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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.

This benchmark could be evidenced by feedback from staff about INSETs and other activities showing how they have helped to increase their skills and confidence as well as the notes from student council meetings at which outdoor learning was discussed. Briefly annotate these to show what has happened as a result of feedback. Other ideas - case studies of individuals or groups or feedback from staff noting children’s growing confidence outdoors. Short ‘before and after’ surveys showing the impact of particular activities.

Include an annotated example of teacher planning to show how they have used outdoor learning to complement T&L – for example, about children researching objects they dug up outside. How has the provision of clothing and equipment aided outdoor learning – collate feedback from staff, children and parents (we talked about how attitudes to ‘wet play’ have improved as a result of providing improved equipment). Other ideas – ask staff if and how they feel outdoor space could be used more effectively; statements from staff about how working outdoors has helped to develop their knowledge and skills; has outdoor learning impacted on behaviour; is there a link with a reduction in behaviour incidents?

You mentioned that staff say there are fewer accidents – you could include an example of how a safety-related incident was managed effectively. Survey children to check that they all know the ‘rules’ for outdoor play; do they feel safe outside – what would help them feel safer? Ask staff if they feel more confident working outside after First Aid training and what has made the difference.

Ask pupils - what do they like most about outdoor learning and what would they like more of? Have they – or staff – noticed improvements in their capacity to learn as a result? You could include a case study of how pupil input has influenced outdoor learning provision. Survey staff and parents about how engaged they feel children are with outdoor learning and whether it has affected their behaviour out of school.

The school has implemented numerous interventions to support outdoor learning, and these opportunities in which the whole-school community can participate have proved really successful. Reports from pupils reflect that they find value in these opportunities, and the data suggests that everyone's positive attitudes towards outdoor learning have been improved. The school has worked hard to not only promote positive attitudes to outdoor learning but to capture these changes in their evidence, particularly in relation to attitudes towards outdoor learning and improvements in wellbeing. There has been a sigifnicant increase in the number of outdoor extra-curricular clubs available.

There is a plethora of opportunities in the curriculum provision, and pupil voice states that they enjoy these opportunities and would like more. The data shows that pupils are meeting and exceeding expections that are driven by outdoor learning improvements.

There are been a large increase in the number of extracurricular outdoor learning opportunities available across the school, and pupil participation has risen too, demonstrating that pupils are actively choosing experiences that connect learning
with nature and wellbeing. Outdoor and sustainability-focused learning is now valued, relevant and embedded within the wider student experience. A wealth of meaningful evidence has been provided by the school, which demonstrates the clear thinking and planning behind this benchmark. The data is robust and valid.

There has been an encouraging shift in the way that pupils are involved and therefore engaged with outdoor learning, particularly in relation to how if affects their health, wellbeing and mental health. Their enthusiasm for outdoor learning is palpable and the benefits they experience are clear. Pupil voice has effected positive change in the school.

The school has reported a significant reduction in accidents, which reflects the effectiveness of the school’s rigorous health and safety systems, including monthly meetings, daily checks, thorough risk assessments and a dedicated operations team. These proactive measures have created a safer environment for pupils and staff. The school is always thinking of ways to enhance provision using what they have on site already.

Training for the foundation stage team has had a direct and measurable impact on staff practice, with teacher uptake of outdoor learning increasing by 36%. This demonstrates increased staff confidence, consistency, and commitment to delivering purposeful outdoor learning as part of the daily curriculum. This is a particular strength of the school.

Pupil voice surveys conducted by the Wellbeing Team demonstrate a clear positive
impact on engagement and confidence in outdoor learning across the year, with KS1 pupils reporting a 15-point increase in enjoyment and an 8-point increase in confidence when learning outdoors, showing that outdoor learning is now embedded and purposeful and a valued part of the curriculum.

Parent workshops are now offered online the impact has seen attendance rising for the outdoor learning session. The introduction of offering online access and
link sharing, resulted in a massive increase in engagement. Feedback from parents/carers show that they very much appreciate the benefits of outdoor learning on their children, and that they are keen to be more involved where possible. The school has plans to increase parental involvement over the coming months.

Outdoor learning is deeply embedded in school life, creating awe, wonder and excitement. Pupils thrive in Forest and Beach School sessions, showing increased happiness, engagement and curiosity. Staff and parents report significant improvements in behaviour, teamwork and confidence. Case studies show children with complex needs making remarkable progress when learning in outdoor environments.

The school has introduced a creative, topic-based curriculum that is broad, balanced and focused on life skills and personal development. Previously, a heavily academic approach led to disengagement and higher behaviour incidents. The new curriculum, enriched with wellbeing and play-based pedagogy, has significantly improved behaviour, engagement and attendance. Children are happier, more motivated to learn and benefit from diverse activities such as Commando Joe’s, Beach School and Forest School.

