A reflection on how and why we changed our Key Stage One learning environments

Mary Norton, Key Stage 1 Team Leader, Warden House Primary School, UK Introduction The more we considered the transition – from Reception to Year 1 – of a small group of children with specialist support, the more we questioned our practice for all children in our setting and researched the need for change. This article is a reflection that will outline the key pieces of research that led to a shift in our practice in all Key Stage 1 classes. It will discuss key changes that were put in place, the impact of these changes and practical suggestions to support teachers in a similar position. Engagement with a robust research cycle based on the model by Graham Chisnell (Irresistible Learning, 2021) has led us to establish a high-quality learning environment that is inclusive and supportive for all children, from Reception to Year 2. The focus of the article will discuss the process of change and the impact of engagement with research to drive the change forwards. Developing a play-ba