Learning Away Peter Carne, Paul Hamlyn Foundation

Peter Carne

Learning Away Project Leader (PHF)

Raising attainment through high quality residential experiences

1. What is Learning Away?

2. What is the programme trying to do?

1. What have we found out so far?

2. How to become involved.

“We believe that every young person should experience the

real world beyond the classroom as an essential part of

learning & personal development, whatever their age, ability or

circumstances.”

Learning Outside the Classroom Manifesto (2006)

The LOtC ‘Manifesto’

A five year action research programme.

One of the Paul Hamlyn Foundation’s special initiatives.

Founded on a belief that high quality residential experiences provide extremely powerful learning opportunities for young people (& for adults as well). Supporting schools to develop, pilot & evaluate the impact of innovative residential experiences as an integral part of the curriculum.

A selected group of 61 schools, clustered into 13 partnerships.

What is Learning Away?

Residentials … … why do them? … what makes them different to shorter LOtC experiences such as day visits?

Residentials … … why do them? … what makes them different to shorter LOtC experiences such as day visits?

“For some children, a week’s residential experience is worth more than a term of school.”

Sir Tim Brighouse (former Schools Commissioner for London)

The key aim of Learning Way is to achieve significant shifts in schools’ commitment to high quality residential learning experiences for all their pupils.

How are we doing this?

1.We’re trying to discover exactly what it is that’s so powerful about residential learning.

1.We’re trying to develop exemplary & innovative practice.

1.We’re making the case for change (by finding compelling evidence of positive impact & sharing this evidence).

1.We’re developing case studies, resources & CPD materials.

1.As a result we hope to engage many more schools in the development of their residential practice!

Learning Away’s guiding principles

Entitlement for all (not enrichment).

Inclusivity i.e. accessible to all pupils.

Integration with the curriculum (not an added extra).

Progression i.e. a progressive programme with a sequence of co-

ordinated residential experiences from age 4 to 18.

A wide range of residential experiences integrated with other

learning outside the classroom & in class activities.

Active teacher & student involvement in the planning,

delivery & evaluation of the residentials.

Whole school change i.e. high quality residentials that lead to

changes in curriculum organisation & new pedagogical approaches.

What impact can residentials have on attainment … … learner achievement & engagement? … the learning experience?

… school transformation?

High quality residential learning programmes can:

1.Boost progress & attainment in core subjects.

1.Improve student knowledge, understanding & skills in a range of curriculum areas.

1.Improve students’ engagement with their learning … leading to improved school attendance & behaviour.

1.Foster deeper student-teacher & student-student relationships.

1.Enable teachers to widen & develop their pedagogical skills.

1.Improve pupils’ transition experiences.

1.Offer opportunities for student leadership & co-design of learning.

1.Boost cohesion, interpersonal relationships & sense of belonging.

1.Improve students’ resilience, self-confidence & sense of wellbeing.

Evaluation process Pupil surveys: three surveys are being completed by pupils – before

their residential (“baseline”), immediately after their residential & a longer-term survey approx. two to three terms after the residential.

Staff surveys: we are asking staff involved in the residentials to complete surveys before & after the residential to gather their views of Learning Away and the differences it may have made to them.

We are also asking a smaller number of staff to complete a survey focused on individual pupils where Learning Away experiences have had a positive impact.

Parent survey: one survey completed by parents after the residential.

Focus groups: with pupils & staff.

Early evaluation findings– pupil surveys

Attainment: 84% believe that the residential has helped them do better in subject(s) or school work.

Knowledge & understanding: 66% believe the way they were taught on the residential helped them learn; 66% improved problem-solving skills.

Learner engagement: Over 90% think their behaviour will be better & will try harder to be on time for school; 64% like school more because of the residential. Relationships: 97% think teachers know them better; 89% got to know people they didn’t know before; 79% feel they get on better with teachers; 77% get on better with other pupils.

