CfSA Brilliant Residentials slides 20/02/17
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Presentation to the Council for Subject Associations on 20th February 2017.
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CfSA Brilliant Residentials slides 20/02/17
- 1. Learning Away was founded and initially developed by Paul Hamlyn Foundation
- 2. Council for Subject Associations Peter Carne OBE (Learning Away National Adviser) Kim Somerville (Learning Away Campaign Coordinator) 20th February 2017 Learning Away was founded and initially developed by Paul Hamlyn Foundation
- 3. Action research PHF funded special initiative Over 5 years With 60 schools In 13 partnerships 12,500+ pre and post surveys with students, parents and staff 100+ focus groups
- 4. “Learning Away has shown that a residential learning experience provides opportunities and benefits that cannot be achieved in any other educational context or setting. The impact is greater when residentials are fully integrated with a school’s curriculum and ethos.” Learning Away Final Evaluation Report York Consulting 2015
- 5. Impacts and benefits We have strong evidence which demonstrates that there are numerous positive impacts of Brilliant Residentials, showing that they improve students’…
- 7. Resilience and self confidence
- 8. Attainment
- 9. Attainment case study “Student A was in the middle of her maths test when she literally shouted out, 'I know how to do this! You should have all gone to Carroty Wood - Mr W taught me how to do this!'” Maths teacher, Canterbury Academy “I didn't come to school for about a year because it was boring and I didn't like it. I've started coming back.” Year 10 student, Canterbury Academy
- 10. Relationships
- 11. Relationships “One thing that always hits me is that when you come back from a residential, the kids that have been on that residential, how respectful they are to you. They’ll always remember it for the whole year.” Secondary school teacher
- 13. Engagement with learning “Before going on the trip I hated school, but now I just love it. I love to learn about maths, literacy and science.” Primary Student Focus Group “When I was at Hampton Court there was just loads of stuff to inspire me. I probably did more hours of work in that one week than I did in the whole of this term, I just had so much inspiration from it.” Year 10 student, Canterbury Academy
- 15. Residentials bring The overnight stay & an intensity of experience A new context for relationships Different & varied opportunities to experience success New ways of learning Short & medium term Enhanced relationships Improved engagement Confidence in learning New & developing skills & understanding Longer term Improved … Achievement, progress & attainment Knowledge, skills & understanding Relationships Engagement, behaviour & attendance More successful transitions The Learning Away ‘theory of change’
- 16. What makes brilliant residentials brilliant? 10 guiding principles: 1. Fully integrated with school curriculum 2. Designed and led by teachers and students 3. Inclusive and affordable for all 4. Meets students’ specific learning needs 5. Learning is reinforced back in school 6. Part of a progressive programme of experiences 7. Includes a wide range of new and memorable experiences 8. Allows space for developing relationships 9. Evaluated rigorously 10. Supported by senior leadership and school governors
- 17. Recommendations for schools 1. Provide a range of inclusive and integrated residentials 2. Work closely with residential providers 3. Plan for the value of informal social time 4. Plan for evaluation to confirm value 5. Support healthy risk taking
- 18. Recommendations for schools 6. Provide staffing, CPD and support structures to encourage pedagogy 7. Look for wider school community and volunteers 8. Partnership with other schools 9. Inclusive lower-cost residentials and/or use of pupil premium 10. Support students through key transitions points
- 19. Learning Away is now led by a consortium of organisations united in their commitment to ensure more young people have access to high- quality Brilliant Residential learning experiences...
- 22. Our vision is for more children and young people to enjoy high quality Brilliant Residentials and the life changing experiences they offer. Our vision
- 23. Aims of the campaign • Influence the practice of: Schools (Non-adopters, adopters, champions) Residential providers Initial Teacher Training providers Policy makers Parents Youth groups / organisations • Raise awareness that residentials do not need to be expensive … they must be affordable and inclusive to be brilliant.
- 25. Online Now • Free resources, planning tools and templates • Over 100 case studies • Pledge system • New animated video • Significantly increased following on social media Next • Blog • Brilliant Residentials tool • More case studies
- 26. Publications and print Now • Visual identity and guidelines • Events and exhibition material • Digital campaign pack for providers and schools to use • E-newsletters Next • Grow network of renowned faces in arts, heritage and outdoor education pledging their support for Brilliant Residentials
- 27. “The Learning Away evidence proves what I have always known, children benefit in a profound way from the adventure of a residential and the opportunity and experience of being absorbed in what they are learning in the great outdoors.” Sir Chris Bonington
- 28. PR and media Now • BBC Breakfast coverage reaching 6 million worth £1m • Press coverage in education and sector press – Teach Secondary, Teach Primary, SSAT Journal, etc. Next • Continue to develop links to foster regular columns / articles / features in education press and media
- 29. Events Now • Successful communications launch gained provider buy-in • Spoken to >1000 people at 13 events and conferences (target is 300 by March 2017) Next • Scottish Launch - 14 March • Education Show • Events with high teacher attendance • Champion Schools
- 30. Measuring our success • More residentials - baseline and future tracking via the Evolve educational visit approval system, used by 127 local authorities nationally. • Higher quality residentials - with the support of LMKCo. and the Outdoor Education Advisers Panel (OEAP) schools will be regularly sked to complete an online survey gauging to what extent their residentials are ‘brilliant’.
- 31. How might we work together? • Share the impact of these learning experiences? • Promote the benefits of high-quality residentials across the curriculum? • Encourage and support schools to provide more Brilliant Residentials across the curriculum and a wider range of subjects?
