SRE0223
Written evidence from The English Outdoor Council
Introduction
1. The English Outdoor Council (EOC) is the umbrella body for organisations involved in the provision of outdoor education, recreation and development training. It brings together a wide-ranging membership to promote the benefits of outdoor experiences for young people.
2. The EOC supports the idea that the education system should equip young people with the skills for life and that PSHE should be an integral part of a young person’s learning both within and beyond the curriculum.
3. Outdoor learning and adventurous activities have a long history of supporting the development of ‘life skills’ by providing young people with real life challenges that encourage team working, problem solving, effective communication in a range of contexts and the opportunity to review and reflect on their actions. Through programmes such as The Duke of Edinburgh’s Award scheme young people are taught to effectively manage risk and work independently. Exposure to new and exciting outdoor activities, many of which are easily accessible, will encourage and support positive choices regarding physical activity and exercise. As such, much of core work in the outdoors very much supports the outcomes of PSHE and the PSHE Association’s own programmes of study.
4. There is strong evidence that outdoor learning and adventurous activities make a positive contribution towards personal development and the EOC would like to extend its support in helping to raise the profile of ‘life skills’ and PSHE in schools through the outdoors.
5. We feel that there is insufficient accountability to ensure that schools focus on PSHE and as a result PSHE should become a statutory element of the curriculum.
Context
6. We have focused our response on the need to ensure that PSHE must become an integral part of the National Curriculum. Much of the work we do, in the outdoors, already directly supports many of the aims and objectives of PSHE in schools and prepares young people for the world beyond school. Over the years the ‘outdoors’ has been recognised as a valuable tool in developing ‘personal confidence’; ‘self awareness and social skills’; ‘healthy active lifestyles’ and ‘extending key skills of communication, problem solving, leadership and teamwork’ as identified in High Quality Outdoor Education, 2007 (1).
7. Further support for the benefits of outdoor learning were highlighted in the Children, Schools and Families Committee report in 2010 (2), which stated that it:
‘..noted the benefits of learning outside the classroom in terms of supporting pupils’ academic attainment and their development of ‘soft’ skills and social skills, especially for ‘hard to reach’ children and young people.’
8. In 2004, Ofsted (3) stated that ‘Outdoor education gives depth to the curriculum and makes an important contribution to students’ physical, personal and social education’. A view repeated by Ofsted in 2008 (4) in ‘that first-hand experiences of learning outside the classroom can help to make subjects more vivid and interesting for pupils and enhance their understanding. It can also contribute significantly to pupils’ personal, social and emotional development’, further supported in ‘Engaging and Learning with the Outdoors’, 2005, J.Dillon et al (5).
9. In it’s report ‘Not yet good enough: personal, social, health and economic education in schools’, (6) Ofsted noted that while the development of personal and social skills through PSHE education-related activities (including residential trips) was good or outstanding in 42 of the 50 schools it visited, schools didn't monitor and analyse the take-up of extra-curricular activities. One of Ofsted's own recommendations in that report was to "implement systems to effectively track pupils’ progress in PSHE education and monitor pupils’ engagement in extra-curricular activities that develop their personal and social skills". We would endorse this and recommend that the Committee:
a) also endorse Ofsted’s recommendation
and
b) ask Ofsted if they have done this.
10. In terms of accountability, we feel that the only way that schools can really be held to account is by making PSHE a statutory element of the curriculum. Outdoor and Adventurous Activities are already embedded within the PE curriculum, however, we would also like to have outdoor learning included within the broader inspection framework and curriculum as recommended by the Children, Schools and Families Committee in 2010 (2).
11. In Gutman and Schoon’s review (7) on ‘The Impact of non-cognitive skills on outcomes for young people’ it recognised the impact that both outdoor challenging activities and social and emotional learning programmes can have on non-cognitive skills and in underpinning academic outcomes. It was pleasing to see both elements of skill development together in one report and further highlights the synergy between our two disciplines.
12. Many activities undertaken as part of both formal and informal learning in the ‘outdoors’ support the development of personal, learning and thinking skills. In particular they contribute to team working, which is often a key characteristic of many outdoor programmes. Developing skills as an independent enquirer is characteristic of many fieldwork programmes, and access to ‘hands on’ real world learning provides an excellent springboard to employment. Much of our work in the outdoors provides progressive experiences for young people that allow them to develop independence and greater well-being. This is exemplified through The Duke of Edinburgh’s Award or school groups organising their own expeditions at home or abroad. In order to do this young people have to be both strong ‘self-managers’ and ‘effective participators’, as defined in the Qualifications and Curriculum Development Agency (QCDA) ‘Framework of personal, learning and thinking skills’. Working together to overcome challenges and solve problems encourages ‘creative thinking’, an element of many outdoor activities. Being in new settings, such as on a residential experience, and working in new contexts also provides an environment conducive to reflection and review, as well as developing interactional skills essential in positive and lasting relationships. We recognise and support these as some of the key skills for life that underpin much that is intended within the PSHE Association’s Programmes of Study.
