Policy Statement
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Policy Statement
At Broadstone Hall Primary School, we value outdoor learning because it allows learning to become
fun and memorable. The opportunity to play outside throughout the year, in all different kinds of
weather, is as important as playing inside. Nearly everything that is provided inside can be provided
outside and some of the best learning can only happen outside. For many children, the learning that
happens outdoors is the most important. It is every child's entitlement. “The best classroom and the
richest cupboard is roofed only by the sky" Margaret McMillan.
At Broadstone Hall Primary School, we believe that well organised and supervised, "risky
freedom" helps all children to find out about themselves and their capabilities. It helps develop selfconfidence, independence and lays the foundations for a healthier life. We are aware that there can
be risks associated with outdoor learning experiences; however it is important that children
recognise risks and how to manage them and this is a part of their growing up. It also helps them to
develop new skills. As teachers we are aware that a balance is needed between risk and fun. This
policy seeks to minimise the risk and maximise the fun.
2. Aims of the School
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To raise the profile of outdoor learning.
To encourage close links with parents and the school in celebrating our outdoor space
and the rich learning that can take place within it.
To empower pupils to take ownership of their learning, allowing their minds and bodies
to thrive.
To provide a safe and secure environment that they can take risks in.
To encourage pupils to care for their environment.
3. Teaching & Learning/ Curriculum
Possibilities for outdoor learning will be considered throughout our planning, using it as a context
and a natural resource for learning.
We will:
 Ensure that the outdoor space harnesses the special nature of the outdoors, to offer
children what the indoors cannot. (This should be the focus for outdoor provision,
complementing and extending provision indoors).
 Ensure that our outdoor area and resources within it are flexible and versatile, where
children can choose, create, change and be in charge of their play environment, support
inclusion and meet the needs of individuals, offering a diverse range of play-based
experiences.
 Enable children to access the school gardens and grounds on a regular basis.
 In the early years, children should access the outside area as much as possible, throughout
the seasons.
At Broadstone Hall Primary we believe this provision,
 Should extend to pupils in all year groups.
 Ensure that children enjoy energetic activity outdoors and the feeling of wellbeing that it
brings, including opportunities to develop their large motor skills.
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Observe, assess and record outdoor learning, ensuring that there is adequate provision for
children to extend their learning.
Plan for outdoor learning with the children to offer experiences which have meaning to them
and which are led by the child.
Enable children to work both individually and co-operatively outside.
Enable children to appreciate the beauty of nature; encouraging children to use a variety of
natural resources.
Give children the opportunity to find a quiet space to relax.
Encourage children to enjoy and have fun outdoors in many contexts.
Work together (children, staff, parents, community) to create a better environment for all.
Organise and/or provide necessary resources (e.g. Wellington boots, raincoats).
Develop a set of rules through discussion with children.
Enable children to use resources safely and to manage and use the space and freedom
responsibly.
Help children to take responsibility and care for the outside environment and resources
within it.
Encourage children to respect their environment and to care for living things.
Outdoor Learning is a broad term that includes: outdoor play [learning through play], school
grounds projects, environmental education, recreational and adventure activities, personal and
social development ... and more.
Outdoor Learning does not have a clearly defined boundary but it does have a common core...
 It can provide a dramatic contrast to the indoor classroom. Direct experience outdoors is
more motivating and has more impact and credibility. The results from outdoor learning can
be instantaneous as well as active and therefore impact on behaviour as well as tapping into
the learning styles of the more kinaesthetic learner.
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Through skilled teaching, interpretation or facilitation, outdoor experiences readily become
a stimulating source of fascination, personal growth and can lead to breakthroughs in
learning.
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Active learning readily develops the learning skills of enquiry, experiment, feedback,
reflection, review, communication, problem solving, an enterprising attitude and
cooperative learning – to name only some of the benefits.
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Outdoor Learning can help to bring many school subjects alive as they focus on real results
and consequences. For that reason the outdoors can have an impact on areas of the
curriculum as diverse as imaginative writing and moral education [personal search].
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Outdoor learning also provides experiential opportunities allowing pupils to respond
positively to opportunities, challenges and responsibilities, to manage risk and to cope with
change. There is strong evidence that good quality learning outside the classroom adds
much value to classroom learning. It can lead to a deeper understanding of the concepts
that span traditional subject boundaries and which are frequently difficult to teach
effectively using classroom methods alone. Quality learning experiences in ‘real’ situations
have the capacity to raise achievement across a range of subjects and to develop better
personal and social skills. When these experiences are well planned, safely managed and
personalised to meet the needs of every child they can,
Improve academic achievement.
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Provide a bridge to higher order learning.
Develop skills and independence in a widening range of environments.
Make learning more engaging and relevant to young people.
Develop active citizens and stewards of the environment.
Nurture creativity.
Provide opportunities for informal learning through play.
Reduce behaviour problems and improve attendance.
Stimulate, inspire and improve motivation.
Develop the ability to deal with uncertainty.
Provide challenge and the opportunity to take acceptable levels of risk.
