Summerhill: Caroline

 

 

Summerhill was founded by Alexander Sutherland Neill in 1921. The school is a successful self-governing community that displays that children learn to be self-confident, tolerant and considerate when they are given space to be themselves. Summerhill is a community of over a hundred people. About 95 of these are children aged between 5 and 18. Flanagan (2006) stated that ‘freedom’ is a central ethos of Summerhill.

 Summerhill is an institute that wanted the school to fit the child rather than vice versa. Summerhill accepts people for who they were not for what they might become, it is a place where people can develop whatever innate abilities and achieve whatever aspirations. A.S Neill (1961) stated "I would rather Summerhill produce a happy street sweeper than a neurotic prime minister.

Summerhill is a happy and caring community that recognise the importance of expressing emotions and learning through feelings. An important aspect of Summerhill is that children gain qualifications; they do this because they want to not because they have to, it is optional.

There is a swimming pool for use in the summer time, a tennis court, playing field, basketball area as well as table tennis indoors. During the winter and spring there is a social committee elected by the community to organise games and activities in the afternoons and evenings. These include capture, word games, board games, spontaneous acting, storytelling, cinema trips, etc.

Here are some characteristics of Summerhill:

· No uniform is required

· No distinction between pupils and teachers

· Only teachers have time tables pupils are free to do as they please

· There are no disciplinary rules to follow

· Summerhill is a self-governed school- All decisions that are made with regards to the
school are discussed between staff and pupils and each child has one vote.

· Play is central in the development of a well-balanced individual and it is considered an
important aspect to the child’s learning.

· Free access to art, woodwork and computers.

· There are also open areas where children who are not in lessons ‘can hang out’ and
amuse themselves, socialise, play games and be creative

· There is no pressure to conform to adult ideas of growing up, though the community
itself has expectation of reasonable conduct from individuals. Bullying, vandalism or other anti-social behaviour is dealt with by specially elected supervisory body, or by the whole community in its daily meetings.

· There is a wide choice of subjects, up to and above GCSE level. A new timetable is created each term when the older children have 'signed-up' for classes, though there is no compulsion to attend.

· With regards to teachers, they need to possess the ability to accept children at their own level and must refrain from any form of domination. Teachers must never use their position, age or experience to gain a certain privilege over the child. (Flanagan 2006:178)

· A special attention list monitors new children, and those who may have problems with lessons. Staff will consider various actions that will assist the child in learning. For example, if a child is nervous in the classroom, one-to-one lessons can be offered.

School Aims:

· Freedom to grow emotionally

· Give children power over their own lives

· Time to develop naturally

Benefits:

· Freedom is the central ethos

· Self-esteem is developed

· Pupil voice

· Extremely radical view on education

Teachers:

· Faith in a child's intelligence and innate wisdom

· Sincerity not authority is required





 

Flanagan, F. (2006) The greatest educators ever! London: Continuum

Neill, A. (1961) Summerhill, A radical approach to child rearing New York City: Hart publishing company