| @LearningAway | +44 (0) 7834 ......6. Part of a progressive programme of experiences 7. Designed...

www.learningaway.org.uk|@LearningAway|+44(0)7834167648|[email protected]

www.lkmco.org|@lkmco|+44(0)7793370459|[email protected]

©2017

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ForewordJoeLynch,Chair,LearningAwayConsortium“IprobablydidmorehoursofworkinthatoneweekthanIdidinthewholeterm;Ijusthadsomuchinspirationfromit.”Year10student,CanterburyAcademy

Surelyifresidentialexperienceshavethistypeofpowerfulimpact,allchildren–regardlessoftheir

background-shouldbeentitledtobenefitfromthemduringtheirtimeatschool.

Dosomechildrenandyoungpeoplehaveaccesstotheseuniquelearningopportunitiesandothers

not?Whatisthequalityoftheseexperiences,andwhattypeofresidentialsareprovided?This

fascinatingstudybyLKMcoendeavourstoanswerthesequestions.

LearningAwaybeganlifein2009asanactionresearchprogrammefoundedbythePaulHamlyn

Foundation.Theinitiativeworkedcloselywith60primary,secondaryandspecialschoolsacrossthe

UKover5yearstodemonstratethepositiveimpactthathigh-qualityresidentiallearningcanhaveon

children,youngpeopleandschools.Throughthisactionresearchproject,LearningAwaygathered

powerfulandcompellingevidenceaboutthetransformativeimpactschooltripswithanovernight

staycanhaveoneveryoneinvolved.

Thefinalevaluationreportpublishedin2015describedresidentialsas“providingopportunitiesand

benefits/impactsthatcannotbeachievedinanyothereducationalcontextorsetting”.Forthefirst

timeever-onthisscale-wenowhadverystrongevidencethatresidentialsimprovestudents’

engagementwithlearning,achievement,resilience,self-confidence,wellbeingandrelationshipswith

theirteachersandpeers.

Butwhatwedidn’tknow-untilnow-istheextenttowhichchildrenandyoungpeoplewere

benefittingfromtheselife-changingexperiences.Nordidweknowverymuchaboutthe‘quality’of

theseexperiences.Thisstudyassessesthenumberandtypesofresidentialsthatarecurrentlybeing

providedbyschoolsandtellsusmuchmoreaboutthequalityoftheseresidentials(asmeasured

againstLearningAway’s‘brilliantresidentials’criteria).Webelieveastudyofthismagnitudehas

neverbeenconductedinEnglandbefore.

Reassuringly,asyouwillread,thestudyshowsthatresidentialsinschoolsaregenerallyofhigh

quality,althoughitdoesidentifyareaswhereteachersplanningresidentialscoulddowithmore

support.Disturbinglyhowever,itconfirmswhatmanyofusfeared;fartoomanychildrenandyoung

peoplearemissingoutonthesetransformationalexperiences.Wewouldarguethatifthese

experienceshavesuchasignificantimpact,allpupilsshouldbeentitledtohavethemduringtheir

timeatprimaryandatsecondaryschool.

Thefindingsinthisstudyillustratejusthowcriticalitisthatwecampaigntopromoteequalityof

opportunityforallchildrenandyoungpeople,tobenefitfromhighquality‘Brilliantresidential’

experiences.

Tohelpschoolsmaketheirresidentialsmoreinclusiveandeffective,LearningAwayarerunning

national#BrilliantResidentialsand#WinterResidentialscampaignssupportedbyawebsitewhich

hostsfreeresourcesforteachersandover100goodpracticecasestudies.Thisincludesplanning

information,activityideas,downloadabletemplates,presentationsandfilms.Talksandworkshops

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arealsorunningacrosstheUKandnewCPDmodulesarebeingdevelopedtosupportteacherswith

thedevelopment,planning,deliveryandevaluationoftheirresidentials.

WearehugelygratefultotheteamatLKMco-LoicMenzies,KateBowen-VinerandBartShaw–who

carriedoutthisstudyforLearningAwayandproducedthisinsightfulreport.Butthestudywouldnot

havebeenpossiblewithoutaccesstotheinvaluableEvolvedata-sets,forwhichaspecialthankyouis

owedtoCliveAtkins–bothformakingthedataavailableandforhisongoingsupport.Wewould

alsoliketothankthosemembersoftheOutdoorEducationAdvisersPanel(OEAP)whoplayeda

crucialroleindistributingthesurveysandencouragingschoolstoparticipate.Weareespecially

indebtedtotheschools;inspiringteachersanddedicatedvisitleaderswhonotonlymakethehuge

commitmenttoprovidingresidentials,butalsofoundtheadditionaltimetosharetheirviews

throughoursurveys.Finally,extraordinarythanksmustgotothePaulHamlynFoundationfortheir

initialvisiontocreatetheLearningAwayinitiativeandthensupportitslegacy,sothatmanymore

childrencanexperiencethebenefitsofbrilliantresidentials.

JoeLynchChair,LearningAwayConsortium,September2017

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BrilliantResidentialsare:

1. Ledbyteachers(and,whereappropriate,students)

2. Co-designedwithstudents

3. Fullyintegratedwiththeschoolcurriculumandethos

4. Inclusiveandaffordableforallstudents

5. Deliberatelyplannedtomeetstudents’specificlearningneeds

6. Partofaprogressiveprogrammeofexperiences

7. Designedtoincludeawiderangeofnewandmemorableexperiences

8. Designedtoallowspaceforstudentstodevelopcollaborativerelationshipswithboth

peersandstaff

9. Evaluatedrigorously

10. Plannedsothatlearningisembeddedandreinforcedbackinschool

11. Supportedbyseniorleadership

1.Introduction

LearningAwaywasfoundedonthebeliefthathigh-qualityresidentialexperiencescan

providepowerfullearningopportunitiesforchildrenandyoungpeople–andindeed,for

adultsaswell.Theterm‘residential’isintendedtorefertoanylearningopportunitythat

includesatleastoneovernightstayforstudentsawayfromhome.Thisneednotbean

outdoorlearningexperienceandcouldincludeovernightstaysinschoolorlocalcommunity

facilities,intentsorunderthestars,aswellasresidentialvisitstodestinationsfurtherfrom

home.

LearningAwayhavedefinedelevenprinciplesthattheirresearchsuggestsunderpin‘Brilliant

Residentials’.

ThisreportpresentsthefindingsfromastudybyLKMco,fundedbyLearningAway,toassess

thequantityandqualityofresidentialscurrentlydeliveredinEnglandaswellastoidentify

keybarrierstodelivering‘BrilliantResidentials’.Itformspartofalongitudinalstudy-tracking

anychangesinscaleandqualityofdeliveryovertime.

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Contents

1.Introduction........................................................................................................................................4

2.ExecutiveSummary.............................................................................................................................8

2.1Theavailabilityofresidentials...................................................................................................8

2.2Thepurposeofresidentials.......................................................................................................8

2.3Thequalityofresidentials.........................................................................................................8

3.Methodology.....................................................................................................................................10

3.1Evolvedata..............................................................................................................................10

3.2Qualitysurvey..........................................................................................................................11

4. Theavailabilityofresidentials.......................................................................................................13

4.1Numberofresidentials............................................................................................................13

4.2Participationinresidentials.....................................................................................................14

4.3Variationintheavailabilityofresidentials..............................................................................15

5.Thepurposeofresidentials...............................................................................................................18

5.1Evolvedata..................................................................................................................................18

5.1.1.Overallpurpose...................................................................................................................18

5.1.2Purposebyareacharacteristics............................................................................................19

5.2Surveydata..................................................................................................................................21

5.2.1Summary..............................................................................................................................21

5.1.2 Otherpurpose.................................................................................................................22

6.Thequalityofresidentials:................................................................................................................24

6.1Strengths.....................................................................................................................................24

6.2Weaknesses.................................................................................................................................24

6.3Barrierstoquality........................................................................................................................27

6.3.1Affordability..........................................................................................................................27

6.3.2Evaluatingandrevisitinglearning........................................................................................31

6.3.3Co-planningwithpupils........................................................................................................33

6.3.4Teachers’involvementinplanning.......................................................................................36

6.3.5Linkstocurriculumandprogressiveprogrammeofactivities.............................................38

7.Conclusionsandrecommendations..................................................................................................40

7.1Theavailabilityofresidentials.....................................................................................................40

7.2Purposeofresidentials................................................................................................................40

7.3Thequalityofresidentials...........................................................................................................40

7.5Summaryofrecommendations...................................................................................................41

Forgovernmentandfunders:.......................................................................................................41

Forschools:...................................................................................................................................41

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8.Appendix:GroupedPurposeCategories...........................................................................................42

9.Acknowledgments.............................................................................................................................42

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LKMcoisaneducationandyouth‘thinkandaction-tank.Weworkacross

theeducation,youthandpolicysectors.Wehelporganisationsdevelopand

evaluateprojectsforyoungpeopleandcarryoutacademicandpolicy

researchandcampaigningabouttheissuesthatexperiencetellsusmatter.

www.lkmco.org//@LKMco//[email protected].

LoicMenziesisDirectorofLKMcoandaTutorforCanterburyChristChurch

University’sFacultyofEducation.HewaspreviouslyAssociateSenior

ManagerandHeadofHistoryandSocialSciencesatSt.George’sR.C.School

inNorthWestLondon.Beforethathewasayouthworkerinvolvedinyouth

participationandyoungperson-ledcommunityprojects.Henowspecialises

ineducationpolicy,youthdevelopment,socialenterpriseandschool-based

teachertraining.HeholdsadegreeinPolitics,PhilosophyandEconomics

fromMagdalenCollege,Oxford.HeisatrusteeofTheKiteTrustwhich

supportsLGBT+youngpeopleandavolunteerwiththehomelesscharity

Jimmy’sCambridge.