Improve young people’s attitudes
How does this fit with key
Weather is often cited as a restrictive factor. Currently the school takes an assertive stance
towards encouraging the children to be more resilient about weather conditions to ensure
outdoor learning is a key feature of the day. The development of outdoor learning areas is a
priority for the school.
Playground improvements need to be continually on the agenda – including access to
playground games. Resources will also be purchased from time to time to support a range of
activities.
Time is often cited as another constraining factor – but the we advocate firmly that the pace
of learning can be enhanced by using the outdoors and that children who may find the
classroom too constraining will perform and behave better outdoors, reducing the time
spent on explanation and behaviour management. It should also be noted that there is clear
evidence that boys in particular, are more active in their learning in an environment where
there is natural light.
We believe that outdoor learning should take place:
 In the school grounds
 In the local environment
 In places further afield
 During residential visits to Robin Hood
4. Cross-curricular links
Take learning outside the classroom and embrace the great outdoors. The ‘outdoor classroom’ has
always been central to the Early Years philosophy, given that it provides such rich contexts for
practical problem solving, negotiation and language development. Unfortunately, as children get
older and the curriculum becomes more formal, that sense of playfulness and discovery is lost.
Perhaps it’s time we ventured outside where there are fewer restrictions on space and on the type
of teaching materials at our disposal. Moreover, in the current climate of environmental concern,
outdoor learning provides a useful platform for raising awareness of the issues of sustainability, and
if nothing else, your kinesthetic learners will thank you for it!
Links in all areas of the curriculum and a pupil’s well-being can be made and established using the
Outdoors. PSHE can be embedded throughout using the Outdoors and this is where impact on
learning can be greater for pupils.
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5. Inclusion/ Differentiation
Outdoor Learning provides opportunities for all pupils to access learning with greater depth.
Sometimes taking the pressures of the classroom the pupils can accelerate their learning and take
ownership through the outdoors.
6. Equal Opportunities
It is our firm belief at Broadstone Hall Primary that all pupils should be able to have equal access to
educational activities, in all areas of the curriculum. This then helps children to develop a sense of
worth and the valuable place they hold in society.
7. Resources
We are exceptionally fortunate to have extensive grounds which offer excellent opportunities for
both formal and informal learning and play. The garden, outdoor learning classroom, woodland
walk, grassland, hedgerows-corridor all tie in well with the school’s Eco school programme. Our
efforts to have biodiversity and sustainability as an integrated theme throughout our curriculum is
evident in all aspects of the life and work of the school, in exactly the same way a healthy life style
permeates our school policies. The local environment too harbours a wealth of opportunities within
relatively accessible distance. Learners can develop their skills to explore this local environment.
PLANNING AND ORGANISATION OF ACTIVITIES
Teachers must ensure that planning for outdoor play is integral and included in each year group’s
medium and short term planning.
MANAGING EQUIPMENT AND SAFETY
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All fixed play apparatus and equipment has been installed subject to the manufacturer's
instructions. (Creative Activity) play equipment and playground areas are frequently
assessed for condition and safety by the Buildings Supervisor. Should there be damage to or
concerns surrounding the safety of, any playground equipment, these will either be
addressed immediately or the equipment will be taken out of use until the matter is
resolved. Apparatus is only used by children of the appropriate age, skill, and physical
abilities.
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It is understood by all staff that they have the ultimate responsibility of ensuring that the
outside play area is safe. Any concerns need to be reported to the Principal and the Buildings
Supervisor.
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Some equipment is stored in the red metal container and is only taken out when it is to be
used. It is put away safely when not in use.
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Sun Protection ‐ all children must wear hats during the hot weather. We expect our parents
to apply sun cream to their children before coming to school.
8. ROLE OF THE CO‐ORDINATOR
The role of the outdoor learning co‐ordinator is:
To co‐ordinate the outdoor learning areas in the school, in particular overseeing the continued
development of it. This involves making the area aesthetically pleasing and stimulating for the
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children with suitable equipment/resources and activities. To monitor the outdoor learning
experiences of all Year groups, ensuring teachers are planning outdoor experiences for children in
their short term and medium term planning.
• To provide information for the school development plan.
• To support staff and inform them of any outdoor learning experiences that may be relevant for or
will provide a rich learning experience for their year group.
9. Assessment
Teachers are constantly assessing during learning outdoors when they are using the information
from the evidence of pupils learning to provide descriptive feedback to pupils and to develop
meaningful learning tasks to help move pupils achievement to a higher level. Teachers use a
variety of assessment strategies to elicit information about pupils learning. These strategies
should be triangulated to include observation, pupil-teacher conversations, and pupil products.
Teachers then use the information gathered to adjust instruction, create further, deeper
thinking and provide feedback.
10. Monitoring & Review
Outdoor learning activities/experiences will be found in teachers’ short and medium term planning.
Evidence of learning is provided from children’s work and a record of photographs kept by the class
teacher.
Assessment of the pupil’s learning will be valued equally indoors and outdoors and should be part of
the same process. Subject leaders will be responsible for monitoring their subject area outdoor.
Policy written 1/4/2016
Governor signed off
Review date
by: LH
19/4/2016
April 2017
by: NC
version 1.0
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