The role outdoor education plays in

developing personal outcomes and

supporting learners transition into

their next stage of lifeMichelle Roberts

Amy Leach

Graham Jones

Starter Question

Myth 1: In order to get outdoor learning into schools we need to change the

National Curriculum.

Myth 2: Outdoor learning is just for extra-curricular activity.

Myth 3: Outdoor learning is about trips and residentials and is too expensive

for many schools.

Myth 4. Unless we can show outdoor learning has an impact on exam results

we won’t be able to convince fellow teachers, headteacher, Governors.

Character Education Framework 1. What kind of school are we?

2. What are our expectations of behaviour towards each other?

3. How do our curriculum and teaching develop resilience and

confidence?

4. How good is our cocurricular provision?

5. How well do we promote the value of volunteering and service to

others?

6. How do we ensure that all our pupils benefit equally from what we

offer?https://learningoutsidetheclassroomblog.org/2019/12/09/using-learning-outside-the-

classroom-to-develop-character/amp/

Session Outcomes• The rationale for Outdoor Learning with a spotlight on the Wild Tribe

Programme

• To provide case study examples of how learning in the outdoors can

improve physical and emotional well- being for children and

contribute positively to whole school priorities

• To review data tools and techniques for measuring the impact of

learning in the outdoors on pupils emotional health and well being

• Provide you with examples of how outdoor learning can link to the

new Ofsted framework and RSE Health Education Framework

• To identify funding opportunities to support outdoor learning

Outdoor LearningMichelle Roberts

West Country Schools Trust

Rationale for Outdoor Learning

• We have a generation of ‘indoor children’

• Growing evidence of ‘ The link between pupil health and well being and

pupil attainment’ (2014) – 3 key areas identified in this report.

‘The culture ethos and environment of a school influences the health

and well being of pupils and their readiness to learn’

• DFE Character Education Framework

• Wild Tribe Practitioners Award 2 day course and inset training for schools –curriculum

• Wild Tribe curriculum support beach tribe and moor tribe days

• Wild Tribe Senior Rangers – site development and resource bank

• Wild Tribe Leadership programme – Rangers, Maths leaders and Literacy leaders.

• Wild Tribe Explorers – specific programme to develop self confidence and self esteem.

• How can you develop outdoor learning at your school to maximise whole school impact and develop it to its full potential?

Wild Tribe Programmes – are committed to developing whole school impact through the curriculum, leadership and developing emotionally resilient learners

Wild Tribe in Action

Outdoor Curriculum

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Building fires

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Taking risks

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“I have had the most wonderful 2 days training in

the pouring rain ! I came back to school with a

wealth of ideas and the confidence to show

children the possibilities and what they can do

outside’.

“

Wild Tribe has been a wonderful process that has offered

the children at our school opportunities to achieve,

develop confidence and self esteem through hands on learning experiences in a local woodland environment.

Teacher, Cardinham School

Primary school, Darite

Wild Tribe Outdoor LearningWild Tribe Explorers

Wild Tribe Explorers

• Wild Tribe Explorers outdoor programme aims to impact on

children’s self esteem: for pupils who require support in developing

their behaviour for learning.

• The programme demonstrates emotional coaching and positive

language to support the delivery of structured SEMH outdoor

sessions: whilst also up skilling staff in the delivery of outdoor

learning

• DATA assessment tools and outcomes underpin planning and

approaches e.g. Self Esteem indicator

• Self esteem indicator used as one of our baseline assessment tools

• We also use the strength and difficulties questionnaire SDQ to obtain

input from the children

• We ask teachers and children to complete these questionnaires prior

to the 6 weeks of explorers and post the 6 weeks

• As a result of the self esteem indicator an overall score is produced

as well as scores for;

• Sense of Self, Sense of belonging and Sense of personal power.

• If the overall score is below 64 this is a vulnerable score. (Source EA

Morris)

Data Collection Pre-course

• Sense of Self - having a good idea about who you are – for example,

knowing and being comfortable with your likes, dislikes, strengths,

vulnerabilities, preferences, temperament, feelings and needs.

