Liberty Woodland School, a small independent primary and secondary school located in Morden, south London, has embraced a four-day school week model, challenging the conventional five-day structure. This innovative approach aims to enhance the well-being of both students and teachers while fostering a deeper engagement with learning. Students attend school from Monday through Thursday, enjoying a three-day weekend, while teachers work a slightly longer school day to accommodate the condensed schedule, finishing at noon on Fridays. This additional time allows teachers to dedicate themselves to lesson planning, grading, and providing online homework support to students.
The rationale behind the four-day week rests on several key pillars. Firstly, it is designed to prioritize the mental health of both students and teachers. For students, the extended weekend provides ample opportunity to pursue personal interests, explore passions, and delve into extracurricular activities, fostering a sense of autonomy and self-directed learning. Teachers, in turn, benefit from reduced workload pressures and enhanced work-life balance. The dedicated Friday morning planning period allows for focused curriculum development, eliminating the need for weekend or evening work, and ultimately leading to higher quality instruction.
The school’s unique pedagogy extends beyond the four-day week, incorporating a forest school approach to learning. This nature-based philosophy emphasizes outdoor experiences and hands-on activities, especially for primary school students who conduct their lessons in yurts, providing a stimulating and engaging learning environment. Secondary school pupils are housed in a converted 18th-century manor house designed with an open-plan, biophilic layout, bringing elements of the natural world indoors. This approach counters the potential concern of reduced student focus in longer school days, as the dynamic, outdoor-oriented learning keeps students energized and engaged.
While the four-day week has been met with positive feedback from the Liberty Woodland School community, its implementation in the broader educational landscape presents certain challenges, particularly within the state school system. One key consideration is the need for affordable and accessible childcare options for families who rely on both parents working full-time. The school acknowledges this potential hurdle and has proactively established a Friday club offering play-based activities for children whose parents require childcare on the non-instructional day.
The debate surrounding the four-day school week extends beyond logistical considerations to encompass broader educational philosophies. Proponents argue that the reduced schedule leads to improved student well-being, reduced teacher burnout, and a more focused approach to learning. Critics, however, express concerns about potential learning loss, the burden on working families, and the disruption to established routines. The Department for Education (DoE), while acknowledging the innovative approach taken by Liberty Woodland School, has stated that there are no current plans to implement a four-day week in state schools. The DoE emphasizes the importance of maximizing classroom time to improve student outcomes and close achievement gaps.
The Liberty Woodland School model presents a compelling case study for alternative approaches to education, highlighting the potential benefits of a four-day week combined with a nature-focused curriculum. While the feasibility of widespread adoption remains a subject of ongoing discussion, the school’s experience offers valuable insights into the potential advantages and challenges of reimagining the traditional school week. The long-term effects of this model on student achievement, well-being, and teacher satisfaction will require further study and evaluation. However, the initiative sparks a crucial conversation about the optimal structure of education and the potential for innovation to create a more balanced and fulfilling learning experience for all stakeholders.
