"Surely you won't let 7 year-olds loose with Bunsen burners?" was the initially horrified reaction of a parent to our new science laboratory in the Junior School. The new art room was fortunately not greeted with the same consternation but it does illustrate the misconception and misunderstanding amongst parents about the use and purpose of specialist facilities and teaching for younger children.

Something that has been understood in the independent sector for some time, is now becoming more widely recognised; that is a deep subject knowledge combined with appropriate teaching and learning techniques has a significant impact on attainment.

At Key Stage 2 (ages 7-11) there is a transition from the earlier play-based learning approach to one that incorporates greater exploration and independence. The greater the teacher's subject knowledge the better able they are to illustrate answers to the in-depth and often philosophical questions they are asked. I am not, of course, suggesting the imminent demise of the junior or prep school form tutor. Their close relationship with each child provides an important understanding of individual abilities and potential that enables children's learning to be planned to suit each child but getting the right balance is crucial.

Subject specialism is not about hot-housing or aggressive cramming of knowledge; it is about recognising that the journey towards subject-based learning should be a rewarding and eye-opening experience. If the learning happens to take place in a room with dedicated resources and content then the teacher's ability to adapt the lesson to what particularly interests the children is greatly enhanced... and so is the children's enjoyment.

Facilities are not the holy grail of education, that accolade will always go to excellent, inspirational teaching by engaging, professional teachers. However, we have found great benefits from having a dedicated ICT suite so anticipate even greater benefits from our new art and science rooms.

One of the constraints of the single classroom approach is often the space to prepare the next lesson whilst clearing away the current one... particularly for lessons that need a lot of materials. Moving children to a science or art room that is already set up means that more time is spent on lessons and also the space can be re-organised without moving desks around children. Our dancing Human Organs workshop will be an extravagant affair next term and I expect there will be some life-sized modelling in DT in the not-too distant future!

So my answer to the concerned parent is "No, I do not anticipate 7 year olds testing the melting points of plastic over a Bunsen burner in our science room but I am looking forward to seeing them really experience the wonders of science at first-hand".

Mrs Kathryn Pullen, Headteacher Sydenham High School
Mrs Barbara Risk, Head of Junior School