Most adults will have treasured memories of splashing in muddy puddles and playing games in the local park. But today’s youngsters are leading far more enclosed lives. A recent study found that three-quarters of UK children spend less time outside than prison inmates.

This doesn’t just have a damaging impact on young people’s health – outdoor play increases fitness levels and raises levels of vitamin D, for example – there are also consequences for children’s educational development and wellbeing.

A growing body of evidence suggests that outdoor learning can boost children’s welfare and their performance at school. Research suggests that spending time interacting with nature can reduce stress among young people, and boost their creativity and problem-solving skills. A 2004 study indicated that students taking a part in an environment-based education programme reported increased levels of motivation.

How many opportunities do your junior children have for outdoor learning?

The DfE want leaders to take a “whole school strategic approach to the spiritual, cultural and moral development of pupils to make the world a better place”. School leaders, they say, should be thinking less about preparing pupils for exams and more about the “body of knowledge” young people will gain during their time at school.

How do you ensure that your curriculum is rich and exciting?

We will work with you to design a rich, broad and engaging curriculum that meets all your needs.

As a provider for children's learning it is vitally important to have a clear set of values and a firm vision of what makes great learning in your setting. This needs to be shared and agreed by all stakeholders as it will uderpin everything that you do in terms of provision, expectation, routine and processess.

We will work with you to build that vision within your team and help you to bring it to life!

If adults view energetic, action - orientated activity as immature and disruptive, and ask boys to conform to behaviours that they are not cognitively, physically or emotionally ready for what do you think will happen?

Ask yourself three simple questions:

1. what messages are we giving boys about their competence as learners?

2. To what extent do we value natural drive and physically?

3. Are we engaging all children by using their interests and ways of being as starting points for learning?

We can help you focus your strategic leadership on the wider aspects of learning, what constitutes good learning and what practitioners need to provide in order to let all children realise their full potential. 

A great morning with professionals from 60 schools across the UK sharing their vision and expertise. Looking forward to the next one!

Exciting day exploring all aspects of early learning including: 

Developing independence ,

Whole school engagement,

Parental involvement,

Effective provision for developing motor skills,

Transition to KS1.