us. Both to nature, and to eachother.
The British Celts lived in roundhouses. We know from reading recent archeology studies that the number of excavated roundhouses in Britain must be rapidly approaching 4,000. The prehistoric roundhouses remained a strong and sophisticated design, one very well-suited to a temperate climate and they were continued to be built throughout the Roman period, particularly in the north and west of Britain.
Our present day built-society exists more often than not, encapsulated in rectilinear walls. There is absolutely no argument about the fact that sitting people in a circle, at whatever age, and for whatever purpose is beneficial. We see this reflected in all areas of our society. Whenever we see the term “circle” associated with a natural or human event or activity it usually represents a level of healing/enjoyment/connection or natural cycle.
“Circle Time”
“Circle of life”
“Circle of friends”
“Healing circles”
“Talking circles”
“Womens circles”
“Sacred Circle”
“Inner Circle”
“Circle of Trust”
The list goes on….
Want to collaborate in business? Sit in a circle! Research from Sauder School of Businessshows that seating arrangements can have a major impact on the way people think.
Try as you might, it’s impossible to put the word “Circle” into a negative term.
“Circle of … ” Nope. It doesn’t work.
However, if you think about the phrases related to square you might find that they are less than positive.
“Back to square one”
“Be there or be square”
“Square peg in a round hole”
“Box your ears”
“Boxed in”
There’s more to it than just emphasising on the language of the circle and using this to validate our theory on it making sense from a human experience perspective.
The Rotunda was born as a British designed Log Cabin style building with all of the aesthetic appeal of the scandinavian cabins with their low-hanging eaves and heavy timber roof trusses. Crafted from natural materials and designed to sit well in a forest or rural environment. But the ‘circle thing’ is just so overwhelmingly obvious to us (as a primary shape for buildings that is, from every perspective). Given that this style of seating and ‘people-arrangement’ also connects us together leads us to believe that the unique style of eco-building which you find on our site is the harmonious connection between the two ideaologies.
Square cabin in the woods – perfect in every way, with the exception of it’s shape.
Rotunda – perfection in it’s very nature. The perfect circle. The connecting hub for children and adults alike and the natural form to sit harmoniously amongst trees.
If you have any information relating to the benefits you’ve encountered due to sitting in the round or spending time in the round please don’t hesitate to get in touch we’d love to hear from you.
Local Councillors mark the official opening of a new eco-building at Richard Bonington Primary School in Nottingham.
On Tuesday the 20th of March CouncillorSandra Barnesand Councillor PeterBarnes were present at the official opening of the new outdoor classroom; the Rotunda Roundhouse eco-building at Richard Bonington School in Arnold.
Sandra cut the red ribbon and gave a heartening and memorable speech to the children and parents to celebrate the official opening of the “The Bonington Burrow”, a new woodland classroom which is nestled into their outdoor forest area. This scheme forms part of a new outdoor learning initiative for nursery children attending forest school sessions. Forest School provision started at Richard Bonington back in 2006 and now the site is well established with many different habitats for the children to explore.
Research shows that this type of experience is effective in helping children develop a love of learning, whilst helping them develop physically and socially. This rotunda is the central hub of their forest school, providing a nucleus; a warm and cozy eco-building to retreat into for a hot chocolate and a story when the weather turns a bit….. well, British.
Mrs Suzanne Campbell (Foundation Coordinator) said “we are thrilled that the school can offer such a rich and positive learning experience to our youngest pupils through Forest School. The School management team and Governors recognise what an important investment the building is to enable us to provide 30 hours of education for our 3-4 year olds, which also benefits working parents. Staff and children absolutely love the new learning environment.”
Whilst all children at Richard Bonington have an opportunity to take part in forest school sessions, the additional nursery sessions are a bespoke provision that provides an outdoor learning experience, in most weather conditions, for nursery children.
This opening followed on from an official visit by their local MP For Gedling, Vernon Coaker, also celebrating the successful launch of this inspiring initiative. Vernon Coaker said “ I visited the Richard Bonington Primary School & their successful childcare provision for 3 – 4 year olds, the Forest School gives these children an opportunity to learn in the outdoors. They have a brand new building called the Bonington Burrow – a great place to learn. ‘It was great to see so many happy children, a fantastic facility and a credit to the school and staff involved “
Children walking past the new eco-building at Richard Bonington School
Gemma Roe, the founder of Rotunda Roundhouses Ltd said “We really enjoyed creating this special space for the Richard Bonington School in Arnold. It’s a safe, warm and inclusive environment for the nursery children, built entirely out of British Timber with a wildflower meadow roof for biodiversity. We’re proud to be working with local primary schools and nurseries to create such unique and inspiring outdoor learning spaces.”
