Conclusiones finales

The findings from comparing our randomly sampled schools and pre-schools in 2006 and 2014 indicate that all sectors appear now to be utilising outdoor settings more. School grounds, local areas and residential experiences all continue to play key roles in affording educational outdoor experience for Scottish children and young people. In all sectors – pre- school, primary and secondary – we have seen increases in provision overall, but there are shifts in the kinds of locations being used by different sectors.

The increase must be welcomed as a finding. The results indicate that there is now a positive direction of travel with respect to increasing provisions outdoors. But our interpretation is that that further increases in outdoor provisions are both achievable and recommendable.19 _{Overall, we can say for primary schools in Scotland, a further doubling of}

duration on average is entirely achievable if the mainstream is to match ‘more active outdoor’ schools we looked at in 2006. For secondary even greater increases are possible as is a rebalancing of location use. Pre-schools are now coming closer to the records we have for what we can regard as higher achievable norms.20 _{As in 2006, provision of}

education in outdoor places is not equitably provided to all pupils, nor is it evenly provided across establishments and sectors for various location or event types. Schools in areas of deprivation face particular challenges that need to be further understood and addressed. The range or differentiation in the duration of provision is still quite stark with some establishments offering little and others a lot of experience outdoors. One secondary school offered an average of less than one minute of (non-residential) outdoor learning per pupil per week (over the 8 weeks of the survey) whilst another offered just under 20 minutes per pupil per week. One primary offered nearly two hours (non-residentially) per pupil per week in the same period. There is also a range in location use. One secondary offered just over an hour per pupil per week through a very enhanced residential programme. Another school offered no residential experience over the period.

19 _{As this is a cross-sectional study – taking solely two snapshots in time in 2006 and 2014 – we gain}

the ability to compare random samples at those two moments in time. However, we cannot say exactly when and how the increase has come to pass. We do not know, for example if the increase has been uneven, sustained or recent, slow or sharply felt over the last eight years.

20 _{As noted earlier (see also footnote 1, p. i), in 2006, we collected additional data from a non-random}

sub-set of schools and pre-schools known for offering a more comprehensive curriculum outdoors. These ‘more active outdoor’ levels of provision help us understand that schools across the system still have considerable scope to increase provision beyond 2014 averages. Also, it is worth remembering that some schools and preschools were offering provisions considerably below the average for 2014.

5.2.1 Pre-schools

In pre-schools, the increase in provision was marked and will no doubt be a welcome and laudable finding among policy and practitioner bodies. Whilst some might not judge that there was any under-use of locations beyond pre-schools’ grounds, we note that going beyond the nursery campus was particularly engaging for this age range. Early years practitioners may need further support to find ways to both sustain and increase on-campus provisions and to begin more commonly to cross the campus threshold, beyond which there are many places in which younger children could play, learn and explore. Within pre-schools, the increase in provision duration is strong, however.

5.2.2 Primary Schools

In primary schools, whilst ‘beyond grounds’ provisions have decreased only slightly, the increased provisions of both residential and within grounds are marked. These increases are supported by a sector-wide and international concern to enhance provisions outdoors. With sustained partnership working, the future of outdoor primary education looks promising. Yet, there is still a way to go before this sector can claim a comprehensive and inclusive programme of outdoor learning in all schools for all pupils in all location types.

The possible under use of local areas is of note. Locally delivered outdoor teaching, such as events in parks, urban areas, woodland and nature areas, can be a low cost way of both enhancing and increasing provision. With sustained attention, continued support for schools and their communities, and partner agencies, we would expect local areas provision has scope for substantial growth. This may be a useful avenue for addressing the need for providing low-cost or no-cost outdoor experience for all.

An explanation of the substantial gains in outdoor teaching in grounds is easily provided. We note that primary teachers have been challenged and encouraged to employ school grounds for some 20 years or more and many have clearly begun to employ school grounds as a ‘first port of call’ to good effect. Yet, within individual schools and on average, there is still scope for further increases in grounds-based provision in our view.

Primaries are also increasing their uptake of residential experiences which pupils appear to value, enjoy and find particularly engaging but this will not easily be inclusively offered without financial supports.

5.2.3 Secondary Schools

In secondary schools, two changes were apparent. We noticed there has been a possible switch away from the use of school grounds and local areas, and increased use of residential experiences. Firstly, these may be connected or unconnected findings; if connected, the latter may be the result of a switch away from the former. A number of other rationales for explanation are possible. One likely reason is that secondary schools were in 2014 making a focused response to the new examination and assessment regimes during the period of the survey (with the commencement of National 4 and 5 assessments). Another rationale may be that secondary schools are beginning to value the residential experience more and attending less to campus-based and local experience. Reasons for this may be include a belief that residential experience brings curricular relevance and increases pupil engagement. Alternatively, residential experience may be seen as a ready solution to ensuring outdoor provision of some kind; going away residentially sidesteps the challenge of getting outdoors within the traditionally constrained timetable of many secondary schools and affords opportunity for teachers to work with facilitators from outside schools as event leaders. Of course, the expense incurred in residential experiences will preclude some schools particularly in areas of deprivation from offering this type of provision. That some

secondary schools are finding ways of providing more comprehensive outdoor curricula both residentially and beyond the grounds may warrant explaining and sharing. Lastly, there may be a perception of a lack of suitable places (grounds or local areas) in which to address the topics teachers desired. Further research will be of use in understanding the secondary school experience especially in more deprived areas.