Memorandum submitted by The Royal Society
for the Protection of Birds (RSPB)
SUMMARY
— The RSPB believes that all children
should be entitled to experience quality learning in the natural
environment as an integral component of their childhood.
— 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 RSPB believes that a key area
in overcoming these barriers is Government action in monitoring
and evaluating out-of-classroom learning.
— The RSPB welcomes the reference made
to out-of-classroom learning as an enrichment activity in the
current Ofsted Schools Self-Evaluation Forms, and eagerly awaits
the forthcoming Ofsted Report on Learning Outside the Classroom.
— The RSPB also believes that the evaluation
and reporting of the quality and quantity of outdoor learning
should be made a mandatory element of inspection for both schools
and providers of initial teacher training.
INTRODUCTION
1. Paragraph 65 of Ofsted's Annual Report 2004-05
stated: "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 RSPB believes that all children should
be entitled to experience quality outdoor learning in the natural
environment as an integral component of their school career. A
key step in ensuring this full inclusion is the monitoring and
evaluating out-of-classroom learning by Ofsted (both within schools,
and as a component of initial teacher training).
The benefits of out-of-classroom learning
3. Out-of-classroom learning broadens children's
outlook, improves their motivation and personal skills, positively
impacts on their health and emotional wellbeing, and creates a
sense of place, nature, culture and history. It is the foundation
for a full life, to which every child should have access.
4. It also provides inspirational learning experiences,
which teachers can use as a springboard for wider curriculum-based
work. The Qualifications and Curriculum Authority (QCA) has recently
recognised this by including Learning Outside the Classroom as
a Curriculum Component in their latest "Big Picture of the
Curriculum" (April to June 2008).
The barriers to out-of-classroom learning
5. The RSPB identified barriers preventing children
from experiencing out-of-classroom learning. 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.
6. These barriers were subsequently endorsed
by the Education and Skills Committee in their Education Outside
the Classroom Report (February 2005), and were recently echoed
in Ofsted's own Geography in Schools Report (January 2008).
The role of government in removing the barriers
7. By addressing these issues, the Government
would not only deliver on learning outside the classroom, but
also contribute to other priorities such as health, wellbeing,
active citizenship and social inclusion.
8. 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".
9. On 28 November 2006, Alan Johnson MP, then
Secretary of State for Education and Skills, launched the Manifesto
for Learning Outside the Classroom, and stated "that every
young person should experience the world beyond the classroom
as an essential part of learning and personal development, therefore
learning outside the classroom should be at the heart of every
school's curriculum and ethos".
10. There are a number of key areas for the
Government to address in meeting these commitments:
(i) Providing the necessary leadership and
direction.
(ii) Financially supporting high quality
out-of-classroom educational experiences.
(iii) Equipping all teachers with the necessary
knowledge and skills.
(iv) Managing risk to protect the health and
safety of children and teachers.
(v) Monitoring and evaluating out-of-classroom
learning.
11. The RSPB believes that the Government has
only made very limited progress in supporting the delivery of
the Manifesto's vision. Contracts funded by the Department for
Children, Schools and Families (DCSF) to develop continual professional
development modules for teachers (although excluding trainee teachers),
and to update and reissue health and safety guidance, are still
in progress 18 months after the Manifesto's launch.
12. Despite the fact that the DCSF has not developed
training modules for trainee teachers, since September 2007 the
Training and Development Agency for Schools (TDA) has required
Newly Qualified Teachers (NQTs) to demonstrate that they are able
to "identify opportunities for learners to learn in out-of-school
contexts" in order to achieve Qualified Teacher Status (QTS)
Standard Q30.
THE ROLE
OF OFSTED
13. Ofsted obviously plays a key role in delivering
the final target for Government (relating to monitoring and evaluating
out-of-classroom learning). They have also 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".
14. This has been reflected in the current version
of the Self-Evaluation Form (SEF) for schools, which forms a core
element of Ofsted's inspections. Under Question 5b schools have
the option to include out-of-classroom learning as an example
of enrichment activities contributing to learner's enjoyment and
achievement. This is supported with specific guidance to inspectors
in Ofsted's "Inspection Matters" (issue 12 January 2007).
The RSPB welcomes these as significant first steps.
15. Ofsted are also in the process of finalising
a dedicated report into Learning Outside the Classroom. This is
due to be launched shortly, and the RSPB is hopeful that it will
add further evidence and legitimacy to the case for providing
an entitlement for all young people to out-of-classroom learning
in the natural environment.
16. The RSPB believes that out-of-classroom
learning should be recognised by Ofsted as more than just an "enrichment
activity", and rather as a critical component in the provision
of quality learning. The evaluation and reporting of the quality
and quantity of outdoor learning should be made a mandatory element
of inspection for both schools and providers of initial teacher
training. This should be undertaken by adding out-of-classroom
learning as a distinct and compulsory feature of SEFs at the next
possible opportunity (for both schools and also initial teacher
training colleges), and by offering guidance on the types of evidence
that should be provided in evaluating this learning. This would
serve to raise its status and reflect the importance already acknowledged
by the QCA and TDA, support trainee teachers in attaining Qualified
Teacher Status, and provide vital information on the quality and
inclusivity of provision and learning.
May 2008
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