KateBowen-VinerisanAssociateatLKMco.Shebeganhercareerasa

teachingassistantinNorthLiverpoolandwentontoteachEnglishinWest

LondonandBristol.Shealsohasexperiencedeliveringcentralgovernment

policiesthroughherroleattheOfficefortheSouthWestRegionalSchools

Commissioner(DepartmentforEducation).There,sheworkedwithLocal

Authoritiesandeducationproviderstodeliverfreeschools.Katehasalso

supportedAmbitiousaboutAutismwiththeircampaign‘WhenWillwe

Learn?’KateisundertakingaMScinPolicyResearchfromtheUniversityof

Bristolandisinterestedintherelationshipbetweeneducationpolicyand

socialmobility.

BartShawisanAssociateatLKMcoandcombinesexperienceofpolicy

makingattheheartofcentralgovernmentwithhands-onexperienceasa

teacherandmiddleleaderinschool.BartjoinedtheDepartmentfor

EducationandSkillsaspartoftheCivilServiceFastStreamin2006.There

hedeveloped,deliveredandevaluatednationalpoliciesincludingthe£13

millionsubsidypathfinderwhichhelpeddisadvantagedstudentsaccess

after-schoolactivities.Heleftin2011toworkdirectlyinschools.Bartholds

anMAinGovernanceandDevelopmentfromtheUniversityofSussexand

hasbeenatrusteeandadvisorforthecharityDevelopmentNepal.

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2.ExecutiveSummary

2.1Theavailabilityofresidentials

Eachyear,onlyasmallminorityofschoolpupilsexperiencearesidentialtripandpupilsinthemostdisadvantagedareasarethemostlikelytomissout.

Onaverage,educationalestablishmentsorganise2.5residentialsperyear.Wethereforeestimatethat

approximately1.8millionchildrenandyoungpeopleareinvolvedinresidentialseachyear.Thisisequivalentto

21%oftheschoolpupilpopulation.Whilstthisprobablymeansthatinmostschools,atleastsomepupilsare

involvedinaresidentialeachyear,italsomeansthateveryyear,alargenumberofpupilsdonotexperiencea

residential.Unfortunately,wefindthatitispupilsindisadvantagedareaswhohavefewestopportunitiesto

participate.

2.2Thepurposeofresidentials

Residentialsarefrequentlyfocusedonpersonaldevelopment,andlesssooncurriculumsubjects.Pupilsaccessdifferenttypesofresidentialsdependingontheirarea’ssocio-economiccharacteristics.

Nationally,themostcommonpurposesforresidentialsaretoimpactonpersonaldevelopmentortodeliver

theDukeofEdinburghaward.In2016,thesetwocategoriescombinedtoaccountforathirdofresidentials.

Subjectfocusedresidentialsarelesscommon,butamongstthese,Humanitiessubjectstendtodominate.In

themostdeprivedareas,pupilsaremorelikelytoparticipatein“PersonalDevelopment”andPSHEfocused

residentialsandlesssotheDukeofEdinburghaward.

2.3Thequalityofresidentials

Residentialsaregenerallyofhighqualitybutcostisstoppingmanypoorerpupilsfromparticipating,leavingthemdoublydisadvantagedintermsoftheirparticipation.

Inthisreport,LearningAway’sagreedcharacteristicsfora“BrilliantResidential”serveasabenchmarkfor

quality.Wefindthatdesignandplanningofresidentialsisanareaofstrengthalthoughpupils’involvementin

planningisverymuchlimited.Therearehoweverseriousconcernsinrelationtoaffordabilityandthisproblem

requiresurgentaction,particularlygiventhatthereisconsiderablyguidanceavailableonprovidinglowcost,

highqualityresidentials.

Wefindthatpupilsfrompoorerfamiliesaredoublydisadvantagedwhenitcomestoresidentialprovision:they

aremorelikelytoliveinareaswherefewerresidentialsareavailableandcostsmeantheyarelesslikelytobe

abletoparticipatewheretheyare.Schoolsareattemptingtoaddressthisproblem,(oftenbyusingthepupil

premium).Howeverevenwhereteacherstrytomakeresidentialsaffordable,theystillconsidercosttobea

barriertoparticipation.Asfundingissqueezed,thiswillbecomeanincreasingproblem.

Notallteacherswanttousestructuredapproachestoevaluation,howeversomewhowishtodosoarenot

surehowtogoaboutdoingso.Itcanbeparticularlytrickytoreflectandevaluatethoroughlywhenresidentials

takeplaceattheendofasummerterm–whichmanydo.

Almosthalfofresidentialsaremainlyledanddeliveredbyexternalstaff.Teachersfrequentlynotedthattheir

involvementinplanningwaslimitedbythefactthattheywereusingan‘offtheshelf’activity.

Teachersdonotnecessarilyseeco-planningwithpupilsasdesirable,furthermore,evenwheretheywantto

involvepupils,theyfacepracticalbarriers.Inmanycasestheyseektoovercomethesebydrawingonpupil

feedbackfrompreviousyears.

Formanyteachers,residentialsoccupyapositionthatisdistinctfromthestandardcurriculum.Thissometimes

limitsteachers’willingnesstolinkresidentialstothecurriculumorplanforprogression.

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3.MethodologyThisreportdrawsontwomaindatasourcesinordertocombinethescaleanddetailweneededtoanswerourresearchquestions.

1. TheEvolvedatabase:thiswasprimarilyusedtogaugetheavailabilityandpurposeofresidentials.

2. Aschoolsurvey:thiswasprimarilyusedtogaugethequalityofresidentialsandbarrierstobetterprovision.

3.1Evolvedata3.1.1TheEvolvesystem

Evolveisasystemusedtoorganisetrips.Itisusedbyapproximately25,000establishments,mostof

whichareschools1(thoughnumbershavevariedfromyeartoyear).Whenusingthesystem,

establishmentsrecordwhetheratripinvolvesaresidentialanditsprimarypurpose.

Usingdatafromthesystemhasthebenefitofprovidingalarge,longitudinaldatasetthatincludes

datafromschoolsaroundthecountry.However,therearealsoanumberofdrawbacks.Most

importantly,schoolscanchosewhetherornottousethesystem.Thislimitationissomewhat

mitigatedforbythefactthatmanylocalauthoritiesbuyintothesystematauthoritylevelsothatall

theirschoolscanuseit.Asschoolsleavetheirlocalauthoritiesthough,thismayaffectuseofthe

system(althoughmanyacademychainsalsobuyintothesystem).Itmayalsobethecasethat

schoolsaremorelikelytousethesystemiftheyareenthusiasticprovidersofresidentialsmaking

figuresun-generalisabletootherestablishments.Therearealsosomenon-schoolprovidersaspartof

theEvolveDataSetthoughthisisestimatedatonlyaround5%.Additionally,theneedtomaintain

schoolconfidentialityandprotectdatameantthatwewereonlyabletoaccessdatainhighly

aggregatedform.Thisconstrainedtheextenttowhichwecouldconductdetailedanalysisand

statisticaltesting,italsomeansthataveragesmaymaskconsiderablevariation.

Wethereforerecognisethelimitationsthedatapresentswhenattemptingtomakevalidjudgements

aboutprovisioninschoolsasawhole.Ontheotherhand,usingthisdataprovidesinformationabout

anunusuallylargenumberofschoolsandavoidsresponsebiasskewingresultsasitwouldifwe

reliedpurelyonanopt-insurvey.

3.1.2Analysis

InordertomitigatetheeffectofchangesinthenumberofestablishmentsusingtheEvolvesystem

thekeyfigureweuseinthisreportis“residentialsperorganisingunit”.Thisiscalculatedbydividing

thenumberofresidentialsorganisedbythenumberoforganisingunits.

Wewerekeentocompareprovisionaccordingtothecharacteristicsofanestablishments’localarea.

Wethereforeclassifiedlocalauthoritiesbytheirlevelofdeprivationandareatype.Levelsof

deprivationwerecalculatedbyplacingallEnglishlocalauthoritiesinquintilesbasedonthe

proportionofpupilseligibleforFreeSchoolMealsandbyusingthegovernment’sOutputArea

Classification2.Forthisreason,onlyestablishmentsthatwere‘nested’withinEnglishlocalauthorities

wereincludedinthesebreakdowns3.

1Thesearepredominantlybutnotexclusivelyschoolssincesomeorganisationssuchasyouthclubsalsousethesystem.

2https://lkm.li/2qv1LYN

3Asmallnumberofwereeasilyplacedwithinaparticulargeographyandwerethereforemanuallyclassifiedaccordingto

thearea’sOACclassification.

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3.1.3Samplesizes

Thenumberofestablishmentsinoursamplevariesfromyeartoyear.Residentialsperorganising

unitfiguresarebasedonthefollowingsamples:

Year OrganisingUnits(OUs)2012 11,253

2013 12,124

2014 13,600

2015 14,704

2016 16,095

Whereabreakdownoffiguresisprovidedbylocationorestablishmentcharacteristics,theanalysisis

basedonsmallersamplesdependingonthenumberofestablishmentsthatcouldbematchedto

theircharacteristics.Sampleswereasfollows:

Classification OUsDeprivation1 2,940

Deprivation2 2,829

Deprivation3 1,626

Deprivation4 1,708

Deprivation5 872

Combined‘mainlyRural/largelyrural’4 2,085

UrbanwithSignificantRural 3,258

UrbanwithCityandTown 2,478

UrbanwithMinorConurbation 473

UrbanwithMajorConurbation 2,850

3.1.4Ethics

Organisingunitsarenotidentifiablefromthedatasincewewereonlybeengivenheadlinestatistics.

Asnotedabove,whilstthisprotectedschools’dataandanonymityitalsolimitstheconclusionswe

candrawsincewecannotascertainwhatspecificestablishmentsaredoingorthedegreeofvariation

withinaverages.