• Sense of Belonging- refers to how aware of and comfortable you are

about being in relationships with other people.

• Sense of Power -means your inner knowledge of your ability to have

an impact on the world around you.

What do we mean by these terms?

Each Session - Format• Sharing food and drink;

• Open talk time and shared activities;

• Creative activity and / or physical activity;

• Closing contemplative time and the giving of tokens

• It is important to emphasise that the planning is tailored to the SEMH

needs as identified by the DATA, age and prior experience of the

children!

Adult Role

• Active listening

• Using PACE (Playful Accepting Curious Empathetic approach–Dan Hughes)

• Meaningful and positive praise

• Remember that little things mean a lot

• Creating an open environment

• Being open minded

Being patient

Walk in their shoes’ moments

Being patient

‘Walk in their shoes’ moments

Modelling

Emotional coaching

Make a difference all the time!

Experiment and allow experimentation

ng

Emotional coaching

Make a difference all the time!

Wild Tribe Explorers - Group

Case study 18 children small rural primary school. Each child received 6 weeks of

Wild tribe explorers.

• Baseline data 18. Out of these 8 children had a vulnerable score.

One child really low score of 43.

• The other 7 children ranged from 46 – 64.

• Sense of personal power was the lowest score in 16 out of 18

children

Wild Tribe Explorers - Group

Case study As a result of the wild tribe explorers programme;

• 100% of children had an improvement in their overall score.

• Sense of personal power increased significantly in all children

• Only 2 children as a result of the programme retained a vulnerable score with

significant improvements seen in these children.

• Children reported feeling more confident, were able to work with others, could

lead tasks and they felt more valued and took more pride in their work. (SDQ

questionnaire results and pupil conferencing)

How is this achieved ?• Use of Emotional Coaching within the adult role and activities.

• By the use of supportive language

• By connection within a small group.

• By acknowledging and recognising their difficulties

• By stating that we are here to support.

• By directing them to talk when they are ready, and listening to the

child.

• By giving direction and being positive about the management of

the difficulty.

Attune, validate, contain, soothe.

Further impact as a result of the programme

• Teaching staff to create and demonstrate a ‘self-esteem building’ environment

• Raising self-esteem (Self Esteem indicator)• Improved attainment and attendance (inclusion)• Stronger relationships with peers and adults • Better engagement with their own learning and participation in class

(inclusion)• More resilience and the ability to deal with their own challenges• Improved strategies for managing their thoughts and feelings

“The Wild Tribe explorers programme has developed the children’s self

confidence and self awareness. As a result of the programme many

children are willing to try new things outside and inside the classroom.

The impact of the programme has been significant and has also

supported me with evidence in my SEF and school improvement plan.

Headteacher, July 2019

5 ways to wellbeing in the outdoors Connect – with the environment and peers

Be active – learning in the outdoors is active

Take notice – Changes in people and the environment

Keep learning – New skills developed with tools, making fires, use of natural materials.

Give – tokens of appreciation and your time in the outdoors.

Ofsted What is your curriculum Intent for Outdoor learning at your school ? E.g. to engage more pupils in learning through the outdoors. To improve the emotional health and well being of your pupils.How will you implement this ? – Train staff, develop units of exploration in outdoor learningHow will you measure the impact ?Establish the baseline data through pupil conferencing and teacher questionnaires Use an impact and evidence tool to measure the impact

“Teachers in the outdoor learning programme plan learning carefully so that it is matched to pupils’ different interests and needs. Teachers manage risks well so that pupils can take part in a range of exciting activities that develop their self-confidence and self-esteem. Examples of this are campfire building, using tools and developing outdoor crafts. Teaching and learning in the ‘Wild Tribe’ area make a strong contribution to developing pupil’s SMSC understanding’

Ofsted Holsworthy Primary School, July 2018

Future• Health Education forms a statutory part of the RSE guidance from Sept

2020 for all schools outdoor learning will answer key elements of emotional

and physical health well being

• We have 5 books being published by Bloomsbury in June 2020 – ‘Taking the

National Curriculum Outside’ KS1 – Year 3 – Year 6

• We currently have a partnership with Connect Ed who deliver wild tribe

under an SLA agreement across Wolverhampton

• We are looking for future partnerships to develop Wild Tribe further and

ensure more children have the opportunity to access an Outdoor Curriculum

to develop their emotional health and well being.

