At Hertswood Academy, students are more aware of outdoor learning opportunities, actively requesting more experiences. Camping trips have developed navigation skills and confidence, with students reflecting positively to parents, who engage through Parent Coffee Mornings. Outdoor learning is widely shared on social media and discussed within the school environment. Leadership meetings and governor briefings ensure ongoing focus, while enrichment sessions see high student participation, reinforcing enthusiasm for outdoor learning.

Hertswood Academy has effectively utilised curriculum time to enhance outdoor learning opportunities. Fieldwork development across faculties, such as Geography and Biology, has improved access to biodiversity studies, though further sharing of opportunities is needed. Regular outdoor learning beyond the classroom has positively impacted mental health. Enrichment sessions, including have increased engagement leading to improved learning outcomes, deeper subject understanding, and greater student enthusiasm for outdoor experiences.

Hertswood Academy has expanded extracurricular outdoor learning, offering camping experiences and activities beyond the curriculum. Provision is targeted to support students who need additional guidance, fostering confidence and engagement. Student-built animal care enclosures provide a space for pupils to channel emotions positively while developing responsibility and community spirit. As a result, low-level disruption has decreased, and behaviour tracking shows a reduction in incidents across Years 9, 10, and 11, alongside improved student engagement.

Effective use of outdoor resources at Hertswood Academy in certain subject areas has enhanced curriculum delivery and student engagement. The quad as a bookable space has increased access to outdoor learning, though consistency in booking remains an area for growth. Local walking trips have strengthened connections to environmental stewardship and social equity. Shared planning has enabled staff to deliver outdoor lessons with confidence, leading to enriched learning experiences and deeper subject understanding across the curriculum.

The safe use of outdoor spaces at Hertswood Academy has led to increased staff confidence due to consistent processes and protocols. Regular equipment and resource checks ensure a secure environment for all students. Outdoor learning spaces are well-utilised, with staff feeling empowered to lead sessions. Expanding provisions, including picnic benches and stewardship projects, has further supported behaviour management, allowing students to regulate emotions while fostering environmental responsibility.

With structured training, teachers feel empowered to integrate outdoor learning effectively, leading to more engaging lessons and enriched student experiences. Pupils benefit from well-planned, safe, and interactive outdoor sessions, fostering curiosity, resilience, and deeper learning. This approach has also strengthened behaviour management and staff collaboration, enhancing the overall school culture.

Ensuring pupils are actively engaged in outdoor learning at Hertswood Academy has led to high levels of student participation. Hands-on, real-life learning experiences have enhanced curiosity and enthusiasm, making lessons more memorable and impactful. Pupils have retained information, skills and knowledge, applying it in practical ways. This approach has fostered deeper learning, improved engagement across subjects, and strengthened students’ connection to their environment and wider community.

Parental engagement in outdoor learning at Hertswood Academy has significantly improved, with parent evening attendance at its highest. Parent-teacher associations and coffee mornings provide opportunities to discuss and understand the value of outdoor learning. Parents have greater access to information about their children’s outdoor learning experiences and successes, fostering a stronger school-home partnership. This has led to increased support for outdoor initiatives and greater appreciation of their impact on student development.

Greengate Junior School has successfully promoted positive attitudes toward outdoor learning. Assemblies and media sharing have showcased resilience, with children embracing outdoor activities regardless of conditions. With school support, pupils now have the correct equipment, increasing participation and confidence. This has significantly impacted resilience and enjoyment. Social media engagement highlights strong community support, with positive feedback reinforcing the benefits of outdoor learning across the school.

Greengate Junior School has expanded outdoor learning opportunities by investing in equipment, staff training, and maximising local facilities such as beaches and woodlands. This has increased access for more children, enhancing confidence, wellbeing, and independence. Case studies highlight how pupils eagerly anticipate outdoor sessions, with improved social skills, resilience, and engagement. The gardening club and Eco-Warriors have further enriched experiences, ensuring outdoor learning remains a valued and impactful part of school life.

Greengate Junior School has ensured the safe use of outdoor spaces through the successful development of risk assessments and clear safety procedures. Pupils understand common risks and boundaries, while staff have access to written Normal Operating Procedures and Emergency Action Plans. The use of safe substitutes for tools and resources has improved safety. These measures have enhanced consistency and understanding of risk management across the school community.

Greengate Junior School ensures all pupils are engaged in outdoor learning, supporting diverse learning styles and additional provision needs. Pupils are calmer outdoors, demonstrating problem-solving skills and independence not always seen in the classroom. Outdoor learning fosters collaboration, with links formed between schools. Case studies highlight individual progress, showcasing increased confidence and engagement. These opportunities continue to develop key skills, enriching learning experiences for all pupils.

Four Dwellings School has a deeply embedded culture of outdoor learning, integrated across the curriculum. Key decisions for each year group ensure meaningful outdoor experiences, enhancing engagement, enjoyment, and excitement in learning. Staff have embraced outdoor learning, transforming pupils’ attitudes towards education. Pupil feedback highlights overwhelmingly positive experiences, reinforcing its impact. Outdoor learning has become a valued approach, fostering enthusiasm, curiosity, and a love for learning.

At Four Dwellings School, outdoor learning is a core part of the curriculum and an established expectation. Feedback highlights the significant impact of outdoor science experiments, increasing engagement and enthusiasm. Year 5 pupils have undertaken outdoor projects, leading to deeper learning experiences and greater success. Outdoor learning continues to provide meaningful opportunities, enhancing curiosity, understanding, and enjoyment across different subjects.

