Hinde House Academy champions outdoor learning by actively promoting a whole-school mission statement and running awareness campaigns to highlight its benefits. Every child participates in an 8-week Forest School block annually, with the key impact being enhanced social skills and friendship development. A consistent, positive language around outdoor learning is adopted across the school, and updates are shared via media platforms promoting outdoor culture and importance. Outdoor learning outcomes are regularly discussed in leadership meetings, ensuring it remains a core focus.

Hinde House Academy has integrated outdoor learning across all subjects, enhancing physical activity. Field trips in geography and history, alongside active outdoor sessions in other subjects, have led to higher engagement levels and happier children. Gross and fine motor skills are developed through these activities, enriching pupils' physical abilities and social interactions. The school has allocated dedicated space in the timetable for outdoor learning, ensuring a structured approach, and cross-curricular links are documented to highlight outdoor learning's positive impact on pupil outcomes.

Hinde House Academy provides diverse extracurricular outdoor learning opportunities, including clubs such as biking and gardening. A range of activities are available at breaktimes and lunchtimes, enhancing pupils’ social and emotional skills and engagement. Older pupils experience residential trips, broadening their learning outside the classroom impacting on confidence and self esteem. This year, all Year 7 pupils accessed an outdoor learning centre funded by the trust, ensuring accessibility and inclusivity for all. The school also participates in local and national outdoor projects, offering adventure activities that have fostered resilience, teamwork, and a connection with nature.

Hinde House Academy strategically plans and timetables outdoor spaces, ensuring availability throughout the academic year which has ensured all children have access to an outdoor curriculum. The school boasts a dedicated garden, varied green spaces, an outdoor classroom, and sufficient space for all pupils, including multisport areas for PE. Outdoor resources are accessible for everyone, and every child is provided with weather-appropriate clothing, including wellies and coats, ensuring comfort across all seasons and ensuring no child is left out. Taking a responsible and sustainable approach has enriched learning and promoted environmental stewardship.

Hinde House Academy prioritises safety in all outdoor activities, with teachers responsible for writing detailed risk assessments that consider any additional needs. This has ensured that activities are well organised and planned. The school utilises the EVOLVE system for further guidance and support, ensuring comprehensive safety standards. Regular checks of outdoor resources and equipment are conducted, and pupils receive safety briefings to promote awareness of any identified hazards. Staff and pupils are trained in appropriate first aid and emergency procedures, fostering a safe inclusive environment where the impact is high levels of participation.

Hinde House Academy has been committed to building staff confidence in outdoor learning, continually identifying training needs through staff surveys. An external agency has supported fieldwork trips, offering guidance that has enhanced teachers' skills and knowledge. The school facilitates visits, promoting idea-sharing and best practices, further strengthening outdoor learning delivery across the academy.

All pupils have access to equipment and materials ensuring inclusion and high levels of outdoor involvement across the curriculum has had notable impact on social and emotional wellbeing and the mental health of pupils. Particularly focusing on children who may have additional needs, outdoor learning has had a positive impact on their sensory development, enhancing pupil's connections with their surroundings.

Hinde House Academy has engaged parents in outdoor learning through regular newsletters, which signpost upcoming events and encourage participation. Parents can subscribe for updates, and the school uses social media to promote these opportunities. A parent working group has strengthened the parent voice, with engagement higher and inspiring ambitious plans like a gardening fundraising project.

The mission statement and handbook included here look great but they don't actually show impact. The info provided on provision refers to student feedback from Care Week and Camp Week - I wonder if you have some useful evaluation there for this benchmark?

Your contextual statement refers to ‘heightened student engagement’ in outdoor experiences – could you share these statistics? It also mentions that ‘the positive impact of outdoor learning on personal development is evident in student journals.’ Again, could you include a summary of that feedback?

Again, your provision (e.g. jungle school) looks amazing but we don’t have any evidence of the impact of this provision on students. For example, what impact has there been as a result of their engagement in activities related to your sustainable development goals?

Your statement notes that “qualitative feedback from surveys has demonstrated positive satisfaction levels with the condition of our premises and facilities”. You could use the relevant aspects of that feedback here - i.e. anything that relates specifically to your outdoor provision.

You note that “students demonstrate high safety awareness” – how do you know this? See also examples in the guidance - you could ask pupils for feedback on their outdoor learning experience, showing the impact of being/feeling safe when learning outdoors. Collect staff feedback about how prepared they feel to work safely in the outdoor space.

As per the guidance, you could analyse staff evaluations from training sessions to identify what staff have found useful, how they would benefit from further training etc. Or put together a case study of individual or groups of pupils showing the impact of staff training (and therefore their improved competence) – and/or statements from staff about how training has helped them to develop their knowledge and skills etc.

We do have some feedback here but it’s a very brief summary and much of it focuses on what students would like more of rather than the impact of current provision. Consider using the survey(s) this draws on to address some of the benchmarks – but do also make sure the material is relevant to the specific benchmark concerned. What did students say or demonstrate that leads you to conclude that “many respondents believe outdoor learning contributes significantly to personal development, helping students gain confidence and skills useful throughout their lives”?

The contextual statements notes that “we annually survey parents to gain insights into their views on outdoor learning” but there is no feedback from those surveys included here. Did you collect feedback from the parent workshop referenced? That would be really useful here.