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Brilliant Residentials - Communication Launch slides - 6 September 2016
Learning Away, initiated by the Paul Hamlyn Foundation, emphasizes the benefits of residential learning experiences in schools, backed by extensive research across 60 schools. The document highlights improvements in student attainment, engagement, and relationships stemming from these experiences, advocating for inclusive and well-planned residentials integrated with school curricula. Recommendations for schools and residential providers are provided to enhance the quality and accessibility of such programs, ultimately aiming for a wider participation in transformative learning opportunities.
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Brilliant Residentials - Communication Launch slides - 6 September 2016
- 1. Learning Away wasfounded and initially developed by Paul Hamlyn Foundation
- 2. Welcome Joe Lynch Learning AwayConsortium Chair Learning Away was founded and initially developed by Paul Hamlyn Foundation
- 5. Learning Away Findings ElaineSkates Chief Executive, Council for Learning Outside the Classroom
- 6. “I never wantto go home! I feel so alive here.” Year 4 pupil, Kidbrooke Park Primary School
- 7. Compelling research 5 years 60schools 13 partnerships Over 12, 500 pre and post surveys with students, parents and staff Over 100 focus groups
- 8. Impactsand Benefits • Strongevidence about numerous positive impacts of residentials. Showing that Learning Away residentials improve students’… • Attainment • Engagement • Relationships • Resilience and Self Confidence
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- 10. Attainment CaseStudy “Student Awas in the middle of her maths test when she literally shouted out, 'I know how to do this! You should have all gone to Carroty Wood - Mr W taught me how to do this!'” Maths teacher, Canterbury Academy “I didn't come to school for about a year because it was boring and I didn't like it. I've started coming back.” Student A, Canterbury Academy
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- 12. Engagementwith learning “Before goingon the trip I hated school, but now I just love it. I love to learn about maths, literacy and science.” Primary Student Focus Group
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- 14. Relationships “One thing thatalways hits me is that when you come back from a residential, the kids that have been on that residential, how respectful they are to you… they’ll always remember it for the whole year.” Secondary school teacher
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- 18. Residentials bring The overnightstay & an intensity of experience A new context for relationships Different & varied opportunities to experience success New ways of learning Short & medium term Enhanced relationships Improved engagement Confidence in learning New & developing skills & understanding Longer term Improved … Achievement, progress & attainment Knowledge, Skills & U Relationships Engagement, behaviour & attendance More successful transitions Theory ofChange
- 19. What makesbrilliantresidentialsbrilliant? • FullyIntegrated with the school curriculum and ethos • Designed and led by teachers and, where appropriate, students • Inclusive and affordable for all students • Deliberately and collaboratively planned to meet students’ specific learning needs, and to embed and reinforce learning back in school • Part of a progressive programme of experiences • Designed to include a wide range of new and memorable experiences • Designed to allow space for students to develop collaborative relationships with both peers and staff • Evaluated rigorously • Supported by senior leadership and school governors
- 20. Recommendationsfor schools 1. Providea range of inclusive and integrated residentials 2. Work closely with residential providers 3. Plan for the value of informal social time 4. Plan for evaluation to confirm value 5. Support healthy risk taking
- 21. Recommendationsfor schools 6. Providestaffing, CPD and support structures to encourage pedagogy 7. Look for wider school community and volunteers 8. Partnership with other schools 9. Inclusive lower-cost residentials or use of pupil premium 10. Support students through key transitions points
- 22. Recommendationsfor providers 1. Drawon the finding of Learning Away to inform your offer and approach to working with schools 2. Publicise the benefits of residential experiences 3. Direct schools and policy makers to our research evidence 4. Publicise the unique nature of the overnight stay and the opportunities this offers for learning 5. Promote curriculum integration - residentials should be entitlement not an enrichment
- 23. Recommendationsfor providers 5. Workcollaboratively with teachers and students 6. Support schools to use informal social time 7. Evaluate the impact of your residentials rigorously 8. Support lower-cost residential models e.g. Camping, shorter residentials, teacher-led activities 9. Draw schools attention to the use of pupil premium
- 25. “Hethought forests onlyexisting instory books.”
- 26. “Learning Away makesit abundantly clear that in education residentials are, almost without exception, the gift that keeps on giving.” Professor David Hopkins, Professor Emeritus at the Institute of Education, Executive Director of Adventure Learning Schools - The gift which keepson giving
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- 28. Brilliant Residentials Campaign KimSomerville Learning Away Campaign Coordinator
- 29. The Vision Wewant more children and young people to enjoy Brilliant Residentials
- 30. Vision We want moreyoung people taking part in residentials We want improved quality of residential provision in line with the principles of Brilliant Residentials
- 31. CampaignStrategy & PlanLaunch…. 26 September 2016!
- 32. Aims ofthe Campaign •Influence the practice of: • Schools (Non-adopters, adopters, champions) • Residential providers • Initial Teacher Training providers • Policy makers • Parents • Youth groups / organisations • Raise awareness that residentials do not need to be expensive … they must be affordable and inclusive to be brilliant.
- 33. Audiences& Objectives Schools –Non adopters Awareness; belief; trial Schools - Adopters Enhance quality; offer more; fully integrate in curriculum Schools – High-Quality Enhance; champion Residential Providers Promote Brilliant Residentials; Review practices ITT Providers Drive awareness; Embed the principles Policy Makers Persuade to include in educational policy
- 34. CampaignMessaging Residentials are brilliant. Schooltrips with an overnight stay can be life changing experiences for children. Backed by extensive research Learning Away have created a toolkit and range of free resources to help schools and providers develop Brilliant Residentials of their own, which will lead to improved ….
