Learning Outside the Classroom

1. Learning Outside the Classroom How far should you go? A survey report Robin Hammerton HMI 27 March 2009

2. The survey

3. Evidence base: • specific survey inspections of a sample of primary and secondary schools and colleges across England • school sample not nationally representative but provides examples of good practice • discussions with local authorities • visits to providers of learning outside the classroom activity • other recent Ofsted inspection evidence 3

4. A broad range of learning outside the classroom activity Whitburn CE High School, South Tyneside 4

5. Outcomes • Ofsted judges outcomes not process. • Inspection evidence indicates what can contribute to high quality outcomes. 5

6. Key findings

7. The value of learning outside the classroom (1) In the sample schools ‘hands on’ activities in a range of locations were believed to contribute to improvements in: • achievement • standards • motivation • personal development • behaviour 7

8. The value of learning outside the classroom activity (2) • Memorable activities led to memorable learning. • The place where activities happened often added to their value. 8

9. The value of learning outside the classroom activity (3) Learning outside the classroom had positive benefits for all groups of young people, including those underachieving or not sufficiently motivated by mainstream provision. 9

10. Key messages • Schools (and some LAs) were unsure of how national programmes, especially the National Strategies, viewed learning outside the classroom. • Most schools had not heard of the learning outside the classroom Manifesto. • LAs were good at supporting schools with health and safety; but had less time to improve and assure the quality of learning outside the classroom. 10

11. The importance given to learning outside the classroom activity • The most effectively led, managed and confident schools included learning outside the classroom activity as an integral part of a well-planned, effective curriculum. • However, much learning outside the classroom activity is not, in practice, provided free. • This reflects its historic status as an ‘extra’ or a treat. 11

12. Self-evaluation of learning outside the classroom activity : • Schools felt they knew the value of learning outside the classroom activity … • … but few evaluated this rigorously • classroom observations but few learning outside the classroom activity observations • little analysis of take-up, inclusion or quality of extra curricular activities • few schools analysed value for money of learning outside the classroom activity. 12

13. Primary and secondary differences: • mixed practice in EYFS • primaries good at using their own grounds and the local area flexibly • secondaries good at promoting high quality integrated learning on day and residential visits. 13

14. Overcoming barriers to learning outside the classroom activity : • health and safety • perception of learning outside the classroom activity as an ‘extra’ • financial costs • behaviour • staff workload • The schools in the survey overcame all of these and provide models for others to consider. 14

15. Leadership • Passionate and confident about role of LOtC • Promoted common purpose underpinned by good systems • Staff understood expectations • Used LOtC in all subjects, not a few • Best cases: evaluated outcomes of LOtC 15

16. Recommendations

17. Recommendation for the DCSF: Reinforce the message to schools about the value of learning outside the classroom and support its appropriate use more widely across its programmes. 17

18. Recommendation for LAs and their partners Build on their successful work in assuring appropriate health and safety practices by better supporting schools in enhancing the quality of learning outside the classroom as a means to raising achievement. 18

19. Recommendations for schools and colleges: • ensure their curriculum planning includes sufficient well structured opportunities for alllearners to engage in learning outside the classroom as a key, integrated element of their experience • evaluate the quality of learning outside the classroom to ensure that it has maximum impact on learners’ achievement, personal development and well-being • ensure equal and full access for all learners to learning outside the classroom by monitoring participation in activities by different groups of learners and removing any barriers. 19

20. Thank you for your attention