Cover feature
found it difficult to regulate their behaviour in a classroom setting, so we went outside every day. Our local outdoor learning centre
THE SCHOOL
‘Learning beyond the classroom runs through everything we do’
Danielle Farrelly is deputy headteacher at Longford Park School in Coventry (232 pupils) Today a polar explorer is visiting our school to speak to Year 6. Last week, I took Year 1 and Year 2 on a trip to London, where we saw famous landmarks, and visited Westminster Abbey and the Tower of London. Next term, Year 2 will go to the beach to learn about the coastline. These experiences aren’t funded by well-off parents – our school is in one of the most deprived parts of
Coventry – but what we call ‘learning beyond the classroom’ runs through everything we do. I became deputy headteacher
when the school reopened after the Covid lockdowns. Many of our pupils speak English as an additional language, and a significant number are on the SEND and pupil premium registers. We also have a high number of transient families who move in and out of the city. Wellbeing had suffered when schools were closed, and more children
offered ideas for activities, and we worked with our local outdoor and education visit adviser on staff training and using our local area more effectively, but our approach felt disjointed. We wanted to map out a curriculum with learning outside the classroom at its heart. When our adviser suggested we join the Waterways, Wildlife and Wellbeing (WWW) project, we jumped at the chance. The WWW project, run by the
Council for Learning Outside the Classroom (CLOtC) and the Canal and River Trust, supported more than 500 schools in the West Midlands. We were one of 70 to receive CPD and mentoring from CLOtC and our local adviser Sarah, and hands-on environmental activities with the Canal and River Trust. I asked the staff to identify the barriers to taking lessons outside. They talked about not knowing what to do or how to manage pupil behaviour, dealing
Making progress When I began working with my local
school nearly 20 years ago, there was only one staff member who felt confident taking learning outside. She was the nursery and reception class teacher. Even she was relieved when I came on board. Initially, I’d teach lessons based on the classes’ learning objectives, and allow the teachers to observe. This helped them see how to incorporate outdoor learning into what they were already teaching. Now when I visit them, I find them involved in a range of outdoor activities, and I know the teachers have the confidence to lead these sessions. I’m a sounding board – I provide a few ideas and let them take the lead. The PTA has purchased a minibus and
agreed to cover the insurance and running costs – all the school has to pay for is the fuel. This has expanded the range of places the school can visit, creating countless new possibilities.
Bespoke trips Nature Days holds the LOtC Quality
The PTA has purchased a minibus and
agreed to cover the insurance and running costs – all the school has to pay for is the fuel
Badge, which shows we are assessed for safety, and quality teaching and fieldwork practices. This gives schools confidence that when they book our field trips, their pupils will receive a high level of engagement and learning. I create bespoke field trips for each school that align with their learning objectives to provide the best experience for pupils. In addition, it reduces
paperwork. When a school is filling out forms for the local
authority, they don’t need to deal with vast amounts of documentation. Having to send proof of a provider’s insurance, policies, expertise, DBS checks and other details can create an excessive burden for schools, which might discourage them from organising field trips at all.
Changing lives Here in Wales, we’ve recently
implemented a new curriculum with a less strict approach. I hope that with the upcoming review in England, the government will take even bolder steps to ensure learning beyond the classroom is a requirement. The number of students with special educational needs is expected to rise, and many children struggle in a traditional classroom setting. These changes are needed now for the pupils of the future. It can change lives.
naturedays.co.uk
School Fundraising SUMMER 2025 17
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60
