Residentials are brilliant, we couldn't agree more

As an educational charity, with almost 75 years’ experience of developing young people naturally through our unique approach to learning and adventure in the wild, we get to witness first-hand the educational, psychological, health-related and social benefits of time invested by schools in learning outside of the classroom.  

The recent key findings by the Paul Hamlyn Foundation’s Learning Away initiative on Brilliant residentials and their impact on children, young people and schools, is further proof that high-quality residential learning 'brings about such powerful positive outcomes for young people long after their return to school'.  

HAVING A RESIDENTIAL RAISES THE TIME AVAILABLE FOR INFLUENCING THE CHILD TO 100% Sir Tim Brighouse
THE TRUST DELIVERS VERY FOCUSED COURSES WITH A HIGH LEVEL OF INTERACTION BETWEEN INSTRUCTOR AND STAFF/PUPILS [WHICH] MEANS THAT THE COURSE CAN BE TAILORED TO MEET INDIVIDUAL AND SPECIFIC NEEDS. Executive Head Teacher, Primary School.

Opportunities Overcome FearsWHAT IS DIFFERENT ABOUT A RESIDENTIAL EXPERIENCE?

  • A new environment
  • Fewer distractions
  • Opportunities to work intensively and be immersed in learning
  • A community environment
  • Opportunities to be successful and to face fears
  • Opportunities to revisit and build on learning experiences
  • A safe space to explore new ways of learning
  • Focus on real-life activities and experiences
  • Increased levels of student responsibility


WHAT MAKES A 'BRILLIANT RESIDENTIAL'?

The Learning Away report identifies a criteria for high-quality residential learning – here’s how an Outward Bound® experience measures up:

 

  • Led by teachers, co-designed with students, fully integrated with the school curriculum and ethos, and deliberately planned to meet students' specific learning needs
    We work in partnership with schools across the UK, delivering courses that are tailored to meet participant’s needs, developing skills and qualities that enable them to thrive in education, work and life.  Encouraging teachers to take an active role within the programmes to ensure students and staff benefit.
  • Inclusive and affordable for all students
    As a charity, we work with funders to provide financial support so that all young people are able to access the experience, whatever their circumstances.
  • Part of a progressive programme of experiences
    Our programmes are naturally progressive and can be implemented as a whole school strategy to address specific issues, from supporting effective transition and raising aspirations through to developing effective employees.

  • Designed to include a wide range of new and memorable experiences
    We believe in immersing young people as deeply as possible in the natural environment, our centres are based in wild and remote places throughout the Lake District, the Scottish Highlands and Snowdonia. The experience is highly physical, highly social and highly memorable, broadening young people's horizons and creating moments of self-discovery by exposing them to a unique set of experiences.

  • Designed to allow space for students to develop collaborative relationships with both peers and staff 
    During their course, young people have a direct experience of cooperating and collaborating with others, often with people who are new to them. As the challenge we set cannot be achieved alone, the experience helps to reinforce the value of working with others to achieve shared goals.

  • Planned so that learning is embedded and reinforced back into school
    A focus throughout on transferring learning back to a young person’s environment. Working in partnership workshops are delivered to all teaching staff (on courses lasting 5 days or longer), so that a clear plan is developed to transfer learning back into school.

IMPACTS AND BENEFITS

York Consulting's key findings which are based on five years of evaluation, have produced strong evidence around the positive impacts of high-quality residential experiences. Echoing and providing external support for the evidence gathered during own research, the most recent of which we published in our 2014 Social Impact Report -highlighting the considerable benefits of an Outward Bound residential experience felt by students, staff and the wider school community.

 

  • Increases confidence & improves personal and emotional wellbeing
    92% of teachers agreed that an Outward Bound residential improved their pupils’ skills in setting personal goals.
  • Improved relationships with others
    89% of teachers observed that their pupils had formed better relationships on their return to school, not only with other pupils, but also with teachers and family. 
  • Increased resilience
    89% of course participants agreed that their Outward Bound course had taught them to keep going even when things don’t work out.
  • Increased confidence in learning 
    68% of teachers noticed an improvement in their pupils’ performance in the classroom. 


Extracts taken from The Trust’s Social Impact Report 2014. A copy of the full report is available here outwardbound.org.uk/impact-and-evaluation/

CONTACT US

Call us on 01931 740000 or email enquiries@outwardbound.org.uk for further information and to discuss how The Outward Bound Trust could work in partnership with your school.

 

Supported by the Paul Hamlyn Foundation, The Learning Away publication and website provides material to help make the case for residential learning to school leaders, governors and Ofsted – sharing guidance, practical tips, and downloadable templates to help schools plan and deliver their own brilliant residential.