1. Research into residential opportunities available for young people through schools (a survey of 900 schools in 2004 for DfES/DofE/Scouts) http://www.oeap.info/documents/Residentialexperiencesresearch.pdf

1.1 3/4 of schools do run residential visits…

CWUKT Action - to continue to specifically target those schools who do not currently organise school visits rather than having a general geographic approach. Such schools are often found in inner city and deprived wards.

1.2 The main impediments for schools are predominantly concerns linked to Heath & Safety, child protection and liability.
CWUKT Action - to help schools to understand and implement Health & Safety in a supportive manner. To give Education Managers more confidence in this work in the exterior arena.

1.3 2/3 of school children take up the opportunity to participate in a residential visit. The key impediment for individual children is financial cost. Disability can be a barrier for other pupils.

CWUKT Action – to provide specifically targeted financial support to individuals in need or to improve access for disabled pupils.

1.4 Teachers are the predominant influence in deciding where to go.

CWUKT Action – to ensure the co-operation of key teachers, administration staff and Head Teachers in starting, maintaining or sustaining trips.

1.5 A long-term relationship with a ‘tried and tested’ provider is very common.

CWUKT Action – to ensure that the first experience is a positive one for all concerned, then to use this as a basis to build continuing visits.

1.6 The key outcomes that teachers recognised from school residentials were linked with personal development outcomes: improved self confidence, improved social skills and team building. It was seen as important that children and young people were given the opportunity to transfer their learning from residential trips back to their normal lives.

CWUKT Action – to encourage schools to fully recognise, record and communicate the benefits of outdoor learning to a child’s personal development. This will help the school, pupils and parents to consider the residential school visit as an indispensable part of the school curriculum.

1.7 The key sources of information regarding residential trip providers are colleagues and professional sources.

CWUKT Action – to market directly at a ‘local level’ to schools and teachers and where possible to use the appropriate LEA channels of communication. Produce an extensive and updatable online resource that will help more trips take place.

1.8 45% of schools subsidise school residentials. Half of these subsidise 50% or more of the cost of the trip. 58% of school subsidies come from school funds.

CWUKT Action – to help schools develop a broader funding base for school visits- e.g. assistance to access commercial support.

2 A research review of outdoor learning (NFER: 2004) http://www.nfer.ac.uk/research-areas/pims-data/summaries/fsr-a-research-review-of-outdoor-learning.cfm
2.1 Barriers to outdoor learning were listed as;

• fear and concern about health and safety
• teachers lack of confidence in teaching outdoors
• school curriculum requirements limiting opportunities for outdoor learning
• shortages of time, resources and support

CWUKT Action – to identify, work with and support schools in removing the barriers that prevent the first residential trips being organised.

2.2 Substantial evidence exists to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom. Specifically, fieldwork can have a positive impact on long-term memory due to the memorable nature of the fieldwork setting.

CWUKT Action – to work with schools so that pupils, parents and teachers see the evidence of this working for themselves. Then, to ensure that this success is communicated (peer to peer) to following years and thus placing the school visit as an indispensable part of the school curriculum.

2.3 There is substantial research evidence to suggest that outdoor adventure programmes can impact positively on young people's:

-attitudes, beliefs and self-perceptions - examples of outcomes include independence, confidence, self-esteem, personal effectiveness and coping strategies.

-interpersonal and social skills - such as social effectiveness, communication skills, group cohesion and teamwork

CWUKT Action – to help, over time, schools to develop their own case study success stories for each of the nine elements above.