“Outdoor learning doesn’t have to come with a big cost. It might take a bit of courage and creativity to get started, but the sector is full of free resources and guidance to help. Everyone can get kids outside; we’ve just got to want to do it

D Crbich, Outward Bound Trust, Nov 2019

mroberts@callingtoncc.net

www.arena-schools.co.uk

The role of outdoor education in

developing character and

building resilience in KS4

Amy Leach

Who am I?

Why am I here?

South Shore Academy • SSA is a Blackpool Secondary in the Bloomfield Ward (area)

• 34.3% of the residents have no qualifications compared to 15% nationally

• Blackpool was ranked the 4th most deprived area out of 326 districts and

authorities in England in 2016

• 22.6% of residents are employed in casual occupations, compared to 11.2%

nationally – low aspirations

School Facts and Figures

52% FSM 71% PP 27% SEND 9% EAL

• Firstly we had to find and introduce a concept that was

going to be whole school; there had to be more students

involved in it than not in it. To create the ethos “this is

how we do this here” “this is the norm”

• Discuss the overall aims

• Find a way to make this sustainable

South Shore Academy – THE CONCEPT

• Develop pupil self worth, increase their resilience

in all forms

• Build independent learners

• Encourage curriculum engagement

• Build relationships and life skills

Our Aims

Duke of Edinburgh @SSAPEDept

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Duke of Edinburgh

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• Staff in the school – what are their skills?

• Primary Schools – list your feeder primaries

• Funding – where can you get funding from?

The How

Possible Funding Streams

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Headstart Funding Ideas

Blackpool

• Innovations Fund

Wolverhampton

• Dragon’s den approach to a panel of young people

Hull

• ‘Your City, Your Culture’- young people bid to a panel of young people for small

amounts of funding

• Translating the City of Culture and HeadStart ambitions at a local level

Kent

• ‘Pay it Forward’ - grants of up to £1000 were available to encourage people to

do things to help others.

Buzz words Words and phrases to use to capture additional funding and support in your

applications:

• An avenue for young people to practice co-production,

• A place to hear youth voice

• Opportunity to realize change based on those discussions and practice

• Develop mental and physical resilience

• Independent learning

• Cohesion and sharing with the community

• Raise aspirations

• Learning life skills

Key Funding Pointers

• Contacts for national offices https://www.dofe.org/offices/

• Funding by geographical location

• Certain companies/donars stipulate the areas which can draw funding e.g.

Leeds Asda Funding, Heathrow Funding

Useful links https://www.dofe.org/dofedifference/

https://www.dofe.org/thelatest/ofstedsframework/

https://www.dofe.org/thelatest/writing-ucas-personal-statements/

Awards4All Funding- https://www.tnlcommunityfund.org.uk/funding/under10k

A primary perspective on the role outdoor

education and outdoor learning can have

on whole school outcomes

Graham Jones

• Castleton Primary is a community school located in New Wortley, an inner-city area in the west of

Leeds.

• Castleton is ranked 229th out of 32,844 in terms of deprivation, meaning less than 1% of areas in

England have higher deprivation. 41% of children have English as an additional language (EAL),

compared to 21% for Leeds primary schools and 21% for state-funded primary schools nationally.

• 82% of children who attend the school live in an area classed as being amongst the 11% most

deprived in England. Moreover, 60% of children live in an area classed as being amongst the 3%

most deprived nationally.

• 38% of children are entitled to Free School Meals this is more than double the national average.

• 58% of children are entitled to Pupil Premium this more than double the national average.