3.2Qualitysurvey3.2.1Surveydesign

LearningAway’selevencharacteristicsofaBrilliantResidentialwereadaptedandcombinedtogive

tenstatementswithwhichrespondentscouldratetheiragreement(inrelationtothemostrecent

residentialthattheydelivered).Ratingtookplaceonasevenpointscalefrom“Stronglyagree”to

“Stronglydisagree”.Statementswereasfollows:

1. Iwasactivelyinvolvedinplanninganddeliveringtheresidential

2. Theresidentialwasplannedwithclearlearningobjectives

3. Mypupilshelpeddesigntheresidential

4. Therewereclearlinksbetweentheresidentialandourschoolcurriculum

5. Allmypupilscouldaffordtoparticipateintheresidential

6. Theresidentialwasplannedinawaythatmetmypupils’abilitiesandlearningneeds

7. Theresidentialwaslinkedtoanongoingandprogressiveprogrammeofotherschool

activities

4Datawasonlyavailablefor13OUsin“MainlyRural”areas,thesewerethereforecombinedwith“Largely

rural”OUs.

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8. Theresidentialwasdesignedtoprovideopportunitiesforstudentsandstafftobuild

collaborativerelationships

9. Aftertheresidential,Iusedastructuredapproachtoevaluateitssuccess

10. Aftertheresidentialwerevisitedandbuiltonwhatpupilshadlearned.

Findingsfromthefirsttwosurveyswereanalysedandsynthesisedinaninterimreport.Thisraised

clearconcernsaroundaffordabilityandsomeambiguityaroundevaluation.Thethirdsurvey(relating

toSpringresidentials)thereforeincludedadditionalquantitativeandqualitativequestionstofurther

exploretheseissues.

3.2.2Surveydissemination

TheOEAP(OutdoorEducationAdvisersPanel)iscomprisedofoutdooreducationadvisorswhowork

with147localities(generallylocalauthorities).These127adviserswereaskedtosharetheonline

surveywiththeirschools.

Thesurveywassharedthreetimes,inAutumn2016,Spring2017andSummer2017.Respondents

wereaskedtorespondwithreferencetoprovisionthattookplaceinthepreviousterm,focusing

specificallyonthemostrecentresidentialthattheyorganised.

Allsurveyrespondentswereinformedofthepurposeoftheresearch.Theywereassuredthattheir

participationwasvoluntaryandthattheirdatawouldbestoredsecurelyandonlyusedinnon-

identifiableform.

3.3.3Samplesizes

TheAutumnsurvey(askingabouttheprevioussummerterm),receivedconsiderablymoreresponses

thantheSpringsurveyanditwillbeimportanttoensurethisdrop-offdoesnotcontinueinfuture.

Respondentscamefromarangeoflocations.Nearlythree-quartersofrespondentswereprimary

schoolsandone-fifthweresecondaries(schoolsrespondingmorethanonceonlycountedonce.)

Survey Partial+complete Complete DatesAutumn(re.Summer

residentials)

695 571 10thNov2016-24

thJan2017

Spring(re.Autumn

residentials)219 170 10

thMar-12

thMay2017

Summer(re.Spring

residentials)

271 199 29thMay–25

thofJuly2017

Not

applicable

6%

Nursery

1%

Primary

73%

Secondary

20%

RespondentPhase(n=509)

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4. Theavailabilityofresidentials

Eachyear,onlyasmallminorityofschoolpupilsexperiencearesidentialtripandpupilsinthemostdisadvantagedareasarethemostlikelytomissout.

Overthelastfiveyears,165,932residentialshavebeenorganisedbyEvolveusers.Thisequatestoapproximately2.5residentialsperestablishmentandthisfigurehasbeenstableovertime.Weestimatethatonaverage,residentialshave31participants.Wethereforeverytentativelysuggestthatif2016figuresfromEvolvearegeneralisabletothewiderschoolpopulation,approximately1.8millionchildrenandyoungpeopleareinvolvedinresidentialseachyear.Thisrepresentsapproximatelyone-in-fiveoftheschoolpupilpopulation.Theavailabilityofresidentialsisnotevenlydistributed.WefindthatpupilsindisadvantagedareashavethefewestopportunitiestoparticipateandthatresidentialsarealsomuchlesslikelytotakeplaceduringtheAutumnterm.Ontheotherhand,theruralorurbannatureoftheareaspupilsliveindonotseemtohaveadiscernibleeffectontheavailabilityofresidentials.

4.1Numberofresidentials

Figure1Scaleofresidentialprovisionovertime

In2016,Evolveusersorganised37,755residentials.Between2012and2016thenumberofOUs

increasedby40%howeverthenumberofresidentialsincreasedslightlyless(38%).

ResidentialsperOUprovidesabettermeasureoftheavailabilityofresidentials.Thisfigurehasbeen

largelystableataround2.5residentialsperOUoverthelastfiveyearsthoughtherewasasmalldip

in2016.

Figure2ResidentialsperOUovertime

Thisfigurenodoubtmasksconsiderablevariationsincelargeandsmall,primaryandsecondaryOUs

aswellasotherestablishmentssuchasyouthclubsarelikelytoarrangeverydifferentnumbersof

2.4 2.5 2.5 2.5 2.3

0.0

1.0

2.0

3.0

2012 2013 2014 2015 2016

ResidentialsperOU

11,253 12,124 13,600 14,704 16,095

27,32530,180

34,334 36,338 37,755

-

50,000

2012 2013 2014 2015 2016

NumberofresidentialsandOrganisingUnits

OUs Residentials

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residentials.SummarystatisticsfromEvolvealsoincludebothWelshandScottishestablishmentsas

wellasthoseinEnglandwhereasouranalysisinlatersectionsfocusesspecificallyonEngland.Itis

plausiblethatdifferencesbetweenthenationsaffectfigures.However,thelargesamplesizewill

hopefullybalanceoutmuchofthepotentialvariation.

4.2ParticipationinresidentialsEvolve’sheadlinefiguresdonotseparateoutthenumberofparticipantsinresidentialsasopposed

toothertrips,howeverusingasmallerdatasetrelatingtothestatedpurposeofresidentialvisits

(including23,000-26,000residentialsayear),wefindthatthese,onaveragehad31.1participants

perresidential(32in2016).

Thisfiguretoowillmaskconsiderablevariationsincelargeandsmall,primaryandsecondaryOUsas

wellasotherestablishmentssuchasyouthclubsarelikelytohaveverydifferentnumbersof

participantsintheirresidentials.

Basedonthesefigureswecanverytentativelyestimatethenumberofpupilsinvolvedinresidentials

eachyear.Beforedoingso,itisimportanttore-emphasisethecaveatsalreadymentionedaround

hiddenvariationinparticipantsperresidentialandresidentialsperestablishment.Ontopofthis,as

pointedoutinsection3.1,usersofEvolvemaynotberepresentativeofallschoolsnationally(either

intermsoftheirsize,characteristicsorpropensitytoparticipateinresidentials).Evolvefiguresalso

includesomeestablishmentsthatarenotschoolswhichmayskewstatistics.

Nonetheless,asaverybroadestimatewesuggestthefollowingthreecalculations:

1.$%&'(%)*'+,&-%./0×2+.*'3'-+)*&-%..%&'(%)*'+, = 56789:9;6<8=;>7?@

2.2+.*'3'-+)*&-%./0×BCDE%.FGH)I,'&ℎ&3ℎFF,& =KLMN>7OPQ<RS9=T;L;9S=;6789:9;689<R9<7>=9U><896S=

V.WXYZ[\]^_àbcdefXfcbdfg\hcicfghcàc`\[dcj[`hcgbd

k]hgb`XYZ[\]^fXfcbdc`_àbcdelie]]bd

m%OPQ<RS9=T;L;9S=;6789:9;689<R9<7>=9U><896S=

Usingfiguresfromthegovernment’s“SchoolsPupilsandtheirCharacteristics”data5thisyieldsthe

followingfiguresfor2016:

1. 2.3×32 = pq. r

2.73.6×24,288 = x, pyp, z{p

V.|,}~},�Ä}~,�ÅÇ,ÇÇÇ

mÉx%OPQ<RS9=T;L;9S=;6789:9;689<R9<7>=9U><896S=

Thisfigurewouldsetanapproximate‘bestguess’ofoneinfiveEnglishpupils(21%)participatingina

residentialeachyearbutthereisconsiderableuncertaintyastotheaccuracyofthisestimate.

5https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2016

15



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4.3Variationintheavailabilityofresidentials

4.3.1Season

Whilstoursurveydataisnotagoodindicationoftheavailabilityofresidentials(sincerespondents

areinallprobabilitymorelikelytocomefromschoolsthathaverecentlydeliveredaresidential),it

providesanindicationofwhenschoolsorganiseresidentials.Thisshowsthatschoolsweremuchless

likelytoorganiseresidentialsintheAutumnterm.Thelowerresponseratetothesurveyreferringto

AutumnmayalsoberelatedtoalowerparticipationrateandFigure3couldthereforemaskfurther

variation.

Figure3Didpupilsparticipateinaresidential?

4.4.2Arealeveldeprivation

Themoredeprivedtheareaapupilattendsschoolin,thelesslikelytheyaretohavetheopportunity

toparticipateinaresidential.Whereasonaverage,establishmentsintheleastdeprivedareas

organisethreeresidentialsayear,thoseinthemostdeprivedareasonlyorganise2.2.Furthermoreit

isstrikingthattherearefewerOUsusingtheEvolvesystemindeprivedareaswhichmaymeanthese

figuresunder-representthedisparity.Insection7.2wefurthernotethatevenwhereresidentialsare

available,thereareconsiderablebarrierstopoorerpupilsaccessingthem.

78%

54%

76%

21%

45%

23%

0% 1% 1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

...insummerterm?(n=458) ...inautumnterm(n=218) ...inspringterm(n=277)

Didyourpupilsparticipateinaresidential...

Yes No Notsure

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Figure4Residentialsandarealeveldeprivation

4.3.2Areatype

Participationinresidentialsdoesnotappeartovarybyareatypewithallareaclassifications

clusteredwithin0.1residentials-per-OUoftheaverage.

