OLA-Park House School-SW11 5TB-07/Nov/2025

The school has made clear progress in promoting positive attitudes towards outdoor learning. Leadership discussions, staff briefings, and governor updates have embedded outdoor learning into the school’s culture and development plan. Whole-school training, a new website section, and parent updates through MarvellousMe have increased visibility and engagement. Staff enthusiasm and pupil participation have grown, supported by initiatives like ‘Move More’ and peer recognition for outdoor learning efforts.

Outdoor learning is now clearly embedded within the curriculum through detailed timetabling, Individual Education Plans, and planned activities linked to schemes of work. Learners have embraced the outdoor environment, with personalised targets supporting small, observable progress. This approach has helped learners consolidate and apply some key skills more effectively than in other indoor spaces.

A structured approach to outdoor learning at break and lunchtimes has increased engagement and enjoyment. Learners now participate in organised rotations of activities, improving social interaction and focus. Feedback shows pupils feel more motivated, with playtimes offering purposeful learning linked to personal interests. Extracurricular clubs such as Eco Club, art, mini golf, and circuits have promoted practical skill development, teamwork, and independence, with pupils expressing high enjoyment and more ownership of learning.

The evidence suggests a highly inclusive and well-planned approach to outdoor learning that removes barriers and ensures full participation. Pupils benefit from accessible resources such as adapted bikes, ponchos and visual communication boards, allowing all to engage regardless of need. Local trips to parks, libraries and biodiversity gardens enrich real-world learning, improving social confidence, communication and independence. This consistency supports emotional regulation, resilience and curiosity through practical experiences.

Strong procedures enhance children’s safety, confidence and engagement in outdoor learning. With more staff trained in first aid and consistent risk assessments for all trips, pupils can access a wider range of off-site experiences safely. Embedding safety awareness in PSHE helps learners identify hazards more independently. Regular equipment checks ensure a secure environment, allowing children to explore, play and learn outdoors with greater confidence and with reduced risk.

Staff have developed stronger pedagogical understanding and confidence in outdoor learning and the opportunities it can bring. Participation in the Challenge Partners programme and visits to other schools enabled the sharing of good practice and reflection. Training on natural environment teaching increased staff knowledge and creativity in lesson design. Appraisal targets and regular audits have ensured accountability, leading to purposeful planning, higher engagement and improved learning outcomes for pupils.

The evidence indicates an improvement in pupil engagement and interaction. Learners now take an active role in shaping their outdoor experiences by voting on playground activities and resources where appropriate, giving them ownership and promoting inclusion. Introducing personalised leisure goals within Individualised Education Plans and accessible communication tools has empowered all pupils to participate. Increased peer interaction outdoors has boosted confidence, communication and social development.

Parent engagement with outdoor learning has significantly increased, with families now taking an active role in school trips and outdoor events. Surveys have identified parents’ skills and interests, allowing staff to plan new and enriching experiences. Parents’ involvement has strengthened collaboration, relationships, and community spirit, while also making trips more feasible and safe for learners. Feedback has shown high enthusiasm from parents eager to continue supporting outdoor learning initiatives.