06 September 2011
Learning outdoors benefits children's wellbeing, but more can be done to explore its potential
Children under five generally improve their wellbeing, behaviour, physical development, knowledge and understanding of the world through learning outdoors, according to a report published today by Estyn, An evaluation of learning in the outdoors for children under five in the Foundation Phase.
But inspectors also found that schools and settings are not fully exploiting the benefits that learning outdoors can provide. Currently, practitioners do not use outdoor opportunities enough to develop children's reading and writing, Welsh language, creativity or ICT skills.
Since 2008, the Foundation Phase has been gradually rolled-out to different age groups and from this month (September 2011), it will be taught to all three to seven-year-olds in local authority and church schools and non-maintained settings (nurseries).
In the report published today, inspectors evaluate the impact of learning outdoors on children’s development. In most cases, children enjoy learning outdoors, persevering with tasks for longer periods and showing more enthusiasm for attempting new things. Overall, children’s outdoor learning experiences were judged to be ‘good’ or ‘better’ in two-thirds of the sessions inspectors observed and schools have made better use of outdoor space than settings.
Ann Keane, Chief Inspector, said, “Learning outdoors is an important part of the Foundation Phase. We have seen many rich and varied outdoor environments in schools and settings across Wales, such as areas for bird watching, growing vegetables and learning about the weather and wildlife. Children generally take pleasure in learning outdoors and enjoy the whole experience. Teachers and support staff recognise the value of learning outdoors.
“However, practitioners need be more creative and confident in using the outdoors to develop children’s knowledge and skills in all the Areas of Learning".
Inspectors also found that practitioners are not as effective at assessing outdoor learning as they are for indoor learning. Although they know that different groups of children benefit from learning outdoors, in particular, boys and children with special educational needs, they have not devised a comprehensive approach to the assessment of how well children are developing.
Inspectors found that in about a third of the sessions they observed, some children’s learning experiences were too adult-directed, lacked challenge or did not make the most of the facilities available.
The report recommends that local authorities provide more training for leaders and managers to help them to identify good practice, challenge shortcomings and make more cost-effective decisions on improving outdoor facilities.
Parental involvement is also essential to success, as recognised by Nottage Primary School, Bridgend. Staff realised that if parents understood the importance of outdoor learning better they would be less concerned about children getting muddy or catching cold because of being outside. By planning a language, literacy and communication task set in a woodland that children partly worked on at home, parents got involved and developed a better understanding of how outdoor learning can support the curriculum and children’s skills development.
Further case studies of good practice can be found in the full report.
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For further information please contact:
Charlotte Bram
Stakeholder Engagement team
Estyn
communications@estyn.gov.uk
02920 446526
Notes to editors
- The evidence base of this report includes:
o visits to 23 schools and settings during which 35 sessions were observed;
o discussions with headteachers and Foundation Phase co-ordinators;
o analysis of inspection data for 2008-2010;
o analysis of 14 questionnaires from local authorities, 27 from schools and ten from settings; and
o telephone interviews with practitioners in ten settings. - Estyn is the office of Her Majesty's Inspectorate for Education and Training in Wales. We are independent of, but funded by, the National Assembly for Wales (under Section 104 of the Government of Wales Act 1998). The purpose of Estyn is to inspect quality and standards in education and training in Wales, advise Ministers and senior policy makers and disseminate best practice on education and training.
- For further information please visit our website www.estyn.gov.uk
- The findings are based on visits to schools and settings across Wales, session observations, interviews with practitioners and questionnaire results. Comprehensive data will not be available until summer 2012.