Figure5Residentialsandareatype

3.03

2.51 2.452.27 2.23

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

1(leastdeprived,

n=2,940)

2(n=2,829) 3(n=1,626) 4(n=1,708) 5(mostdeprived,

n=872)

ResidentialsperOU

Areadeprivation(QuintilesofproportionofpupilseligibleforFSM)

ResidentialsperOUbyareadeprivationlevel(n=9,975)

2.52.6

2.4 2.4 2.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

Combinedmainly

Rural/largelyrural

(n=2,085)

Urbanwith

SignificantRural

(n=3,258)

UrbanwithCityand

Town(n=2,478)

UrbanwithMinor

Conurbation(n=473)

UrbanwithMajor

Conurbation

(n=2,850)

ResidentialsperOU

Areatype(OACclassification)

ResidentialsperOUbyareatype(n=11,144)

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SummaryØ Onaverage,schoolsorganisemorethanoneresidentialperyearacrosstheschoolsbutfar

fromoneperyeargroup.Thereforemostpupilsdonothavetheopportunitytoparticipate

onanannualbasis.

Ø Theavailabilityofresidentialshasbeenlargelystableoverthelastfiveyears.

Ø Averytentativeestimatewouldsuggestthatapproximatelyoneinfivepupilseachyear

participateinaresidential.

Ø SchoolsareleastlikelytoorganiseresidentialsintheAutumnterm

Ø Pupilsindisadvantagedareas(areaswherealargeproportionofpupilsareeligibleforFree

SchoolMeals)havefeweropportunitiestoparticipateinresidentialsthantheirpeersin

moreadvantagedareas.

Ø Pupilsindifferenttypeofareas(rural/urbanetc.)havefairlysimilaraccesstoresidentials.

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5.Thepurposeofresidentials

Residentialsarefrequentlyfocusedonpersonaldevelopment,andlesssooncurriculumsubjects.Pupilsaccessdifferenttypesofresidentialsdependingontheirarea’ssocio-economiccharacteristics.

Nationally,themostcommonpurposesforresidentialsaretoimpactonpersonaldevelopmentortodelivertheDukeofEdinburghaward.In2016,thesetwocategoriescombinedtoaccountforathirdofresidentials.Subjectfocusedresidentialsarelesscommon,butamongstthese,Humanitiestendtodominate.Inthemostdeprivedareas,pupilsaremorelikelytoparticipatein“personaldevelopment”andPSHEfocusedresidentialsandlesssotheDukeofEdinburghaward.

5.1Evolvedata5.1.1.OverallpurposeThefivemostcommonlystatedpurposesforresidentialswerePersonaldevelopment,followedby

DukeofEdinburgh,Humanitiessubjects(historyandgeography),AdventureandPSHE.Thishas

consistentlybeenthecaseforthelastfiveyearswithaslightlyincreasingproportion(aroundtwo-

thirds)ofresidentialsbeingmadeupofthesefivemaincategoriesoverthistime.

Combiningallcurriculumsubjects(EnglishandDrama,Arts,Sciences,MFL,Humanitiesand'other

subjects')accountsforonlyaquarterofresidentials6.

Figure6Primarypurposeofresidentials

6WeexcludePSHE,PE/SportsandCitizenshipsincethesemayincludeenrichmentprovisionwiththesegoalsthattakes

placeoutsideofthemainstreamcurriculum.The“other”category,accountingfor3%includes“exchange”and“reward”

21%

14%

11%

11%

9%

8%

5%

3%

2%

3%

2%2%

2%2%

2% 3%

Primarypurposeofresidentials2016

n=22,607

PersonalDevelopment

DofE

Humanities

Adventure

PSHE

PE/Sport

MFL

Sciences

Environmental

Othersubjects

Arts

Citizenship

English/Drama

Leadershipdevelopment

CareersandProgression

Other

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5.1.2Purposebyareacharacteristics

i)Arealeveldeprivation

ResidentialsinthetopquintilefordeprivationwereparticularlylikelytohavePSHEorPersonal

Developmentastheirpurpose.Establishmentsinareasoflowdeprivationweremorelikelytohave

DukeofEdinburghawardastheirpurpose.

Figure7Purposeofresidentialsandarealeveldeprivation

Personal

Development,21%

Personal

Development,20%

Personal

Development,20%

Personal

Development,21%

Personal

Development,25%

DofE,16% DofE,16% DofE,16%DofE,12%

DofE,9%

Humanities,13%

Humanities,8% Humanities,9%Humanities,11%

Humanities,8%

Adventure,10%

Adventure,12% Adventure,12% Adventure,12%

Adventure,10%

PE/Sport,8%

PE/Sport,10% PE/Sport,10%PE/Sport,8%

PE/Sport,6%

PSHE,8%PSHE,8% PSHE,8% PSHE,11%

PSHE,12%

MFL,7%

MFL,4% MFL,4%MFL,5%

MFL,4%

3%

3% 3%3%

2%

3%

2% 2%3%

4%

2%

4% 4%

3%

3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1- Leastdeprived

(n=9,154)

2(n=2,675) 3(n=3,966) 4(n=3,872) 5- mostdeprived

(n=1,940)

Purposeofvisits(top10combinedcategories)bydeprivationquintile2016

PersonalDevelopment DofE

Humanities Adventure

PE/Sport PSHE

MFL Sciences

Environmental Othersubjects

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ii)Areatype

Therewassomevariationinthepurposeofresidentialsdependingonarea-typebutnoclearpattern

ortrendemerges.Urbanareaswithminorconurbationsweremostlikelytoorganiseresidentials

focusedonpersonaldevelopmentandwerealsomorelikelytogivehumanities(includinggeography

andhistory)astheprimarypurpose.MeanwhileDukeofEdinburghresidentialsweremostpopularin

areasthatwereurbanareaswithasignificantmixofrural.

Figure8Purposeofresidentialsandareatype

21% 20%22%

25%21%

13% 16%15% 9%

14%

10%

12% 9%14% 11%

12%

11% 11% 10%11%

9%

8% 8% 7% 8%

11%

11%9%

8%11%

5%

6%

5%

5%

5%

3%

3%

3%3%

3%3%

2%

2% 5%2%

2%

2%

3% 3% 3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mainly/LargelyRural

(n=5,152)

UrbanwithSignificant

Rural(n=6,896)

UrbanwithCityand

Town(n=6,906)

UrbanwithMinor

(n=1,156)

UrbanwithMajor

(n=6,810)

Purposeofresidentialbyareatype

Top10combined'purpose'categories

PersonalDevelopment DofE

Humanities Adventure

PE/Sport PSHE

MFL Sciences

Environmental Othersubjects

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5.2Surveydata

5.2.1SummaryOursurveyusedadifferentcategorisationtothatusedbyEvolvewithfeweroptionsandalso

allowedrespondentstoselectmultiplepurposes.Findingswerehoweverconsistentwiththosefrom

Evolvedatainthattheyshowedthatadventureandpersonal/socialdevelopmentwerethemost

commonpurposes(weassumethesecategoriesincludeDukeofEdinburghAward).Many

residentialswerealsolinkedtocertainareasofthecurriculum.

Thereappeartobesomeseasonaltrendswithsubjectspecificandlanguageexchangevisitstaking

placeearlieronintheschoolyearandpersonaldevelopmentandadventureactivitiestakingplacein

thesummer.

Figure9Purposeofresidential(LearningAwaySurvey)

69%

78%

1%

18%

23%

12%

6%

3%

10%

10%

66%

70%

1%

23%

25%

12%

14%

5%

13%

10%

65%

68%

1%

29%

16%

13%

10%

9%

4%

9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Adventurousactivities

Personal/socialdevelopment

HEaccess

Subjectspecific

Rangeofcurriculum/subjectareas

Cultural/arts

Sport

Languageexchange

Reward

Other

Whatwasthemainpurposeofyourresidential?(tickallthatapply)

Autumn(n=91) Spring(n=168) Summer(n=357)

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5.1.2 OtherpurposeRespondentswhospecifiedan‘other’purposefrequentlyemphasisedDukeofEdinburghorLife

skills/independenceandtransitions/induction

Table1"Other"purposes

• DofE(x11)

• Transition/inductiongroupedcategory(x5)

• Developingindependence/lifeskills(x5)

• Adventuresports/activities(x2)

• Language(x2)

• ControlledAssessment

• Buildnewfriendships

• PSHSE

• Resilienceandself-esteembuilding

• LetchildrenknowthereareotherplacesoutsideofKingsLynn

• Experiencingtheoutdoorenvironment

• Music

• Holidayawayfromhome

• Ecologicalawareness

• Learninghowtocampandundertakevariouslearningactivities

• Subjectwasbikemaintenance

• Democracy

• Partofactivityweek

• Overnightforyear5sinpreparationforaweek'sresidentialinautumntermyear6

• Ourtripwasforyear6andincludedmanyoftheabovepurposes-history,geography,theatre,

personal/socialdevelopmentandreward

• Markingtheendoftheirprimaryschooling

• Theopportunitytoaccessactivitiesbeyondtheirusualexperiencesandwiththeirpeers

• Residentialandwateractivitiesexperience

• Pupilstoaccessnewandengagingsportsactivities

• Funactivities

• Buildinginnewexperiences

• AnextensionofourownForestSchoolinvestigations

• Confidencebuilding

• Challenge,takingrisksandexperiences

• Widenlifeexperience

• Thisisaninnercityschoolwheresomechildrendonotexperienceholidaysorthecountryside-itwas

plannedtoextendexperienceespeciallyforcertaintargetedvulnerablechildreninthecohort

• Co-operativevalues

• Environmental

• Britishvaluesandculturalexchangethroughavisittoalocalschoolandactivitieswiththechildren

fromthisschool

• Fun!

• Growthmindset-resilienceandperseverance

• Progressionintoyear10

• ReinforcementofschoolChristianethos

• Revisionforyear11borderlinepupilswiththeadditionofadventurousactivitiesasincentive.