Do you know your softwood from your hardwood? Here’s a small wood fact for you:
“Softwood is wood from trees such as conifers. Opposed to hardwood, which is the wood from trees which have broad leaves that usually change color and die everyautumn. Softwoods are not always softer than hardwoods. Both groups include a variety of wood types that vary in actual hardness. (Balsa is a hardwood but is softer than most softwoods).
Most likely candidates of Softwood Tree varities – spikey. No fruit. Seeds or nuts.
Most probably ‘Hardwood’ trees. Larger leaves. Potential for fruit. Leaves prone to falling off in the colder months.
Softwood makes up about 80% of the world’s production of timber. (Which, can only be a good thing, considering the highly endangered tropical sort are usually Hardwoods!).
We use softwood to create about 90% of the Rotunda building. Graded Structural beams of Redwood (pine) form the structrual timbers in the wall cavity, “Douglas Fir” is usually selected for the windows and doors (Douglas Fir is a softwood but is much harder than many hardwoods) and the cladding is most usually a UK Grown Larch.
Known for it’s durability, it’s beautiful, (almost red-orange) honey-hued finish when it’s freshly sawn and it’s playful and rustic waney (bark) edge; it’s known historically as the timber the Scots used for boat-building as it’s got such a high resin content.
We specify this timber for our cladding to ensure these little eco-buildings are not only weather-protected but blend in to a rural or forest environment as if it’s just grown straight up from the forest floor…
Recently, we’ve been commissioned to install Cedar Cladding on several of our buildings; this stemmed from a personal preference of our clients but has given the Rotunda a sleek, new coat.
Perhaps, like an otter. The sea otter, known for it’s rugged, fluffy and arctic-hardy fur looks remarkably different to the smooth asian short clawed otter, clambering out of the pool after a swim.
What’s the difference in performance? Very little.
We’ve found the lifespan to be more or less identical. The properties of both timbers are excellent. Both have greater resistance to rot and decay than other timbers, due to high resin content and tannins which contain anti-bactericidal and anti-parasitic properties. The antiseptic ingredients protect against fungus, mould and insect infestation… and they are just, decent, hard wearing timbers which look brilliant and do their job perfectly well.
So, which is best for you? Well, if you want fewer knots, a denser grain and more clean lines, we’d reccommend the T&G kiln dried Cedar yurt cladding.
Irrespective of a species initial colouration, all species will have weathered to a near-matching silver-grey appearance after around 5 years.
This is worth bearing in mind, if you’re hoping for your Rotunda to retain that new reddy-orange colourful “just new” look after a few years. It will most likely look like this!
It is possible to treat your timber cladding with a UV protection spray to maintain the same golden & red hues if you are keen to keep the original look in place for some time to come.
We are pretty passionate about timber, trees and of course the magically memorable buildings one can create from such a renewable and beautiful resource. If you have any questions or ideas for a new cladding style please feel free to drop us a line, we’re all ears!
Until next time…
Rotunda x
Sarah Blackwell
There are many heroes working in the field of early years education but few are as worthy of a mention as Sarah Blackwell; the lead trainer and director of Forest Schools Education Ltd (FSE) which is a non-profit social enterprise, founded in 2001 as Archimedes Training Ltd. FSE has become the largest provider of Forest School training in the world, having supported over 11,500 practitioners throughout their Forest Schools journey to become Practitioners and changing thousands of lives in the process. Sarah is a published author and a contributor to magazines such as Nursery World, Small Woods and Horizons. Sarah also recently founded Middlewood nature nursery and the new Kenwood Nature nursery as two of her first nurseries in the Forest School Kindergarten project.
Those who are passionate about Forest Schools and Nature Nurseries may be familiar with her work. Her latest research investigates the Restorative benefits of Forest Schools on communication in children with Autistic Spectrum Disorders.
Forest Schools Education Ltd promotes it’s services with the vision to create the most highly trained, motivated and passionate facilitators all around the world.
