Most schools already take learning outside the classroom (LOtC) in some form, but often it happens by chance rather than by design. With government attention increasingly turning to enriching and extending learning beyond the curriculum, it’s important to take a strategic and planned approach that supports all learners to thrive.
This page walks you through the key steps to start – or strengthen – your LOtC and sets out the support available through our Learning Beyond programme.
Our Learning Beyond programme offers different levels of support starting with free resources, which you can find linked at the bottom of this page, building to bespoke paid for packages, including Membership, LOtC Mark, and Mentoring.
The award that can be achieved through LOtC Mark Direct and Mentoring recognises and celebrates school progress and includes a raft of tried and tested tools including online CPD and case studies, a bespoke online progress tracker, and advice and templates to help schools evidence their learning beyond the classroom activity.
Audit and Map your LOtC
A clear, honest audit gives you a solid starting point – and the kind of evidence that’s useful when it comes to showing just how well your offer is working.
- Start with our simple LOtC audit tool to map out where you are right now
- Find out what your staff are already doing — and where they need support — our staff survey helps uncover hidden opportunities as well as barriers
- Use the results from the audit and survey to map out new opportunities and gaps
Plan your LOtC
LOtC works best when it’s part of your planning from the outset, not bolted on afterwards.
- Turn the findings from your audit and mapping into an action plan with realistic, achievable targets
- Build LOtC into your long-term planning, and where learning is child-led, help pupils see that the classroom isn’t the only place they can learn
- Bring subject leaders into the loop so they can track what’s happening across subjects and year groups — this is what keeps your offer broad and progressive, rather than a string of one-off experiences
- Set aside a budget for equipment and transport, and where you can, work towards making visits free for everyone. Fundraising and sponsorship can help this go further
Manage risk confidently
Good risk management is about giving staff and pupils the confidence to take worthwhile, well-managed risks — backed by simple systems that make LOtC straightforward to run rather than stressful.
- Connect with your local outdoor education adviser to build good practice on solid foundations. Find yours in England and Wales or Scotland
- Train your staff so they feel confident and empowered to lead safe, effective LOtC
- Write standard operating procedures for the spaces and activities you use most often — particularly handy for getting more out of your local area
- Choose providers who hold the LOtC Quality Badge, your guarantee of quality and safety
- Lean on the national guidance available: the Outdoor Education Advisers’ Panel for England and Wales, or the Scottish Advisory Panel for Outdoor Education
Evaluate and Evidence your impact
Like any area of teaching and learning, LOtC needs to be evaluated — so you can see its impact, refine your plans, and have the evidence to show for the purposes of inspection. Minimise the impact on workload by incorporating LOtC into the evaluation methods you already use:
- Lesson observations, learning walks and work scrutiny
- Data analysis
- Pupil, staff and parent voice
- Noticeboards and website updates
- Staff and governor meeting minutes
Free resources to get you started...
To help your school get started or enhance your existing practice, access our free resources. These range from the LOtC audit tool and staff survey mentioned above, to guides on using your school grounds and more.
Need more support?
Take a look at our Learning Beyond support pathways to help you develop your LOtC.
All the tools within these pathways are designed and proven to strengthen schools’ existing offer, developing an embedded, inclusive whole school approach, which minimises impact on workload.