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Purpose–summaryØ Residentialshavearangeofpurposesbutpersonaldevelopment,adventureandtheDuke

ofEdinburghtendtodominate,withcurriculumsubjectsonlyaccountingforaquarterof

residentials.

Ø Therearesomedifferencesinthenatureofprovisiondependingonanarea’ssocio-

economiccharacteristics,particularlyinrelationtoPSHEandtheDukeofEdinburghAward.

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6.Thequalityofresidentials:

Residentialsaregenerallyofhighqualitybutcostisstoppingmanypoorerpupilsfromparticipating,leavingthemdoublydisadvantagedintermsoftheirparticipation.

Inthisreport,LearningAway’sagreedcharacteristicsfora“BrilliantResidential”serveasabenchmarkforquality.Wefindthatdesignandplanningofresidentialsisanareaofstrengthalthoughpupils’involvementinplanningisverymuchlimited.Therearehoweverseriousconcernsinrelationtoaffordabilityandthisproblemrequiresurgentaction.

6.1StrengthsSchoolssaidthattheirresidentialswere:

• Plannedinawaythatmettheirpupils'abilitiesandlearningneeds

• Plannedwithclearlearningobjectives

• Designedtoprovideopportunitiesforstudentsandstafftobuildcollaborativerelationships

Inallthreesurveys,overhalf,ofrespondents‘stronglyagreed’withthesestatementsandover80%

agreedorstronglyagreed.Almost100%believedthattheirresidentialwasplannedinawaythatmet

theirpupils'abilitiesandlearningneedswithreferencetoSummerandAutumnresidentialsbut

therewasaslightdipinthisareainrelationtoSpringresidentials.

Teachers’involvementinplanningandcurriculumlinkswerealsostrengthsbuttoaslightlylesser

degree.

6.2WeaknessesEachterm,overathirdofrespondentsdidnotbelievethatalltheirpupilscouldaffordtoparticipate.

Onlyaroundhalfagreedthattheycould.

Respondentsdidnottendtosaythat:

• Pupilshelpeddesigntheresidential(thoughmoredidsoinrelationtoSpringresidentials)

• Alltheirpupilscouldaffordtoparticipate

Therewassomeambivalenceinrelationtousingastructuredapproachtoevaluation,withonlytwo-

thirdsagreeingthattheyhadusedsuchanapproachfortheirSummerandAutumnresidentialsbut

only15-17%activelydisagreeingand15-17%neitheragreeingnordisagreeing.Theproportion

agreeingthattheyhadusedastructuredapproachtoevaluation(toatleastsomeextent)increased

to80%bythethirdsurvey.

Weexplorethisfurtherinsection6.3.1andfindthatevaluationmeansdifferentthingstodifferent

respondentsandthattheyhavemixedattitudestoconductingsuchevaluation.

Therewasalsosomeambivalenceinrelationtowhetherresidentialswerelinkedtoanongoingand

progressiveprogrammeofotherschoolactivities.11-13%ofrespondentsneitheragreednor

disagreedwiththisstatement.

Figure10Characteristicsofresidentials:breakdownofresponses

52% 53% 54%62% 65% 62%

6% 3% 8%

37% 40%33%

14% 14% 10%

61% 59%52%

35% 33% 32%

63% 64% 65%

17%26% 24% 27% 30% 30%

22% 22% 21%

26% 22% 28%

10%5%

14%

33% 27% 38%

19% 18% 26%

32% 33%36%

28% 34% 39%

24% 22% 19%

28%

28% 31%34%

36% 38%

11% 13% 8%

7% 7% 4%

23%

19%

24%

15% 22% 14%

21% 22%21%

4% 6%7%

16% 9%11%

6% 9% 10%

23%15%

25%19%

20% 15%

3% 2%5%

2% 2% 2%

14%

16%

14%

6%4% 8%

8% 7%6%

2% 1% 3%

12% 13%12%

3% 2% 2%

17% 14%

8% 8%10% 9%3% 1% 3%

0% 3% 0%

13%

10%

9%

3% 4% 3%

18% 22% 15%

0% 0% 0%3% 3%

2% 1% 0% 1%

8% 13% 7% 5%3%

2%5% 7% 5%0% 0% 1%

26%

34%

19%

3% 1% 2%

13% 11% 16%

0% 0% 0%3% 7% 3% 1% 1% 1% 5% 5% 2% 3%

1%2%4% 2% 3% 3% 1% 3% 7% 12% 11%

2% 1% 2% 6% 7% 6% 1% 1% 2% 3% 1% 2% 2% 1% 3% 2% 0% 4% 3% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Summer(n

=357)

Autumn(n=92)

Sprin

g(n=

172)

Summer(n

=356)

Autumn(n=92)

Sprin

g(n=

173)

Summer(n

=354)

Autumn(n=91)

Sprin

g(n=

170)

Summer(n

=355)

Autumn(n=90)

Sprin

g(n=

173)

Summer(n

=351)

Autumn(n=88)

Sprin

g(n=

171)

Summer(n

=352)

Autumn(n=90)

Sprin

g(n=

170)

Summer(n

=350)

Autumn(n=88)

Sprin

g(n=

171)

Summer(n

=349)

Autumn(n=90)

Sprin

g(n=

170)

Summer(n

=351)

Autumn(n=86)

Sprin

g(n=

168)

Summer(n

=347)

Autumn(n=87)

Sprin

g(n=

168)

Iwasactivelyinvolvedinplanninganddeliveringtheresidential

Theresidentialwasplannedwithclearlearningobjectives

Mypupilshelpeddesigntheresidential

Therewereclearlinksbetweentheresidentialandourschoolcurriculum

Allmypupilscouldaffordtoparticipate

Theresidentialwasplannedinawaythatmetmypupils'abilities

andlearningneeds

Linkedtoanongoingandprogressive

programmeofotherschoolactivities

Designedtoprovide

opportunitiesforstudentsandstaff

tobuildcollaborativerelationships

Usedstructuredapproachtoevaluateitssuccessafter

Werevisitedandbuiltonwhat

pupilshadlearnedafterwards

Characteristicsofresidentials

StronglyAgree Agree Somewhatagree Neitheragreenordisagree Somewhatdisagree Disagree Stronglydisagree

26

www.learningaway.org.uk|@LearningAway|+44(0)7834167648|[email protected]|@lkmco|+44(0)7793370459|[email protected]

©2017

Figure11Characteristicsofresidentials:summaryscores

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

Summer(n

=357)

Autumn(n=92)

Sprin

g(n=

172)

Summer(n

=356)

Autumn(n=92)

Sprin

g(n=

173)

Summer(n

=354)

Autumn(n=91)

Sprin

g(n=

170)

Summer(n

=355)

Autumn(n=90)

Sprin

g(n=

173)

Summer(n

=351)

Autumn(n=88)

Sprin

g(n=

171)

Summer(n

=352)

Autumn(n=90)

Sprin

g(n=

170)

Summer(n

=350)

Autumn(n=88)

Sprin

g(n=

171)

Summer(n

=349)

Autumn(n=90)

Sprin

g(n=

170)

Summer(n

=351)

Autumn(n=86)

Sprin

g(n=

168)

Summer(n

=347)

Autumn(n=87)

Sprin

g(n=

168)

Iwasactivelyinvolvedinplanninganddeliveringtheresidential

Theresidentialwasplannedwithclearlearningobjectives

Mypupilshelpeddesigntheresidential

Therewereclearlinksbetweentheresidentialandourschoolcurriculum

Allmypupilscouldaffordtoparticipate

Theresidentialwasplannedinawaythatmetmypupils'abilitiesandlearning

needs

Linkedtoanongoingandprogressive

programmeofotherschoolactivities

Designedtoprovide

opportunitiesforstudentsandstaff

tobuildcollaborativerelationships

Usedstructuredapproachtoevaluateitssuccessafter

Werevisitedandbuiltonwhat

pupilshadlearnedafterwards

Characteristicsofresidentials- summaryscores

6.3Barrierstoquality

Teachersdonotnecessarilyseeco-planningwithpupilsasdesirable,furthermore,evenwheretheywanttoinvolvepupils,theyfacepracticalbarriers.Inmanycasestheyseektoovercomethesebydrawingonpupilfeedbackfrompreviousyears.Wefindthatpupilsfrompoorerfamiliesaredoublydisadvantagedwhenitcomestoresidentialprovision:theyaremorelikelytoliveinareaswheretherearefewerresidentialsavailableandproblemswithaffordabilitymeantheyarelesslikelytobeabletoparticipateevenwheretheyareavailable.Schoolsareattemptingtomitigatefortheproblemsofaffordabilitybutitisnotclearthattheseeffortsaresufficient.Asfundingissqueezed,thiswillbecomeanincreasingproblem.Notallteacherswanttousestructuredapproachestoevaluationhoweversomewhowishtodosoarenotsurehowtogoaboutdoingso.Itcanbeparticularlytrickytoreflectandevaluatethoroughlywhenresidentialstakeplaceattheendofasummerterm–whichmanydo.Almosthalfofresidentialsaremainlyledanddeliveredbyexternalstaff.Teachersfrequentlynotedthattheirinvolvementinplanningwaslimitedbythefactthattheywereusingan‘offtheshelf’activity.Formanyteachers,residentialsoccupiedapositionthatwasdistinctfromthestandardcurriculum.TheDukeofEdinburghAwardforexamplewasconsideredavaluableprogrammethatsatalongsidethecurriculumratherthanaspartofitandmanyvaluedtheenrichingnatureorresidentials.Thissometimeslimitedteachers’willingnesstolinkresidentialstothecurriculumorplanforprogression.6.3.1Affordability

Insection4.3wefoundthatfewerresidentialswereavailableindisadvantagedareas,however,surveyresponsesmakeitclearthatthisunderestimatestheextenttowhichlesswell-offpupilsmissoutonresidentials.Evenwhereresidentialsareavailable,inmanycasespupils’opportunitiestoparticipateareskewedbyhowmuchmoneytheirparentshave.Acrossthethreesurveys(n=610),onlyathirdofrespondentswereconfident(agreedorstronglyagreed)thatalltheirpupilscouldaffordtoparticipate.“Somechildrenwereunabletoaffordtoattendtheresidentialsotheywereofferedanactivityweekinschoolwhichhadaminimalcostandwascompletedwiththeteachersremaining.”“Somepupilsdidnothavethemeanstoaccessthisopportunityeventhoughtheywouldprobablybenefittedthemostfromtheexperiences”“UnfortunatelythereareasmallcohortofstudentsthatarenotnecessarilyPPbutcannotaffordit”Inopenresponsesaboutbarrierstoquality,atleast137respondentsreferencedaffordability.Thesecommentsfrequentlyreferencedthehighcostofactivities.Asschoolfundingdiminishesfurther,opportunitiestosubsidisemaybecomemorelimitedandthisislikelytohaveaconsiderableimpactonthepoorestpupils.“Thefeegoesupandup.Ourschoolarecurrentlyinapositiontofundandparentstooweus,thiswillnotbethecaseinthefuture.”