• Health outcomes within the area are significantly poorer than in other parts of Leeds (life

expectancy is 10 years less in Armley)

• Surrounded by social housing/private rental properties and high rise flats.

Context

“Our vision is to create a school community where children are engaged in their learning, achieve and be positive members of our community.”

Castleton School Vision

January-Respect

February-Trust

March-Honesty

April-RESILIENCE

May- Communication

June- Responsibility

July- COURAGE

September-UNITY

October-Tolerance

November-Friendship

December-Peace

Values

Back int’day

• Full week at Lineham Farm Children’s Centre.

• Full range of OAA activities.

• Nurturing environment with high quality activity staff.

• Builds stronger (school) staff relationships.

• Builds confidence, resilience and improves children

mental health.

When it all Changed

Animal Care Cycling

Lineham Farm Children’s Centre

Bush craft Night Walk

Lineham Farm Children’s Centre

Orienteering Nature Explorers

Lineham Farm Children’s Centre

From Lineham to Boggle.

Boggle Hole is a Youth Hostel on

the east coast of England in-

between Scarborough and Whitby.

• First week in September linked to the

Geography curriculum.

• To give the children a different

experience of a coast.

• To build unity with the class at the

beginning of the year.

• To build confidence, resilience and

improve children’s mental health.

• Staff lead all activities and transport

children in school mini buses to

reduce cost.

• ‘Give us a Break’ funding through the

YHA

Ordnance Survey Work in Whitby

“The walk was interesting and entertaining for all. It involved

scrambling and exploration all of which was supervised without

stifling their freedom and excitement

Phil Jackson

Health and Safety Adviser

Falling Foss Waterfall Scramble

Leeds Children's

Charity at

Lineham Farm

• Year 4 class.

• Three day residential.

• In partnership with The Leeds Children’s

Charity at Lineham Farm

• Staff training and staff commitment as this

trip was originally ran on a weekend and will

now be run in the Easter holidays.

• To build confidence, resilience and improves

children’s mental health.

Fanwood Camping Residential

• Year 6’s last residential with

Castleton.

• Staff trained to lead activities.

• Staff prepare and cook meals.

• Invested in equipment- tents

etc. to save cost in the long

term.

• Celebration residential.

• The children have become

independent and responsible for

themselves.

Fanwood Camping Residential

Back in School

Impact on whole school outcomes Behaviour

• The positive culture which permeates throughout the school empowers

every stakeholder to take a pride in attending or working in the school.

Children and staff strive to achieve their very best and exhibit self-

confidence and self-awareness about the skills and attributes required to

become successful learners. Those children with barriers to learning are

supported by the inclusion team.

• The vast majority of children are keen to learn and are enthused, motivated

and engaged. Behaviour in the majority of lessons is EXCELLENT and

lessons are infrequently disrupted by poor behaviour.

Impact on whole school outcomes Attainment in KEY STAGE 2• RWM – 65% attaining Expected Standard with 10% at Greater Depth.

• Reading – 81% attaining Expected Standard with 23% at Greater Depth.

• Writing – 68% attaining Expected Standard with 13% at Greater Depth.

• Maths – 94% attaining Expected Standard with 35% at Greater Depth.

• GPS – 84% attaining Expected Standard with 55% at Greater Depth.

• KS 2 standards matched national performance, with 65% achieving the expected standard in all

three subjects.

Attendance• The general trend is that attendance has been around 95% for half terms 1-4 for the past 6 years.

For those with persistent absenteeism a targeted approach is used. Families with persistent

absenteeism work closely with the Schools Inclusion Team and the Attendance Improvement

Officer.

Impact on whole school outcomes

We firmly believe the children's journey throughout their time at

Castleton helps to create what we set out to achieve…

That children are engaged in their learning, achieve and be positive

members of our community. That they become independent learners as

well as independent young people ready for the next stage of their

education with all the skills that residential and OOA brings. Resilience,

team work, unity and the rest of our values firmly embedded.

Andrea Riley, Co-Headteacher, Castleton Primary

“