Evidence and Support
13. In our recent paper ‘Meeting the Challenge: Outdoor and Residential Learning experiences for all’, 2013 (8), attached, we identified 8 key elements that highlighted the value and benefit of learning outside the classroom and outdoor activities. Four of the more relevant elements are discussed below.
14. Outdoor learning contributions to supporting PSHE within the curriculum - Outdoor Learning can support PSHE in effectively delivering a broad-based curriculum equipping young people with valuable life skills and experiences, ensuring they:
- have a sense of self-worth and personal identity,
- relate well to others and form good relationships,
- are self-aware and deal with their emotions,
- become increasingly independent, are able to take the initiative and organise themselves,
- make healthy lifestyle choices,
- are physically competent and confident,
- take managed risks and stay safe,
- are willing to try new things and make the most of opportunities,
- are open to the excitement and inspiration offered by the natural world …
15. These are exactly the range of outcomes that outdoor learning delivers so well. A meta-analysis of 96 studies (9) shows that there are significant improvements in independence, confidence, self-efficacy, self-understanding, assertiveness, internal focus of control and decision-making as a result of outdoor adventure programmes. This work, supported by John Hattie, has been further developed by him and in a recent presentation to the New Zealand Treasury identified Outdoor/Adventure interventions as one of the ‘must have’ influences on pupil progress (10). This is further supported by Rickinson, M et al, 2004 (11), who found that ‘there is substantial research evidence to suggest that outdoor adventure programmes can impact positively on young people’s attitude beliefs and self-perceptions’ and their ‘interpersonal and social skills.’
16. Through effective integration within a school curriculum PSHE and our work in delivering outdoor learning experiences would have a far greater impact and better prepare young people for the challenges they will face beyond the school setting.
17. Access to the Outdoors and outdoor activity helps to address health problems and enhances wellbeing – Being in the outdoors and outdoor activities not only contribute to improved physical outcomes but are recognised as having a significant impact in terms of wellbeing.
18. Within the “Be Active, Be Healthy” report (12) it recognised the importance of the outdoors:
“Natural environments offer important settings for health-enhancing physical activity.” “Contact with nature has been shown to improve people’s physical and mental health.”
19. While in “Start Active, Stay Active” the Chief Medical Officers stated that:
“Activity also provides benefits for well-being, for example improved mood, a sense of achievement, relaxation or release from daily stress.”
20. There is an increasing emphasis on wellbeing as a key indicator of societal progress (13). The New Economics Foundation emphasises five actions to enhance wellbeing – connect with others, be active, take notice of what is around you, keep learning and give to others (14). Outdoor activity is a superb way of enhancing wellbeing in this way.
21. DEFRA’s review of evidence (15) made the point that:
"The natural environment provides physical, mental and social wellbeing benefits. There are synergistic effects between these benefits."
22. A recent literature review on children in the outdoors (16) states:
"It is generally reported that being outdoors contributes to higher levels of wellbeing bringing physiological benefits such as stress reduction.”
23. The Countryside Recreation Network (17) finds that:
"There is substantial evidence that links the natural environment with good physical health and psychological wellbeing."
24. In his report ‘Natural Childhood’ (18), Stephen Moss, makes a clear case for the health and well-being benefits of access to the outdoors and quotes Dr William Bird, a medical adviser to Natural England and RSPB as saying:
‘The outdoors can be seen as a great outpatient department whose therapeutic value is yet to be fully realised’.
25. The current ‘Britain on Foot’ campaign has highlighted strong evidence for the health benefits of being more active outdoors:
http://britainonfoot.co.uk/content/health-benefits
26. We would argue that the importance of healthy lifestyles should be actively promoted in the school setting, the evidence of impact is clearly highlighted above. It is already a part of the PE curriculum but would be greatly enhanced if also delivered as part of a statutory PSHE curriculum, incorporating the approach taken by the Healthy Schools programme.