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Figure12Barrierstoaffordability

85%ofteacherstooksomestepstoensuretheresidentialwasaffordable(agreed,somewhatagreedorstronglyagreedthattheydidso).Figure13Takingstepstoaddressaffordability

“Notallchildrencouldaffordthefullamounthoweveritwassubsidisedforthem.”“Forthosepupilswhocouldnotaffordtoattendtheschoolaccessedotherfundingtoenablethemtoattend.”“Financialsupportwasofferedtothosefamilieswhoearlierdeclinedtheopportunitytoattendpurelybasedoncosttoensurethanallthecohorthadtheopportunitytoattend.”

137

98

3

1

3

3

1

0 50 100 150

Costtooexpensiveforsomefamilies

Tooexpensivefordisadvantagedpupilsunlesssubsidisedbycharity/school

Costtoomuchforfamilieswithmorethanonechild.

Staffcoststooexpensive

Travelcoststoohigh

Residentialsabroadtooexpensive

Althoughschooloffersfinancialsupport,poorparentsdonotwishtoaskforit

References

BarrierstoaffordabilityBasedon417openresponses

Stronglyagree,41%

Agree,32%

Somewhatagree,13%

Neitheragreenordisagree,10%

Somewhatdisagree,2% Disagree,0%

Stronglydisagree,2%

"Itookstepstoreducetheriskthatpupilsmissedoutontheresidentialduetocost"(n=208)

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Yetthesestepswereofteninsufficienttoensurethatpupilscouldaffordtoparticipate.Morethanaquarteroftherespondentswhohadtakenstepstoensureaffordabilitywerestilluncertainthatnopupilsmissedoutontheresidentialduetocost7.Whenaskedwhatstepstheyhadtakentoensureaffordabilityinourthirdsurvey,alargemajority(80%,129)ofrespondentstothisquestionmentionedprovidingasubsidy.Inatleast42%(54)ofthesecasesrespondentssaidthiswasatargetedsubsidy,oftenforpupilseligibleforfreeschoolmeals,orthosewhomteachersknewwouldstruggletopay8.“Consideredoverallcosttostudentswhichwassubsidisedbyschool.Pupilpremiumandlowincomefamilieswereabletoseekassistancewithfunding(reducedprice)”“Usedpupilpremiumandsportfundingresourcestosupportdisadvantagedfamilies.Nochildmissedout.”Inmanycases(38%,49),respondentssaidtheyusedthepupilpremiumtoprovidethissubsidy.Inothercases,theyreferredtousinggeneralschoolfunds.15%(18)saidtheyhadfundraised.“RaisedfundswithYear6(FruityFriday,Cakedayetc)”“AppliedforabursarytohelpwithaccommodationcostsandusedsomePupilPremiumfundstosupportthosewhocouldnotaffordtogo.Thisenabledeverychildtoattend.”Othercommonlyusedapproachestomakingtripsaffordableincluded:1. Flexiblepayments-mentionedby20%(32)ofrespondents“Saving/paymentcard”“Createdapaymentplantospreadthecost”2. Liaisingwithparents–mentionedby15%(25)ofrespondents

“Heldparentsinformationevenings,letterssenthomesayingiftherewereanyconcernstoseeme,(which)parentsdid”“Spoketoallparentsindividuallywhodidnotputtheirchildonthetriptodiscussifmoneywasanissueandpaidwhatwasnecessarytomakeithappen.”3. Reducingthecost–mentionedby14%(23)“Ourtripsareincrediblygoodvalueandtraditionallywehavebornesomeofthetruecostsasaschooleitherinstafftimegivenfreelyorinotherways.Governmentchargingguidelineswhichmeanwecanonlyaskforvoluntarycontributionshasresultedinparentswhocanaffordtopay,notpaying.Thiscouldmeaninfutureourcostshavetogoup.”

7179respondentsagreed,somewhatagreedorstronglyagreedthatthey“tookstepstoreducetheriskthatpupilsmissedoutontheresidentialduetocost”and28%ofthesedidnotagreeorstronglyagreethattheyfelt“confidentthatasaresultofthestepsItook,nopupilsmissedoutontheresidentialduetocost”8Thesefiguresarebasedoncodingofopenresponsesandthisfigureonlyincludesunambiguousresponses(e.g.providingasubsidyratherthanseekingasubsidyandexplicitlyreferencingtargetedratherthanuniversalsubsidies.

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“Travelledbycoachinsteadofflyingwhichbroughtthepricedownbyapprox.£100”“Wepurposelybookatanunpopulartimeofyear!”“Timeofyearwebooked.Rebookingayearahead.Varioussignpostsforparentsaccessingcharityfunds.”Someschoolshadworkedcarefullytocombinearangeoftheseapproachestomaximiseequitableaccess.“Plannedveryearly,providedaclearbreakdownandproposedpaymentplan.Didlargeamountsofresearchintotourcompanies/gotsponsorshipfornewkit&tourjumpers.”Despitealltheseefforts,severalteachershighlightedongoingproblemsforaffordability,particularlywithexpensivetrips“It’sanexpensivetripthatnotallfamiliescanafford.”“Thereisnofundingavailabletosubsidisethistypeoftrip”“Cannotnowduetobudgetsinschoolsparentshavegottopay”“Pupilswerenotabletogetfundingforthetripbecauseitwasabroad,despiteenquiringaboutthis.”“Somefundraisinginschoolbutthiswastoolittletohelpallchildren”6.3.2Evaluatingandrevisitinglearning

Respondentshadmixedviewsonevaluatingresidentialsandrevisitingthemtobuildonlearning.Whilst80-85%ofrespondentshad“revisitedandbuiltonwhatpupilshadlearnedafterwards”,only69-80%had“usedastructuredapproachtoevaluateitssuccess.”Tosomeextentthisreflecteddifferencesininterpretationastowhatevaluationmightmeanwithsomesayingtheydidnotusequantitativeframeworkstomeasureimpactbutthattheydidgatherfeedbackandreflect.Meanwhile,itislikelythatthereasonwhytheproportionwhorevisitedandbuiltonlearningwaslowerinthesummertermthanothertermswasthatmanyresidentialswereforpupilswhothenmovedtoadifferentteacherorschool.Somerespondentsconsideredstructuredorformalapproachesundesirablewhereasothersfelttheylackedthenecessarytoolsorskills.Seasonalityalsoaffectedevaluationwiththetimingofsummerresidentialsfrequentlyactingasabarriertobothrevisitingandbuildingonlearning,andevaluating.

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Figure14Summaryofbarrierstofollowupandevaluation

a) Askillsdeficit?61%(13)ofrespondentsagreedorstronglyagreedthattheywantedtoevaluatefutureresidentialsandasimilarproportionfeltthattheyknewhowtodoso(61%,128).However,asmallerproportionstronglyagreedthattheyknewhowtoevaluatecomparedtotheproportionthatstronglyagreedthattheywantedtodoso.Indeedofthosewhoagreedorstronglyagreedthattheywantedtoevaluate,16%(21)felttheywereconfidentdoingso(stronglyagreedoragreedthattheyknewhowto).

25%16%

36%45%

13% 16%

18% 17%

3% 1%3% 3%2% 1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

InfutureIwouldliketoevaluatetheresidentialsmypupilstakepartin…(n=212)

InfutureIwillknowhowtoevaluatetheresidentialsmypupilstakepartin(n=210)

Desiretoandconfidenceinevaluatingresidentials

Stronglyagree Agree Somewhatagree

Neitheragreenordisagree Somewhatdisagree Disagree

Stronglydisagree

30

7

25

4

0 5 10 15 20 25 30 35

Donothaveeffectiveevaluationmethod

Notenoughtimeforevaluation/followupwork

Timingoftripnotconducivetofollowupwork

Noresourcesforfollowupwork

References

BarrierstofollowupandevaluationBasedon417openresponses

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Somerespondents’lackofconfidenceseemstobeduetoalackofappropriatetools,orasensethattheyshouldbeusingmorequantitativemethodsthantheyareatpresent.“Ifeelslightlyunsureastothebestwaytoevaluatethesuccessofaresidentialinaquantitativemanner.““Wedon'thaveaformattoevaluateitssuccessandwedon'tknowwhattousetobuildonwhatpupilshavelearnt.”b)ApproachestoevaluationandreflectionNotallrespondentswanttoevaluatetheirresidentialsorbelievethatdoingsoisdesirable.Forsomethiswasbecausetheydidnotfeeltheyneededto.“Didnotthinkaformalevaluationofthesuccesswouldmeritmoretimethanplanningthenextresidential.Benefitswereobvious”Manyfeltthataninformal,reflectiveapproachwasthebestwaytogoaboutevaluatingresidentials’benefitsandoutcomes.“Theevaluationisintheformofreflectionsfromthechildren-sonotentirelystructuredasthiswouldnotcapturealltheelementsthatthechildrenpickupon.”Therewaslittleevidenceofpinningformalevaluationofresidentials’benefitstospecificintendedoutcomes.c)TimingWhencommentingonsummerresidentials,25respondentsmentionedthatthetimingoftheiractivitieswasabarriertoevaluation.Thismaymeanthatschoolsshouldbeencouragetoholdresidentialsatdifferenttimesofyear,beyondthetraditionalendofyearslot.“Itwasheldattheveryendoftheyearandthatmadeitdifficulttobuildon.”“TheresidentialwasattheendofsummertermforYear6andtheythenlefttheschool!”6.3.3Co-planningwithpupils