“It is the joy and exuberance that becomes so noticeable when children are playing in nature, becoming co-inhabitants of the space and totally integrated with the cycles, interrelationships and magic. It is the awe and wonder that connects, surprises and gives children that sparkle in their eyes. Without this connection, life can be very different, and I believe all the poorer.“
Sarah Blackwell – Forest Schools Kindergarten
But what Happens At A Forest School?
Well, according to FSE, Forest Schools are long term programmes within a natural space, lead by a qualified practitioner. They focus on developing personal, social and emotional life skills through learner led, nature-based learning. A Forest School develops by individuals in a setting becoming qualified Forest School Practitioners or drawing down funding to bring in an organisation that specialises in the delivery of Forest School programmes.
Initially, projects run from their own grounds/gardens/playing fields (where appropriate) allowing the children to become comfortable with an outdoor approach to education and play whilst in familiar surroundings.
Allowing relationships based around trust and self-exploration to develop with the Forest School Leaders who start to facilitate a more child led outdoor curriculum when the group are ready they familiarise themselves with the route to their nearest woodland.
The group then have their introductory sessions in the woodland exploring the site establishing physical and behavioural boundaries. Safety procedures, hygiene and routines.
It is fundamental that Children’s basic needs are met before any higher learning can take place (Maslow’s Pyramid of Hierarchical Needs).
Warmth – correct clothing provided Food- Healthy Snacks and meals Drink – Hydrating water /hot drinks Safe – Individuals feel safe both physically and emotionally
Each Forest School site is unique; you design it to meet the needs of the group and to fit the environment you are working in, usually in negotiation with your woodland owner.
Over at Rotunda Roundhouses, Sarah Blackwells name has arisen on several occasions as one of the key individuals working tirelessly to ensure that her Forest Schools program is being promoted as an integral and essential component of early years education nationwide. We sought her out to ask her what inspires and motivates her, and what vision she holds for the future of early years education in the UK.
It was clear from the outset of our interview that she’s a vibrant and passionate personality who cares very much about our education system and within the first few minutes she’d mentioned how from a young age, she was always on a mission to discover what her life path was, and wanted to be involved in something which would satisfy her soul. We then ventured further to discuss her role in the past as a teacher, working in Thornbridge, at the outdoor centre (in Sheffield) whilst she was raising four of her children but she felt that she was “teaching with her head rather than her heart”. She certainly found her heart with the Forest Schools training. And we can see why, it’s a beautiful concept.
So, we asked “What actually set you on your path to Forest Schools Educational training?”
“Well, during my time at Thornbridge, I started asking questions about what ‘environmental education’ was and someone suggested that I visit a Forest School. So I did… and I knew, when I saw it. I knew, instantly, that this is what I wanted to do with my life. So, I dropped everything. I handed in my notice in at work and focused exclusively on this. This was the turning point.”
Once I’d completed my training I ran my first long-term project. This is the first time that schools had the opportunity to run forest schools in the long-term. Everything prior to this was usually run for a morning/afternoon or just a week.”
We asked her what she’s been most proud of. “What I’m especially proud of, over the past 17 years” she said “is hearing the individual stories of the children. In some instances, Forest Schools has been their salvation, their safety net. We’ve helped them come through difficult times.”
So, do you think adults are affected by the childrens’ learning experience?
“Definitely. Everyone benefits. If you can imagine a rainbow, the child is in the centre of that rainbow as the fire and they are giving out the sparks of passion. This impacts then onto the family and onto education and then onto the community and then society and then onto the world. There will be certain children who will end up in a world market which are influencing society; influencing community, education and family. That will come back to the next generation of children. And this floods up and down.
This is where our business model is focused on impacting.
It’s not just forest schools; it’s about societal change, it’s about a change of heart, a change of being. Ultimately, a change in humanity.
One of the main things we say about Archimedes is we have a “transformational model” not a merely a “transactional model”
So, what is your vision for the future and what’s your ultimate dream?
“One indulgent dream of mine (!) is to have a forest kindergarten in every major city around the world. If not, one on every continent! I’m happy to start small, with each continent first!
We are, incidentally, launching our training program in America in March 2017 and in addition, potentially transforming a school in Maine to a forest kindergarten. Next, China. I can’t give you too much information but they are very proactive in their approach to Forest school so we have having a lot of interaction with Chinese contacts of ours.”
