Memorandum submitted by The Royal Society
for the Protection of Birds on behalf of The Real World Learning
Partnership
SUMMARY
— The Real World Learning Partnership
believes that all children should be entitled to experience outdoor
learning as an integral component of their school career.
— Ofsted found that "outdoor education
gives depth to the curriculum and makes an important contribution
to students' physical, personal and social education."
— The Government has committed to "give
every school student the opportunity to experience out-of-classroom
learning in the natural environment."
— Ofsted's Annual Report observes that
"enrichment work of this kind is patchy."
— Barriers preventing inclusion are
economic deprivation (particularly in inner city schools), lack
of confidence and experience amongst teachers to undertake trips,
and the perceived accident and litigation culture.
— The RWLP believes that Government
action in monitoring and evaluating out-of-classroom learning
is a key area in overcoming these barriers.
INTRODUCTION
1. Paragraph 65 of Ofsted's Annual Report
2004-05 states: "In subjects such as geography, history and
art, fieldwork and visits to museums and galleries provide opportunities
to enrich learning and can have a profound effect on pupils. Many
schools continue to use outside visits, but others are finding
it difficult. Generally, enrichment work of this kind is patchy.
Variations relate to cost, inconvenience and risk, and there are
some indications of increasing reservations about trips."
2. The Real World Learning Partnership (RWLP)
was founded in 2003 by the RSPB, Field Studies Council, National
Trust, PGL Travel Ltd., and Wildfowl and Wetland Trust. The RWLP
believes that all children should be entitled to experience outdoor
learning as an integral component of their school career and a
key step in ensuring this full inclusion is the monitoring and
evaluating out-of-classroom learning by Ofsted.
THE BENEFITS
OF EDUCATION
OUTSIDE THE
CLASSROOM
3. Out-of-classroom or "real world"
learning broadens children's outlook, improves their motivation
and personal skills, and creates a sense of place, nature, culture
and history. It provides inspirational experiences, which teachers
can use as a springboard for wider curriculum-based work. It is
the foundation for a full life, to which every child should have
access.
THE BARRIERS
TO EDUCATION
OUTSIDE THE
CLASSROOM
4. The RWLP organisations have identified
barriers preventing children from experiencing out-of-classroom
learning. These were subsequently endorsed by the Education and
Skills Committee in their "Education Outside the Classroom"
Report (February 2005). Surveys showed economic deprivation (particularly
in inner cities) as a major constraint for some schools, as well
as a lack of confidence and experience amongst teachers to undertake
trips. Teachers also identified the accident and litigation culture
as a significant barrier.
THE ROLE
OF GOVERNMENT
IN REMOVING
THE BARRIERS
5. By addressing these issues, the Government
would not only deliver on learning outside the classroom, but
also contribute to other priorities such as health, active citizenship
and social inclusion.
6. The Government has pledged "to enhance
our children's understanding of the environment we will give every
school student the opportunity to experience out-of-classroom
learning in the natural environment."
7. There are a number of key areas for the
Government to address in meeting this commitment:
— Providing the necessary leadership
and direction
— Financially supporting high quality
out-of-classroom educational experiences
— Equipping all teachers with the necessary
knowledge and skills
— Managing risk to protect the health
and safety of children and teachers
— Monitoring and evaluating out-of-classroom
learning
8. Ruth Kelly, Secretary of State for Education
and Skills, has already committed "to make sure that all
school staff have the confidence to continue offering these experiences
and that everyone involved in a school trip, including parents,
are aware of their rights and responsibilities."
THE ROLE
OF OFSTED
9. Ofsted obviously play a key role in delivering
the final target, and have acknowledged the importance of outdoor
education, stating that "[it] gives depth to the curriculum
and makes an important contribution to students' physical, personal
and social education."
10. The RWLP therefore believes that out-of-classroom
education should be made a recognised, Ofsted inspected, teaching
method. Adding out-of-classroom education to the list of features
inspected by Ofsted would raise its status. In the context of
Ofsted's self-evaluation and spotlight inspection methods, this
would represent negligible additional cost, or could be funded
from within their existing £220 million budget.
October 2005
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