Anumberofconstraintstoco-planningwererepeatedlyhighlighted.Themainthemeswere:• Abeliefthatco-planningwasinappropriateorthatitwastheschools’roletosetaims• Curriculumorqualificationpressures• Aperceivedlackofexpertiseonpupils’part,particularlyinrelationtocertainactivities• Themake-upofagrouplimitingopportunitiesfororabilitytoco-plan• Thetimingofthetrip(whichcouldmeanitwasplannedinresponsetopreviousfeedback)

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Figure15Summaryofbarrierstoco-planningwithpupils

a)Notappropriate,orschoolsetsaimsSomerespondentsfeltthatpupilinvolvementwasnotnecessarilydesirableandsuggestedthattheirschoolalreadyhadcleargoalsfortheirresidential.“Idonotfeelthatitisappropriateforchildrentodesigntheprogramme.”“Pupilsdidn'thelpdesignit.Itistoocomplexforthemtodesign-wegivethemsomesmallaspectstheyhaveownershipoverbutthereisn'tcapacityorfundsforthemtodesignit”“Weareveryclearwhatwewanttogetoutofresidentials.Wetalktothechildrenaboutwhatthey'regoingtobedoingbutweplanthem.”“Asaschoolwehadaclearideaofwhatwewantedtheoutcometobe.Therefore,thechildrenhadminimuminputintotheplanningoftheresidential.”b)CurriculumorqualificationrequirementsSomeresidentialsareplannedspecificallytomeetexamcriteriaoraddressspecificcurriculumaimsandinsuchcases,teachersfrequentlyfeltthatco-planningwasnotappropriateorpossible.Thisconstraintwasspecificallylinkedtogeographyfieldtripsinseveralcases.“ThetripwastoallowstudentstocompleteGSCEgeographycourseworkataspecialisedfacility”“TheResidentialwasaFSCControlledAssessmentfieldworkfortheexam.Theexamboardspecifytherequirements.”“TheresidentialwasorganisedwithspecificlinkstotheGCSEsyllabusforhistory.Itwasthereforedifficulttoinvolvestudentsintheplanning.”c)LackofpupilknowledgeandunconduciveactivitiesForsometeachers,thefactthatresidentialswereintendedtoprovidesomethingunfamiliarmeantitwasnotappropriatetoinvolvepupilsbecausetheycouldnotnecessarilyimaginesomethingsofar

46

1618

1712

18

18

0 2 4 6 8 10 12 14 16 18 20

SafetyconsiderationsconsideredmoreimportantSize/make-upofcohortofpupilsnotconducive

ActivitiesnotconduciveEstablishedroutinenotconducive

TimingnotconduciveFocusoncurriculumdetractedfrompupilinvolvement

NotimeforplanningTeachersfeelitisnotappropriate

Feedbackfrompreviouscohortusedtodesign

References

Barrierstoco-planningwithpupilsBasedon417openresponses

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outoftheireverydayexperience.Similarly,alackofknowledgecouldmeanthatteachersdidnotfeelpupilswereequippedwiththeskillstoplanadventurousactivities.“Thechildrenarenotthatinvolvedintheplanningaswearetryingtogivethemexperiencesthattheyhavenothadbefore.”“Weusepupilfeedbackfrompreviousyearsratherthanspecificallytheirownideas-sometimestheyachieveontheirresidentialtripsthingsthattheycouldnotimaginepreviously!”“Wehavedonethesamevisitoveranumberofyearsthathasbeenadaptedbypupilfeedback”Externalprovisionfromoutdoorprovidersandcertaintypesofactivitieswereoftenbarrierstopupilinvolvement.Insuchcasesschoolsappearedtobe‘buyingactivitiesofftheshelf’andthisleftthemfeelingthattherewerenoopportunitiesforco-planning.“Visitinganactivitycentre,didnotgiveopportunityforpupilplanning”“Activitieswerealreadystructuredatthesiteweattended.”d)Make-upofgroupInonecase,agroupinvolvedover270pupilsandincaseslikethis,thesizeofthegroupwasconsideredabarriertopupilinvolvement.Similarly,whereagroupwasmadeupofpupilsfromacombinationdifferentschools,respondentsexplainedthatlogisticsmadeco-planningchallenging.Insomecasesrespondentsbelievedthatthenatureoftheirpupils,forexampletheirageorspecialneedsmadeco-planningdifficult.“Weareaspecialschool,sothepupilswouldstruggletodesignthetripthemselves.”“Pupilsarenotinvolvedintripplanningduetotheirage”e)TimingandbuildingonfeedbackConstraintsoftimingfrequentlyinhibitedpupils’involvement.Thiswasgenerallybecauseresidentialswereplannedsomuchinadvancethatitwasdifficulttoinvolvepupils.“Theresidentialwasplannedayearinadvanceandthereforethechildrenwerenotaskedwhattheywouldliketoinclude.Howeverthepreviousyear’sgroupwereaskedwhattheyfeltworkedwellandwhattheywouldaddtoimprovetheexperience.”Asinthiscase,someteachersstillsoughttobuildonpupils’feedbackinanattempttoinclude‘pupilvoice’butthisisclearlydifferenttoco-planning.Furthermore,referencestobuildingonpreviousyears’experiencesdidnotalwaysexplicitlymentionincludingpupilfeedback.Wheretripswereintendedasarewardopportunity,thiscouldbeabarrierbecauseplanningneededtotakeplacebeforeknowingwhichpupilswouldbeinvolved.WhereplanningcoincidedwithabusyperiodsuchasSATsthiscouldalsobeaproblem.Similarly,whereagroupwasmadeupofnewpupils(forexampleaninductiontrip),thetimingcouldinhibitpupilinvolvement.6.3.4Teachers’involvementinplanning

Notallrespondentswereinvolvedinplanningtheirresidentialthoughsometookaroleevenwherethiswaslimitedinscope.Sometimes,thepersonwhorespondedtothesurvey(whethertheywere

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theteacheroraschooltripco-ordinator)affectedinvolvement,butalackofinvolvementwassometimeslinkedtoexternalprovidersdoingthebulkoftheplanning.Asidefromplanning,aroundhalfofrespondents(52-55%)wereheavilyinvolvedinleadinganddeliveringtheirresidential,butanalmostequalproportionsaidthattheirresidentialwasmainlyledanddeliveredbyanexternalprovider.a)RoleSomerespondentshadwholeschoolresponsibilitiesthatlinkedthemtothetripsthattheywerecommentingon,ratherthanbeingdirectlyinvolved(forexamplewheretherespondentwasaseniorleaderorEducationalVisitCoordinator).Whererespondentssaidtheywerenotinvolved,thisdidnotthereforenecessarilymeanthatnoteacherswereinvolved.“Ididnotplantheresidential.IamanEVCanddon'tplanotherstrips,justcoordinateschooltrips,Evolveandriskassessment”“Thestaffgoingontheresidentialplannedthetrip,alongsidetheEVC.AsaHead,Iwasinvolvedintheplanningatastrategiclevel.”b)Plannedbyothers

Figure16Wholeadsanddeliversresidentials?Almosthalfofresidentialsweremainlyledanddeliveredbyexternalorganisations.Thiscouldlimittheopportunitiesforteacherstogetinvolved.“Theresidentialwasplannedanddeliveredwiththeuniversity,thereforewecouldn'tgivethechildrenthatmuchinputasitwasfairlylimitedwhatwecoulddo”“ItwassetbytheCRIEsowedidnothaveanyinputinitsprogramme.”Nonetheless,schoolscouldstillplayaroleinco-planningwhereexternalproviderswereused.“Theresidentialfocusedonoutdooradventurousactivities.Theprogrammewasdesignedbytheprovider.Thestaffcarefullychosetheproviderandplannedtheactivitieswiththemwhenappropriate.”Thereisadifficultbalancetobestruckhere:giventeachers’workload,minimisingtheirinvolvementandthusthedemandsontheirtimethroughuseof‘offtheshelfmodels’mayincreasethelikelihoodthattheyrunresidentials.However,thislimitstheextenttowhichpupilsandteacherscanco-designactivitieswithpupils,planforprogression,ortailortheactivitytomeetpupils’specificneedsorinterests.Itisalsoworthnotingthatoutsourcingtheorganisationofactivitiesusingexternalorganisationsmayincreasecostsandthereforeimpactonaffordability.

45% 48% 44%

23%30% 26%

32% 22% 30%

0%

20%

40%

60%

80%

100%

Summer(n=357)

Autumn(n=91) Spring(n=167)

Wasyourresidential...