And where can we keep up to date with your developments?
Thank you Sarah!! It’s been an inspiration to be able to feature you for our website. Keep in touch!!
Until next time… from all at Rotunda x
Forest Kindergarten:outdoor and woodland learning environments, otherwise known as outdoor nurseries, nature kindergarten, nature preschools or forest nurseries.
Here at the Rotunda HQ we’re witnessing a wonderful outdoor learning movement weaving it’s way through our early years education system and this blog is about the rise of the “Forest Kindergarten”. Forest Kindergarten models a Forest School approach for the Early Years, and is based around child-centred learning through play.
Now, it’s apparently a Swedish philosophy; “Skogsmulle” (there is a wonderfully informative report on Swedish Forest Schools by Juliet Robinson available here). Within this document it does state that the first Forest School in Sweden was founded in 1985 by Siew Linde but other sources also indicate that the first known “open-air nursery” in the UK was established in 1914, by the socialist political activists Rachel and Margaret McMillan (Rachel McMillan Open-Air Nursery School). On researching this experiment, it would appear that they really were the absolute pioneers of Outdoor learning; with their primary objective being to improve child health.
The McMillan Nursery School website cites that “Margaret developed very precise opinions about the best layout of the buildings so that ‘once inside the child comes under the influence of the great healers, earth, sun, air, sleep and joy.’ The gardens were very important, and, in her opinion, ‘the buildings should face south or south east, and in order to have this, the line of the rooms or shelters must be straight, the walls at either end shaped in butterfly form to catch all the sunshine possible.’ Roof lights and movable walls ensure that there is maximum light and access to the outdoors and fresh air all year round.”
If you’ve not yet read anything of Margaret McMillan, you certainly must; she’s an inspiration.
George Bernard Shaw said of Margaret “She was not only one of the best women of her time, but also one of the most cantankerous and she owed a great deal of her effectiveness to the latter useful quality”.
For many of us who see with passion and clarity on this subject it seems apparent that increasing urbanisation and an uneasy awareness of nature deficit disorder (a phrase used to describe the hypothesis that behavioural problems in human beings are attributed to people (especially children) spending less time outdoors) may be the recent catalyst for many contemporary changes in stance on outdoor education.
A distinctive feature of forest kindergartens is the emphasis on play with toys that are fashioned out of objects that can be found in nature, rather than commercial toys. Despite these differences, forest kindergartens are meant to fulfill the same basic purpose as other nurseries, namely, to care for, stimulate, and educate young children.
There is a beautiful example of an outstanding Forest Kindergarten (shown in the below video clip) of “The Secret Garden Outdoor Nursery ” which is based in a 25 acre woodland north of Letham village in Fife and opened its invisible doors in September 2008, receiving the Nancy Ovens Award for Play ‘Outstanding Contribution to Play’ and from Play Scotland ‘Best Practice in Action’.
A recent Scottish press article (below) about Kelvinside Academy Nursery’s recently-introduced Forest Kindergarten, cites:
“Tracy Nugent, head of Nursery, said: “There are so many benefits to allowing children to play freely in woodland. As well as increased physical activity, the outdoors is a great place to learn as the children witness nature first-hand and discover more independence through real-life experiences
Research has shown that concentration levels are improved for children who learn outside. In fairy tales, forests are often a scary place, think of the ‘big, bad wolf’ in Little Red Riding Hood. This allows us to show children what a diverse and beautiful place the forest is and encourages them to take an interest in the environment and biodiversity from a young age.”
As mentioned in our ‘eco-tourism’ blogs in the summer, the public psyche in the UK seems to be shifting focus from the mindless consumerism of the 1990’s to a more idealistic vision, of re-establishing our connection to nature. This would appear as if it’s reflected in the UK Leisure industry (Glamping anyone?!) to the rise of our organic and locally sourced foods, and, the changes to education. This is hugely exciting! We hope this is not just a phase but a trend, which (from our perspective) looks set to continue, to benefit us all, as a civilisation.
Well, cheers to that!
So, let’s toast the start of 2017 and to a brighter, fresher, more natural and grass-roots Early Years Education System.
Our next blog will be moving from Margaret McMillan to one of the most recent Forest Kindergarten pioneers, Sarah Blackwell, the Chairman of the Archimedes group of companies who’s been pioneering Forest Schools learning and training in the UK for the past 15 years…