Birchgrove Primary Swansea

School: Birchgrove Primary

Location: Swansea

LA: Swansea

Approximately 450 on roll

Title of Case Study

Developing learners’ independence through outdoor learning practices that are informed by teacher-led research, including ‘An Introduction to Biophilia’.

Context and background to this work

Following a successful Estyn inspection in January 2020, sharing effective practice in outdoor learning has been a whole-school development priority. The excellent pedagogical approaches to outdoor learning in foundation phase have been disseminated through partnership with key stage two teachers, and specific enquiry work has been undertaken throughout the academic year 2020-21. One area of enquiry has focused on how learners in year 2 and year 4 can further develop their own independence and self-efficacy through the outdoor learning experiences provided. Teachers researched effective approaches to developing independence through outdoor learning and also attended the two-part training course ‘An Introduction to Biophilia’, facilitated by Dr Coral Harper.

Description of the approaches adopted

Utilizing the evidence and suggested strategies, teachers devised a programme of outdoor learning that was characterised by specific principles. Firstly, pupils would be decision-makers in the planning of activities. Their ideas would be valued and time would be designated for the co-construction of activity plans. Secondly, pupils would be handed responsibility for the preparation and organisation of resources needed to undertake outdoor learning tasks. Finally, learning experiences would take place in areas of the school grounds that are ‘nature-rich’. Green spaces were prioritised over hard, concrete areas, as the Biophilia training suggested.

Pupils’ Learning Experiences and Provision

The outdoor learning work took place during the academic year 2020-21, however, periods of sustained absence due to national lockdown measures interrupted the flow of the experiences, and decreased the amount of time available. Despite this, a collective resolve was made to ensure the outdoor learning focus continued whenever possible, and that it remained a key priority for the year.

The outdoor learning work was facilitated through challenges and missions – an approach to independent learning that was already an embedded strategy in Birchgrove. Pupils developed the ideas for these tasks via planning discussions, in negotiation with the adults in their classes. Instead of taking on a ‘teaching’ role, adults were facilitators and supporters of learning. Pupils were encouraged to take responsibility for choosing tools, sharing resources and gathering everything that was needed to undertake the task. In addition, they were given full responsibility for storing, locating and replacing all outdoor clothing required depending on the weather conditions.

As part of the whole-school approach to developing outdoor learning, significant investment has been made in resourcing this way of learning. Outdoor sheds were purchased for the storage of wellies, water-proof clothing and key resources. This enabled regular access to learning outdoors and eliminated barriers linked to inclement weather or lack of equipment.

Impacts of undertaking outdoor learning development work:

Applying the essence of the Biophilia training was a key process within the work, and pupils naturally opted to investigate ideas and complete tasks outdoors using the resources available in the school grounds e.g. trees, leaves, bark, soil, sticks, grass and plants. Teachers reported that the sensory experiences gained by the pupils, such as touching and smelling natural objects, had a calming, therapeutic effect. This resonated with the information shared in session 1 of the Biophilia training, explaining how effective touch is for the release of oxytocin. Teachers also observed a noticeable growth in pupils’ appreciation and knowledge of the natural world.

Over a period of time, teachers reported a growth in pupils’ confidence and ability to organise themselves before, during and after learning experiences. A demonstrable difference in pupils’ independence levels could be seen, and was evident not only outdoors but also when undertaking learning inside the classroom.

Teachers measured the progress more formally using a continuum of skills linked to the Four Purposes that underpin the Curriculum for Wales. This showed that in all classes, the outdoor learning work had made a positive impact on pupils’ skills. Particular gains were made in specific areas. For example, in year 2 the greatest impact was on pupils’ ability to take risks, ask questions, overcome difficulties and organise their learning. In year 4 the greatest impact was on problem solving, managing risks, learning together, and overcoming difficulties.

In addition to the positive impacts on pupils, the work has supported teachers’ professional learning and has also made a strong contribution to the development of a culture of enquiry within Birchgrove Primary. This dimension of the Schools as Learning Organisations framework has been a driver for school development for a number of years. Other dimensions have been strengthened through the whole-school focus on outdoor learning, including promoting team learning and collaboration among all staff. The most recent schools as learning organisations survey results demonstrate increases in both of the above dimensions.