LedanddeliveredmainlybyyouandotherschoolstaffAnequalmixofboth

Ledanddeliveredmainlybyanexternalprovider

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6.3.5Linkstocurriculumandprogressiveprogrammeofactivities

Respondentsdidnotalwaysbelievethatresidentialsshouldbelinkedtothecurriculumorhavefixedobjectives.Instead,manybelievedthatresidentialsshouldbeset-asideanddistinctfromtherestofthecurriculum.Figure17Summaryofbarrierstobuildingcurriculumlinks

Thiscouldpartlyresultfromequatingthe‘curriculum’tothenationalcurriculumratherthantheindividualschool’scurriculumoflearningthatallpupilsareentitledto.Thereissomeevidenceforthisinthatwhererespondentssawresidentialsasenrichmentorteambuildingactivitiestheydidnotalwaysseethisasacurriculumactivity.Indeed,eventhoughsomereferredtosuchactivitiesas“standalone”or“oneoff”,commentsrevealedthatresidentialscouldstillbepartofsomethingbiggersuchasan“enrichmentprogramme”orajourneyof“growthanddevelopment”:“Wasmoreofanendofschooltripforchildrenthaneducational.Mostlybuiltonteambuilding”

“Mostofthetripswereaoneofforpartoftheschool'senrichmentprogramme”

“Theresidentialcompletesouroutdoorlearningcurriculumandthereforewasnotneededtobuildonasitisastandaloneexperiencealthoughtheoutcomesinchildren'sgrowthanddevelopmentisobviouslyongoing”Commentsoccasionallyrevealedaresistancetohavingclearobjectivewithsomerespondentsappearingtoseesuchanapproachasinstrumentalorreductionist:“Asmuchasbeinglinkedtoanylearningobjectiveetc,itisimportantthatresidentialsareprimarilyfun,adventurousandsafeexperiencesthathelpbuildindependenceandleaveourchildrenwithlastingpositivememories.”“WhereIdisagreeditwasbecauseIdon'tfeellearningobjectivesarealwaysrelevanttoaresidential.”Finally,althoughtheDukeofEdinburghawardclearlyinvolvesaprogrammeofprogressiveactivities,respondentsfrequentlybelievedittookplacealongsidethecurriculumratherthanaspartofit.“DukeofEdinburghassessedexpeditions-thesearenotembeddedinthecurriculum,butarevaluedhighlyduetopersonalandskillsdevelopment.”Itisunderstandablethatteacherswillsometimeswanttodeployresidentialsinawaythatgoesbeyondthenationalcurriculum.However,thereisconsiderablepotentialtoexplicitlylinkresidentialstoschoolethosandtoensuretheyarepartoftheschoolcurriculum,intermsofasequenceoflearningofferedtoallpupils.Thiswouldensureinclusivityandhavethebenefitofensuringpupilscanprogressandbuildskillsoverthecourseoftheresidentialstheytakepartinduringtheirschoolcareer.

6

34

0 10 20 30 40

Residentialisstandaloneexperience

Objectivenotrelevanttocurriculum(reward,extra-curricular,socialdevelopment)

References

BarrierstocurriculumlinksBasedon417openresponses

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Barrierstoquality–summary

Ø Affordabilityisaconsiderableconcernandalthoughmostschoolsaremakingeffortstoprovideequitableaccess,thisisoftennotenoughtoensureequalaccess.

Ø Thepupilpremiumplaysanimportantroleinensuringmorepupilscanparticipateinresidentials.

Ø Schoolsfrequentlytargetsubsidies;workwithparents;spreadoutpayments;fundraise;orattempttominimisecosts,aspartoftheireffortstomakeresidentialsmoreaffordable.

Ø Mostteachersareopentoevaluatingresidentials,butsomelacktheskillstodoso.Ø Someteachersarewaryofevaluatingresidentialsandthetraditionalendofyearresidential

presentsparticularbarrierstoevaluationandreflection.Ø Co-planningwithpupilsisfarfrombeingthenormandthisisbecauseofacombinationofa

lackofwill(orsensethatitisinappropriate)andofpracticalconstraints.Ø Useofexternalprovidersoftenlimitsteachers’involvementinplanninganddeliveryandcan

resultinincreasedcosts.Howeveritalsobringspotentialadvantagesintermsofmakingiteasiertoprovideresidentialswhenteachersarebusy.

Ø Notlinkingresidentialstothenationalcurriculumdidnotalwaysmeanschoolswerenotseeingresidentialsaspartofawiderpackageorsequenceofopportunities.Formany,thefactthattheysawresidentialsassittingoutsideofthecurriculumwasoneoftheirstrengths.

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7.Conclusionsandrecommendations

7.1Theavailabilityofresidentials

• Onaverage,schoolsorganisemorethanoneresidentialperyearbutmostpupilsdonothavetheopportunitytoparticipateonanannualbasis.

• Theavailabilityofresidentialshasbeenlargelystableoverthelastfiveyears.• Averytentativeestimatewouldsuggestthatapproximatelyoneinfivepupilseachyear

participateinaresidential.• SchoolsareleastlikelytoorganiseresidentialsintheAutumnterm• Pupilsindisadvantagedareas(areaswherealargeproportionofpupilsareeligibleforFree

SchoolMeals)havefeweropportunitiestoparticipateinresidentialsthantheirpeersinmoreadvantagedareas.

• Pupilsindifferenttypeofareas(rural/urbanetc.)havefairlysimilaraccesstoresidentials.7.2Purposeofresidentials

• Residentialshavearangeofpurposesbutpersonaldevelopment,adventureandtheDukeofEdinburghtendtodominatewithcurriculumsubjectsonlyaccountingforaquarterofresidentials.

• Therearesomedifferencesinthenatureofprovisiondependingonanarea’ssocio-economiccharacteristics,particularlyinrelationtoPSHEandtheDukeofEdinburghAward.

7.3Thequalityofresidentials

• Teachersaregenerallyactivelyinvolvedinplanningresidentialsandareconfidentthattheyareplannedaroundpupils’needs,withclearobjectivesandinawaythatbuildscollaborativerelationships.

• Affordabilityisaconsiderableconcernandalthoughmostschoolsaremakingeffortstoprovideequitableaccess,thisisoftennotenoughtoensureequalaccess.

• Thepupilpremiumplaysanimportantroleinensuringmorepupilscanparticipateinresidentials.

• Schoolsfrequentlytargetsubsidies;liaisewithandcompromisewithparents;spreadoutpayments;fundraise;or,attempttominimisecosts,aspartoftheireffortstomakeresidentialsmoreaffordable.

• Mostteachersareopentoevaluatingresidentialsbutsomelacktheskillstodoso.• Someteachersarewaryofevaluatingresidentials.Thisissometimesbecauseofalackof

toolsorconfidencetodosoandinothercasesbecausetheyequateevaluationtoapproachesthattheydonotconsiderappropriateornecessary.

• Thetraditionalendofyearresidentialpresentsparticularbarrierstoevaluationandreflection.

• Co-planningwithpupilsisfarfrombeingthenormandthisisbecauseofacombinationofalackofwill(orsensethatitisinappropriate)andofpracticalconstraints.

• Useofexternalprovidersoftenlimitsteachers’involvementinplanninganddeliveryandcanresultinincreasedcosts.Howeveritalsobringspotentialadvantagesintermsofmakingiteasiertoprovideresidentialswhenteachersarebusy.

• Notlinkingresidentialstothecurriculumdidnotmeanschoolswerenotseeingresidentialsaspartofawider,progressivepackage.Formany,thefactthatresidentialswereoutsideofthecurriculumwasoneoftheirenrichingstrengths.

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7.5Summaryofrecommendations

Forgovernmentandfunders:

Ø Morefundingisneededtoensureresidentialsareaffordable:o Fundsshouldbemadeavailabletoschoolstoensurethereisfairaccesstoresidentials

forallpupils;o Schoolsshouldbeencouragedtousepupilpremiumfundstoprovideequalityof

opportunity,notjusttoclosetheattainmentgap.

Forschools:

Ø Schoolsshouldcarefullyputtogetherarangeofstrategiestoensurefairaccessincluding:o Costreductionanduseoflowercostoptions;o Communicationwithparents;o Targetedanduniversalsubsidies;o Flexiblepaymentstoensureallresidentials.

Ø Schoolsshouldpayparticularattentiontoensuringthatambitiousforeigntripsareequally

accessibletoallpupils.Ø Schoolsshouldbecarefulofequatingthenationalcurriculumandtheschoolcurriculum.

Includingresidentialsaspartofthelattercouldhelpensureequitableaccessandskillprogression.

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8.Appendix:GroupedPurposeCategories

12ofEvolve’s‘purposecategories’weresubsumedintowidergroupingstosimplifyanalysisEvolveCategory Groupedcategory

AimHigher CareersandprogressionWorkExperience CareersandprogressionCareers CareersandprogressionBiology SciencesScience SciencesHistory HumanitiesGeography HumanitiesIT OthersubjectsMaths OthersubjectsMedia/FilmStudies OthersubjectsRE OthersubjectsBusinessStudies OtherSubjectsDT OthersubjectsPersonal,SocialandEmotionalDevelopment

PSHE

ExpressiveArtsandDesign ArtsArt ArtsMusic ArtsIndividualplacement OtherCommunication,LanguageandLiteracy

Other

Physicaldevelopment OtherLiteracy OtherUnderstandingtheworld Other9.Acknowledgments

WearehugelygratefultoEvolveandCliveAtkinsinparticularforaccesstotheinvaluableEvolvedata-setaswellasforendlesspatienceinrunningandre-runningquerieslateintothenight!AspecialthankstotheOutdoorEducationAdvisersPanel(OEAP)whoplayedacrucialroleindistributingthetermlysurveysandencouragingschoolstoparticipate.Weareindebtedtotheschoolsthatcompletedthesurveysandsharedtheirviews.Finally,thankstothePaulHamlynFoundation(PHF)whofoundedandinitiallydevelopedtheLearningAwayprogrammeandfundthecontinuedworktheLearningAwayconsortiumdotoenablemorechildrenandyoungpeopletoexperiencehigh-quality‘BrilliantResidential’experiences.

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“Societyshouldensurethatallyoungpeoplereceivethesupporttheyneedinordertomakeafulfillingtransitiontoadulthood”

Thisreportwaswrittenbytheeducationandyouthdevelopment‘thinkandactiontank’LKMco.LKMcoisasocialenterprise-webelievethatsocietyhasadutytoensurechildrenandyoungpeoplereceivethesupporttheyneedinordertomakeafulfillingtransitiontoadulthood.

Weworktowardsthisvisionbyhelpingeducationandyouthorganisationsdevelop,evaluateandimprovetheirworkwithyoungpeople.Wethencarryoutacademicandpolicyresearchandadvocacythatisgroundedinourexperience.

www.lkmco.org.uk/@LKMco/[email protected]

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