- 32. Pledge - make your pledge to work with others to provide more and higher quality residentials here. Share - share your stories and photographs of high- quality residentials on facebook and twitter, and use the #BrilliantResidentials hashtag Campaign Pack - use the tools in the campaign pack which can be downloaded here to put Brilliant Residentials on the map. What can you do now?
- 33. Thank you! Website: learningaway.org.uk Twitter:@LearningAway #BrilliantResidentials Facebook: /WeAreLearningAway Email: kim.somerville@lotc.org.uk learningaway@petercarne.co.uk
Hinweis der Redaktion
- Since 2009 Learning Away has been working closely with 60 primary, secondary and special partner schools to produce some compelling research about the impact of residentials. Conducted with the expertise of York Consulting and with the funding support of the Paul Hamlin Foundation Over 5 years these partners have developed and tested a huge range of new and exciting residential programmes Working to boost GCSE attainment Support transition Inspire KS2 writers Experiences range from camping in school grounds to a fortnight stay at Hampton court palace Impact has been evaluated using surveys (pre and post residentials with students (11,461), parents (718) and staff (over 500), focus groups (over 100) and testing hypothoseses that emerged from the first 2 years of action research. In June 2015 York Consulting published a final report
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- Attainment Learning Away’s findings suggest that high-quality residential learning has a positive impact on children and young people’s achievement at school. Several of our school partnerships during the initial phase of the project – both primary and secondary – focused on collecting data to study impact on achievement and establish which key features of a high-quality residential learning experience can particularly support improved academic outcomes. The evidence showed that these schools’ residentials did have a positive impact on students’ academic outcomes; this seems to be because the teaching and learning approaches used on residentials are different to those experienced by students at school. For example, whilst on Learning Away residentials, staff are more likely to: Contextualise learning – students are involved in practical, context-based learning activities. Personalise learning – learning is tailored to students’ needs either through differentiation or through individualised formative feedback. Develop positive relationships – more informal, equal relationships between staff and students that promote students’ ownership of and engagement with their learning. Promote collaborative learning – residentials can support an emphasis on collaborative learning, problem-solving and decision-making.
- This is a nice example case study to refer to in relation to improving knowledge. http://learningaway.org.uk/case-studies/19-months-students-journey-gcse-attainment-residential/
- Relationships Learning Away schools saw a boost in relationships between staff and students, and between groups of students, both during and after their residentials. Spending extended time together in a variety of contexts is a key factor. Residentials provide opportunities to break down existing barriers and hierarchies – for example, students and staff often spend informal time together; students take on leadership roles. Students and teachers take part in different challenges and activities than cannot take place in school. A significant number will be new to everyone, and the teacher is not automatically the expert: residentials are a leveller. Students see different qualities in each other, which impacts on their interpersonal relationships both on residential and back at school; existing power relationships are changed. Students learn specific social skills that help them make and maintain strong relationships with peers and adults. Staff-student relationships Brilliant residentials are improving relationships between teachers and young people. Many Learning Away schools report that their residentials give staff and students time to understand each other better, and that these improvements transfer back into the classroom.
- Engagement During the initial phase of Learning Away, all partner schools reported consistently high levels of student engagement during their residentials. Longer term, there is also evidence of sustained engagement back at school – and of improved achievement as a result. There are also clear signs that residential experiences promote deep engagement, and engage previously disaffected students and those with challenging behaviour. Students’ evaluation survey responses clearly demonstrated that they also believe their attendance and behaviour improves as a result of going on the residential. The majority of students felt that their behaviour in school would be better (58% of all students) as a result of the residential, they would try harder to be on time for school (72% of secondary students) and their attendance would be better (54% of all students). 23% of parents felt that their children’ attendance had improved post-residential.
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- Development of Brilliant Residentials Through the Learning Away programme a clear picture of what makes a high-quality residential learning experience has been developed, and Learning Away have coined the phrase ‘brilliant residentials’ to describe these experiences. Brilliant residentials are school trips with at least one overnight stay, which are: Fully Integrated with the school curriculum and ethos Designed and led by teachers and, where appropriate, students Inclusive and affordable for all students Deliberately and collaboratively planned to meet students’ specific learning needs, and to embed and reinforce learning back in school Part of a progressive programme of experiences Designed to include a wide range of new and memorable experiences Designed to allow space for students to develop collaborative relationships with both peers and staff Evaluated rigorously Supported by senior leadership and school governors
- Campaign Aim: To disseminate the Learning Away findings to ensure that many more young people have more residential experiences and that these are high-quality, through an integrated communications campaign which will promote ‘Brilliant Residentials’ to launch in September 2016. For schools that don’t already offer residentials: - To drive awareness of the Learning Away findings and the concept of Brilliant Residentials - To inspire belief in the value of a residential experience - To encourage trial of residentials utilising the Brilliant Residential characteristics For schools / providers that already offer residentials: - Enhance the quality of residentials through adopting more of the Brilliant Residential characteristics - Offer more residentials for all year groups - Ensure residentials are fully integrated with the school curriculum For schools that already offer high-quality Brilliant Residentials: - Continue to enhance your residentials - Share your knowledge and experience and champion Brilliant Residentials For Residential Providers: - Promote the concept of Brilliant Residentials to schools - Review their practices to ensure the characteristics of Brilliant Residentials are included in their offering to schools For Initial Teacher Trainer (ITT) providers: - Drive awareness of the Learning Away findings and the concept of Brilliant Residentials - Embed the principles of Brilliant residentials into the curriculum for future teachers supporting them to overcome any barriers to about residential learning and creating the next generation of Brilliant Residential champions For policy makers: -Drive awareness of the Learning Away findings and the concept of Brilliant Residentials - Persuade policy makers to include the Brilliant Residential characteristics in educational policy
- We might want this to go Peter?