Forest and Beach School are integral to the curriculum offer for all children at the school, providing hands-on experiences that link learning across subjects such as Science, Geography and History. Children are more engaged and confident, showing progress across these subjects. Interest-led clubs like football and golf, and Commando Joe’s sessions have had a strong impact on pupils’ personal development, notably promoting more positive social interactions amongst peers.

Improved access to outdoor areas through OPAL and Forest School planning has created inclusive, inspiring environments. Pupils demonstrate awe, wonder and excitement about learning when exploring freely outdoors, leading to improved social skills and engagement. Case studies evidence children making significant progress in confidence, communication and emotional regulation through consistent, purposeful outdoor learning experiences that build cultural capital. External visits using Beach School and utilising beaches and areas in the local area has provided variety and enriched experiences.

Carefully risk-assessed and inclusive outdoor spaces ensure all pupils can participate safely. Activities promote exploration and independence within a secure environment. Awe and curiosity thrive as pupils confidently engage with nature. Case studies show children with higher needs becoming calmer, more focused and resilient, with improved emotional wellbeing and behaviour.

Staff receive high-quality training in Forest and Beach School, increasing confidence and ensuring consistent practice. Trained practitioners deliver sessions that nurture curiosity and self-belief. These sessions have upskilled teachers and they have seen a tangible application and impact on the children in their class. Staff now feel empowered and have autonomy over curriculum based activities. Staff strengths and passions have been ignited and utilised through further opportunities, and staff feel listened to and valued.

Pupils actively lead and shape outdoor learning experiences, developing ownership and independence. The approach inspires awe, curiosity and collaboration. Behaviour and regulation have improved significantly, and pupils are happier and more confident. Case studies show children with complex needs making substantial progress through supportive, exploratory environments that foster inclusion and success. Impact includes children being able to self-regulate and be more confident, happier and independent. Children have higher levels of attendance and report being happier and more confident when they are learning.

Parents are highly engaged through events like “Santa in the Hobbit Hut” and outdoor family sessions, which inspire shared awe and pride. Home-school partnerships have strengthened, and parents report happier, calmer children. Case studies show outdoor experiences enriching lives, building resilience and offering unique real-world learning that extends well beyond the classroom. Instant uploads through iSend and social media outlets have promoted events and celebrated progress with parents who have reported changes in behaviour. Children are now able to access trip-based experiences when they were not able to do this in main stream setting.

The shool has identified what motivates learners and also have invested in a lot of time, money and equipment to promote positive attidues and instill a passion for outdoor learning. Outdoor learning is not tokenistic but embedded in school culture. Learners show happiness and confidence. They now independently request outdoor activities, demonstrating enthusiasm and ownership over activities outside.

Child-led outdoor learning is an integral part of the curriculum, ensuring small-step progress for all. Teachers have noticed greater engagement, focus and collaboration. Activities nurture emotional regulation, communication and life skills, enriching academic and personal growth.

A wide range of extracurricular activities builds resilience, communication and teamwork. Learners access enriching, purposeful experiences that meet diverse developmental needs. Outdoor clubs and sensory trails promote inclusion, enjoyment and holistic personal development. A huge, varied outdoor provision is available, including animal care, horticulture, sports, sensory sessions and personalised activities depending on learner needs.

Outdoor areas are adapted creatively to meet complex needs. Providing freedom and fewer constraints ensures sensory, physical and emotional needs are met. Spaces encourage connection, exploration and learning experiences that the classroom alone cannot provide.

Safety and inclusion are prioritised through regular checks, clear boundaries and adaptive resources. Staff are skilled in ensuring all learners access meaningful outdoor opportunities safely, supporting independence, confidence and emotional wellbeing.

Passionate practitioners share expertise and ideas gained through training. Staff have grown in confidence and creativity, embedding outdoor learning across phases. Collaboration ensures consistent, inclusive, high-quality provision that supports holistic development. Staff skills and knowledge on outdoor learning has increased, with members of staff being specifically trained in certain areas such as Forest School.

Learners are deeply engaged, leading and shaping their experiences. Increased interaction, sharing and turn-taking have strengthened social and emotional skills. Outdoor learning has promoted curiosity, independence and nurture, with clear progress in communication and interaction for many children.

Stay and play days and STEM outdoor forest school activities have had a huge impact on parent engagement and understanding of the positive effects of outdoor learning. Events have a high uptake, with parents blown away by what their children achieve. Feedback highlights engagement and pride, with families replicating activities at home. Creative, motivating events have strengthened partnerships and demonstrated the value of outdoor learning.