Transition: 46% feel less worried about next year; 70% find it

easier to make new friends.

Leadership & co-design: Over half realise they can be a good

example to other pupils (54%) and can help people with their learning (61%).

Cohesion: 69% feel the residential has helped them feel part of

their school.

Resilience, confidence & wellbeing: 82% of secondary pupils

and 67% of primary are less likely to give up when they find things difficult at school.

81% primary & 73% secondary pupils are proud of what they achieved on the residential.

What are we finding out about why?

1. Attainment

Because the teaching & learning approaches used on residentials are different to those experienced by pupils at school:

Context-based learning

Learning tailored to students’ needs, including extensive feedback

Equal relationships between staff & students that promote their ownership of learning

An emphasis on collaborative problem solving & decision-making.

2. Learner engagement

There are signs that residentials promote deep engagement & engage previously disaffected students & those with challenging behaviour.

There is also evidence that the engagement is sustained back at school & evidence of improved achievement as a result.

The evidence suggests that the students are engaged because they: Enjoy the student-centred approaches (e.g. being involved in co-

design & challenging, contextualised group problem-solving activities)

Feel supported by their peers, with whom they enjoy better relationships.

3. Relationships

Schools are succeeding in boosting relationships between staff & students & between students during their residentials.

The residentials have enabled staff to build bridges with some students & enabled some students to start to trust staff more.

There is also evidence of improved peer relationships. Students become more tolerant & caring of each other & develop a wider circle of friends.

These improved relationships are being sustained post-residential.

4. Student leadership & co-design of learning

Many schools are looking at involving young people more actively in the development & delivery of residentials. Secondary students are involved in leading primary-aged children in outdoor, team-building & problem-solving activities & older students are mentoring younger ones, for which they usually receive training.

Student co-design has so far ranged from contributing to the planning or making decisions about residential activities to organising the whole residential themselves – the latter enabling students to gain further leadership opportunities.

Schools are enabling students to take an active role in their own learning. This has increased their ownership & responsibility for their learning & independence.

5. Transition

Five clusters have developed residential programmes that are likely to be ‘steps on the way' to improved transition experiences:

Identification of the skills & personal qualities required to achieve successful transition

Activities on the residential targeting the development of these skills

These schools have reported positive outcomes in relation to pupils’ development of enhanced skills, including confidence, communication, bravery, respect, responsibility, joining-in, decision-making, ownership of learning, learner engagement, team work, independence, collaboration in problem solving, sharing, listening, self esteem, resilience & organisational skills.

“With teachers I feel more comfortable around them & feel like I can have a laugh with them

unlike before I felt they were only there to teach me”

“I feel more comfortable working with people I

wouldn’t usually work with”

“It helped me with my maths”

“I talked to people I hadn’t talked to before”

“I learnt how to work together [&] how to listen to everyone”

“I feel more confident to ask the teacher for help when I’m stuck”

“It raised my confidence lots”

“Because it was so fun I don’t feel worried about next year”

“I talk to more pupils & made new friends”

Early evaluation findings – teachers

Staff noting shifts in pupil engagement & attainment which appear to be being sustained.

Evidence that during residentials teachers use a number pedagogical approaches, which research has shown to be effective in promoting learning e.g. they have developed student-centred practice, where they take a more facilitative role.

Also some evidence of schools applying or planning to apply these new approaches back at school e.g. development of a thematic curriculum & co-construction of curriculum.

“The residential was the best thing I have done as a teacher & would do it again in a heartbeat.”

Early evaluation findings – parents

80% thought their child had learnt a lot on the residential.

78% thought their child was more willing to try new things.

68% thought their child was more confident.

62% thought their child got on better with their friends & 56% with other pupils.

60% thought their child got on better with their teachers.

48% said child was less worried about next year.

“My child came back from camp really happy & looking forward to moving to her new school in September

knowing she has made new friends.”

www.learningaway.org.uk twitter.com/learningaway