Four Dwellings School offers a range of extracurricular outdoor learning experiences, including multiple trips, an art club inspired by nature, and a whole-school outdoor learning club focused on the environment. Pupils learn from each other, developing teamwork and environmental awareness. Feedback shows children feel happier, calmer, and more engaged after attending. The school provides all necessary equipment, ensuring every child is comfortable and able to fully enjoy these enriching opportunities.

From discussions with the outdoor learning lead, pupils show greater confidence, independence, and engagement. Utilising spaces in the school has meant they can be used with purpose and intent for curriculum and extra-curricular activities and projects. Access to equipment supports full participation, enabling richer learning experiences and fostering a positive, hands-on teaching approach.

After discussing with the coordinator, ensuring outdoor experiences are handled safely through clear risk assessments has a significant impact. Pupils and staff feel more confident, leading to increased participation and richer learning experiences. Staff are more willing to integrate outdoor activities, knowing safety measures are in place. A consistent approach ensures sustainability, while a shared understanding of risk supports long-term initiatives. This fosters a secure environment where pupils can fully engage, enhancing both learning and wellbeing.

Four Dwellings School has prioritised staff training and CPD in outdoor learning, significantly boosting confidence, knowledge, and understanding. Staff now feel more equipped to integrate outdoor experiences across the curriculum, enhancing engagement and learning outcomes. Training has encouraged creative approaches, leading to greater enthusiasm for outdoor activities. As a result, outdoor learning is embedded in teaching practice, enriching lessons and fostering a positive, hands-on learning environment for pupils.

The impact evidence shows that pupils were highly engaged in designing a logo and motto that reflects their attitudes towards outdoor learning. The winning designs were also celebrated and shared with the wider community via social media, fostering a sense of pride and ownership. The final combined design is now integrated into school communications, reinforcing a collective identity and commitment to outdoor learning across the school.

Four Dwellings School actively engages parents in outdoor learning through workshops highlighting its impact on wellbeing and mental health. Forest school sessions have helped parents understand its role in children’s holistic development. The social aspect of these experiences has strengthened school-home relationships, fostering greater collaboration. Positive feedback has led to increased demand, with parents requesting more sessions to further support their children’s learning and wellbeing outdoors.

Children’s voices have informed the development of outdoor spaces. As well as developing their own mission statement for outdoor learning, changes in response to their feedback include the addition of planters and fencing to make them feel safer. Improvements in equipment (including trollies with pens, wipe boards etc to facilitate transitions to the outside), along with regular discussions, have significantly increased staff’s confidence and enjoyment in the sessions. Sharing information with parents via Tapestry and other means – as well as involving them in improving the site – has increased their understanding of and enthusiasm for outdoor learning.

Children now have a timetabled day outdoors every half term and staff regularly take children outside as part of a lesson or to support self-regulation. A covered log circle means that things like story time can take place out of doors at any time. As noted above, staff’s increased confidence has resulted in more spontaneous outdoor working as they actively identify aspects of lessons that can benefit from this approach and are more aware of the positive impact it has on children’s learning and engagement.

All staff are first aid trained and safety talks are part of all formal outdoor learning sessions. Staff have noted that, by year 1, children can tell them the rules they need to follow in order to keep themselves safe. The outdoor learning lead works closely with groups of children to identify areas of concern and, as noted above, the school subsequently fundraised to build a fence so that the outdoor learning area cannot be seen from outside and feels more secure. This, along with the regular ‘safety talks, has resulted in all children now saying they feel safe outside. The school has also undertaken risk assessments which have resulted in developments such as improving the pool cover.

The outdoor learning lead has attended training delivered by Surrey Outdoor Learning Development who have also led sessions in school with all staff. Feedback shows that, as a result of this and the improved resources available (see above), staff are both more confident to teach out of doors and enjoy it more.

It was great to see the really positive changes in children’s attitudes to outdoor learning – not to mention the increased enthusiasm of staff and parents – resulting from all your efforts.

The evidence provided for this benchmark demonstrates the positive impact on learning achieved by the school's increased focus on outdoor activities. Children enjoy the broad range of provision, find outdoor learning exciting and, crucially, can identify skills they have developed as a result. All pupils now regularly engage in outdoor learning.

The introduction of the Forest School club has been particularly popular with SEND and disadvantaged children – some of whom had not previously taken part in any extracurricular activities - who appreciate the opportunity to engage in more self-directed activity. Parent feedback shows the positive impact of the annual residential trip to PGL on confidence around risk taking.

Improving and extending provision – as well as ensuring that all children have access to appropriate clothing – means that all pupils can participate in outdoor learning. Changes to the timetable ensure that all children have significant access to Forest Schools provision on top of the regular outdoor learning activities. The effectiveness of the school’s provision has also been noted by its school improvement partner.

The school has solid safety protocols in place. Risk benefit / analyses of outdoor learning activities are thoughtful and considered with the result that the school has only experienced a single serious incident which their evidence shows was dealt with most effectively.

Staff feedback on the broad range of relevant CPD provided is extremely positive. This, together with opportunities to observe and work alongside the outdoor learning lead, have resulted in significant increases in confidence.

The school has recruited a highly enthusiastic group of eco warriors and case studies show how outdoor learning has positively impacted on particular children’s engagement with education. Pupils are consulted about provision and the lead has made changes to the curriculum (for example around the use of tools) to accommodate their feedback.

Parents are enthusiastic about the school’s outdoor curriculum and agree that it enhances learning. Making it an ‘official’ part of the school day – as opposed to an ‘add-on’ - has further helped in this regard.