27. In terms of exercise the outdoors offers a range of non-traditional and non-competitive activities that will appeal to many and at a low cost, such as walking, that school leavers tend to keep up well into adulthood. The importance of the therapeutic benefits of being in the outdoors is also clear and further highlighted by Gutman and Schoon’s (7) review alongside SEAL programmes.
29. Out-of-school activities help to reduce disengagement, anti-social behaviour and crime – Outdoor activities have been recognised as a powerful means of engaging young people in more positive activities.
30. A recent DEMOS report (19) shows how serious the problems of disengagement in our schools is and considers that
"there is a good deal of research linking participation in out-of-school activities characterised by high quality adult-child relationships with better outcomes."
31. A New Philanthropy Capital report (20) highlights the success of outdoor activity in helping to re-engage the one in ten 16 to 18 year olds who are not in education, employment or training (NEETs).
“Sport, outdoor activities and creative activities such as dance, can all be used as a ‘hook’ to motivate young people to participate. As many young people have had a bad experience of formal education, alternatives need to be different.”
32. A DCSF report on attitudinal barriers to engaging young people in positive activities (21) reports the views of young people themselves:
“Sports and outdoor activities, in particular, were seen as the most fun and helpful in developing confidence.”
33. A more recent study ‘Sportworks.’, 2013 (22) sponsored by Sported., found that sport for development work had a positive influence on:
Some of the programmes included the use of non-traditional sports such as bouldering, climbing and canoeing and all involved an element of physical activity.
34. There is strong evidence that, when planned and prepared well, the use of physical activities and the outdoors can act as effective catalysts for change in the attitudes and behaviours of young people. This work is most effective when there are clear links to PSHE and ‘skills for life’, which help set the context for this work and enable links to be made across, throughout and beyond the school curriculum.
35. Outdoor education helps young people to manage risk and encourages them to welcome challenge - There is a growing groundswell of media and public opinion that recognises that risk is an inescapable aspect of life and that, instead of wrapping our children in cotton wool, we should help them to take greater responsibility for managing their own safety. The Risk and Regulation Advisory Council has published a very positive report (23), which deplores disproportionate responses to risk and regulatory creep. We endorse the Council’s efforts to signpost the way to achieving a consistently balanced societal response to risk.
36. Within our own sector, we have published guidance to teachers (24), which encourages them to take a reasonable and proportionate approach to safety and reassures them that a degree of risk, properly managed, is positively desirable in helping young people to learn to manage their own safety. A risk-averse approach is discouraged. Instead, readers are encouraged to balance the risks and the benefits from an activity.
37. Unnecessary risk aversion is an insidious influence, which is damaging to enterprise and initiative. Sociologist Frank Furedi (25) considers that:
“The worship of safety represents a profoundly pessimistic attitude towards human potential.”
38. In Nothing Ventured: Balancing risks and benefits in the outdoors (24) Tim Gill warns:
“A mindset that is solely focused on safety does children and young people no favours. Far from keeping them safe from harm, it can deny them the very experiences that help them to learn how to handle the challenges that life may throw at them.”
39. Outdoor education teaches young people to face real risk in a sensible way and encourages a “can do” attitude. In First Steps: a new approach for our schools (26) the Confederation of British Industry say:
“It must be a priority for us all - business as well as government and schools themselves – to deliver step-change which will ensure that all young people are fully equipped with the knowledge, skills, attitudes and attributes they need to succeed in work and life.”
“The eco-system of a school should foster academic success, but also go beyond it to the development of the behaviours and attitudes that really set young people up for adult life. Employers want young people who are enthusiastic, confident, creative and resilient – not just exam robots.”
40. The balanced management of risk is very much a part of PSHE, in a range of settings. The ‘outdoors’ is just one of these but provides a the opportunity to manage risk in ‘real life’ contexts that can be transferred to other areas of life.
Conclusion and Recommendations
41. We feel that currently the school education system does not have the correct balance between academia and ‘life skills’ and that such teaching should be recognised across core subjects and have an element of separate needs led development within the school, similar to the Nottingham Life Skills programme, C. Bergeron et al, 2010 (27).
42. Our evidence suggests that learning outside the classroom opportunities make an important contribution to the development of life skills in real world settings and we would suggest have their greatest effect when linked to effective PSHE and life skills programmes.
43. The English Outdoor Council would like the Committee to consider the following points in their review:
REFERENCES
http://www.ofsted.gov.uk/resources/outdoor-education-aspects-of-good-practice
www.englishoutdoorcouncil.org.uk
http://www.sported.org.uk/what-we-do/publications
http://www.cbi.org.uk/media/1845483/cbi_education_report_191112.pdf