- 35. CampaignMessaging Resilience Achievement Relationships Engagement …. and brighter,brilliant futures for young people.
- 36. Developinga brand Must … •Relate to Learning Away • Be contemporary and relevant • Not be an endorsement • Be a symbol of support and pride • Drive awareness to change behaviour • Provide a call to action
- 39. CampaignTools Earned The audience and influencersspread the message Paid We pay to attract Owned We own and control the message
- 41. Website • Content refresh •Toolkit development • New case studies that showcase high quality residentials • Reciprocal links • Regular blog with guest bloggers • Development of a web part to pledge support for Brilliant Residentials
- 42. SocialMedia • Add toTwitter and Vimeo social media presence? • Create seasonal (4/per year) social media campaigns • Global Outdoor Classroom Day - Thursday 6th October • Create a listening social media plan • Launch a video which inspires the audience to create Brilliant Residentials.
- 43. Publications &Print • Visualidentity & guidelines • Creation of events and exhibition material • Material for providers and schools to use and insert their own logo: pull-up banners; leaflets and presentation slides. • E-newsletters • Renowned faces in arts, heritage and outdoor education pledging their support for Brilliant Residentials
- 44. Events • Share atoolkit of campaign material within the sector … more of today? • Education and learning outside the classroom events and conferences • Deliver workshops and training to schools and residential providers to share Brilliant Residentials guidance • Create and attend other virtual seminars / sharing / Q&A sessions
- 45. PR and Media •Comment pieces on topical news stories • Develop links to foster regular columns / articles / features in education press and media • Sponsor a Brilliant Residential award(s) • Respond to relevant consultations to argue the value and impact of good quality residentials • Encourage organisations that accredit residentials learning experiences to adopt Brilliant Residential characteristics in their guidance
- 48. Measuring Our Success •More - baseline and future tracking via the Evolve educational visit approval system, used by 127 Local Authorities nationally • Higher quality - With the support of LMKco. and the Outdoor Education Advisers Panel (OEAP) an online survey will be sent to schools post residentials gauging to what extent a residential was ‘Brilliant’
- 49. What now? • Spreadthe Brilliant Residentials message • Review your practices to ensure the characteristics of Brilliant Residentials are offered • Become a Champion • Pledge your support for Brilliant Residentials online • Displaying the Brilliant Residentials logo on your material • Provide case studies for the Learning Away website • Sharing news and photographs of your residentials online #brilliantresidentials • Speaking about your experiences at workshops and conferences to encourage other schools and providers to offer more and higher quality residentials
- 50. Digital Pack 1. About 2.Campaign Plan 3. Brand Guidelines 4. Logos 5. Marketing Material 6. Supporting Text 7. Tweet Sheet 8. BBC Breakfast video 9. Presentation 10. Contact
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- 53. Action 4 Youth DaveHollingham Learning Away was founded and initially developed by Paul Hamlyn Foundation
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- 56. Raising GCSE attainmentthrough outdoor residential experiences 85% went on to gain a C grade or higher longrigg@action4youth.org
- 57. High Quality OutdoorLearning Improve customers Evaluate & Improve courses longrigg@action4youth.org
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- 59. Inspiring Learning Matt Healey LearningAway was founded and initially developed by Paul Hamlyn Foundation
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- 70. Surrey Outdoor Learning andDevelopment (SOLD) Sarah Crow Learning Away was founded and initially developed by Paul Hamlyn Foundation
- 71. The Scout Association ColetteMorgan Learning Away was founded and initially developed by Paul Hamlyn Foundation
- 72. Learning Away wasfounded and initially developed by Paul Hamlyn Foundation Video–click!
- 73. DelegateDiscussion 1. How can/ will you share the #BrilliantResidentials messages? 2. What do you need from Learning Away to help you to this? 3. How are you / can you ensure the characteristics of Brilliant Residentials are offered to schools? 4. What might you need in a toolkit to help you with this? 30 minutes discussion – 3 minutes feedback
- 74. Thank you Joe Lynch LearningAway Consortium Chair Learning Away was founded and initially developed by Paul Hamlyn Foundation
Editor's Notes
- #7 http://learningaway.org.uk/case-studies/residential-transformed-pupils-relationships-peers/
- #11 http://learningaway.org.uk/case-studies/19-months-students-journey-gcse-attainment-residential/
- #14 Realtionships Learning Away schools saw a boost in relationships between staff and students, and between groups of students, both during and after their residentials. Spending extended time together in a variety of contexts is a key factor. Residentials provide opportunities to break down existing barriers and hierarchies – for example, students and staff often spend informal time together; students take on leadership roles. Students and teachers take part in different challenges and activities than cannot take place in school. A significant number will be new to everyone, and the teacher is not automatically the expert: residentials are a leveller. Students see different qualities in each other, which impacts on their interpersonal relationships both on residential and back at school; existing power relationships are changed. Students learn specific social skills that help them make and maintain strong relationships with peers and adults. Staff-student relationships Brilliant residentials are improving relationships between teachers and young people. Many Learning Away schools report that their residentials give staff and students time to understand each other better, and that these improvements transfer back into the classroom.
- #18 17
- #25 The Learning Away website www.learningaway.org.uk now hosts over 100 good practice case studies, alongside material to help ‘make the case’ for residential experiences to school leaders, governors, parents and Ofsted. This includes a series of practical resources for teachers and visit leaders, including planning information, activity ideas, downloadable templates, presentations and films.
- #28 Questions? Hand over to Kim
- #47 https://vimeo.com/175557232