Inspiring Learning OutcomesMaking the most of your Kingswood residential adventure

Plan your Residential

Experience an

d En

joy

Review and

Eval

uate

Contents.

“ Some children shone as leaders who, back at school, appeared to be happy working on their own, and as a result have taken on different roles in the classroom. Children who previously did not attend after school clubs or sports clubs have since joined after returning to school. A number of parents are now engaging more with what school has to offer.” - Hartlepool School, 2015

IntroductionMaximising the impact 3Inspiring learning outcomes 4Quality outdoor learning experiences 6Our theory of change model 8

DoOur sessions plans 18

PlanPlanning your residential checklist 10Independent research 12Designing your programme 15Our learning outcomes 16Our activities 17

ReviewMaking learning links 20The use of technology 21Building resilience 22Further reading 23Meet some of the team 24Our centres 25

Maximising the impact

We are consultants, supporters and experts

We are committed to helping schools, youth groups and individuals get the most from our residential programmes, and we are raising the bar to provide the very best outdoor learning experiences. We believe that by working in partnership with schools and teachers we can create life changing adventures that have a measurable impact back in school, helping to influence the futures of thousands of young people every year.

We recognise that school is where the majority of learning takes place and we are passionate about working with teachers to continue their Kingswood adventure back in the classroom.

We have a team of experts across our centres and in our support areas to help you plan, deliver and transfer our powerful learning opportunities. Working closely with non-formal learning specialists to link their work to our programmes, we want to develop self-confidence and empower and engage young people.

Inside this booklet you will find more information about how our programmes are designed to maximise the impact of your residential and a few simple things you can do to make your experience even more powerful.

We are delighted that you have chosen Kingswood and we are looking forward to welcoming and inspiring you and your pupils soon.

With all the very best wishes for your learning journey.

Matt Healey, Head of Learning and Adventure

PlanWhen planning your residential, consider and speak to our specialists about: • how your residential fits into the school curriculum and your learning objectives• what you are hoping to achieve as a result of your stay• how we could help you design the most effective residential programme for your group• what pre-work you could do to prepare your young people for their experience

DoAs you arrive on centre for your Kingswood adventure, consider and speak to our expert team about: • whether your needs have changed or developed since you planned your programme• how you will assess the learning that is taking place• the tools that you could use during the residential to record the learning taking place and how you can

make the most of the support offered by our on centre specialists

ReviewFollowing your residential, consider and speak to your dedicated customer service consultant about:• what changes you can observe in class, or how can you demonstrate that learning has taken place in your

youth work programme• planning your next residential, taking the best of your recent stay and building on the success of your

experience for next time, to ensure that each residential adventure you experience with Kingswood gets even better every time

We have linked what we do to a simple model that communicates how we work – we call it ‘inspiring learning outcomes’. Using this model we can provide a framework to help you and your students make the most of your Kingswood residential experience.

Inspiring learning outcomes

Plan your Residential

Experience an

d En

joy

Review and

Eval

uate

Plan your Residential

Experience and Enjoy

Review and Evaluate

Plan your Res

iden

tial

Experience and EnjoyReview

and Evaluate

5 Introduction

Plan your Residential

Experience and Enjoy

Revi

ew an

d Evaluate

Successful outdoor residential experiences provide challenge, build confidence, promote independence and forge life-long friendships; they also increase pupil engagement and attainment once back in the classroom*.

*In long-term follow-up surveys, 82% of KS2 pupils said their teachers and lessons on the residential helped them learn; 75% of KS2 students said that their residential experience helped them realise they could get on with people from other classes or schools; 78% of KS2 pupils felt more confident to try new things they would not have done before the residential. Learning Away Final Evaluation Report, York Consulting 2015.

Quality outdoor learning experiences

Each of our education and adventure centres has been carefully designed to provide a safe environment in which we offer a wide range of adventurous activities and learning opportunities, both indoors and outdoors. We believe passionately in the benefits of taking children outside the classroom to learn and every year we welcome schools, youth groups and uniform groups from all over the country, many of them returning year after year.

We are committed to helping schools make the right choices for their outdoor learning adventure. We have worked in partnership with a number of professional bodies to design a CPD session for teachers and youth workers to share current thinking and good practice in outdoor learning, residential experiences and the learning outside the classroom environment. Our CPD session is included as part of your residential package as is available for you to join during your visit.

FREECPD session

included

Visiting an established organisation like Kingswood ensures you have the peace of mind that the safety of our guests and staff is our priority, and it has been for over 30 years.

Learning Outside the Classroom We have earned the Learning Outside the Classroom Quality Badge, which is the nationally recognised indicator of good quality educational provision and is only achieved after meeting a set of quality indicators.

Safety managementOur centres are regularly inspected as part of our internal health and safety audit programme, and we work closely with outside experts to ensure we remain at the forefront of accepted good practice. We are founding members of the British Activity Providers Association (BAPA) who regulate our industry and are accredited by other agencies such as Adventure Activities Licensing Authority (AALA), Institute for Outdoor Learning (IOL), Adventuremark and the Council for Learning Outside the Classroom Quality Badge, plus many activity National Governing Bodies.

Risk assessmentsRisk assessments form the building blocks for ensuring effective health and safety management at every Kingswood centre, and underpin the health and safety of all our programmes. Some higher risk activities, such as watersports, require the provider to prove they meet additional safety standards, of which our accreditations can be seen below. We are happy to support you with any documentation or certification needed prior to your visit.

Secure centresOur Kingswood centres are secured by fencing and electronic gates and supported by night patrols where needed, plus mandatory guest passes. All aspects of our learning and activity sessions are risk assessed and all of our employees undergo enhanced DBS checks, plus regular assessments.

7 Introduction

Our theory of change model

Young people arrive at Kingswood

Young people and their leaders share

and understand their objectives for the

residential

Young people build trust in the centre

teams and each other, and prepare for a

brilliant residential

Visiting staff share their outcomes with

their Kingswood colleagues on centre

Young people experience a selection of exciting

and fun adventure activities

Lear

ning

Out

com

esTeam work Work constructively as a team member

Leading and supporting Use clear communication skills and language as a group leader or supporter to others

Problem solving Devise a plan, execute it and review its effectiveness in solving a problem

Challenge and risk React positively to challenges and manage appropriate risk taking

CommunicationCommunicate effectively with others during the activity

Self confidence Demonstrate self-confidence in themselves and trust in others

ResilienceBe able to demonstrate resilience through exposure to failures or setbacks

Learning a skill Demonstrate a new skill, technique or competence

MotivationBe an enthusiastic and motivated group member

Environmental awareness Show an understanding of how their behaviour effects the environment (local or global)

Young people leave their residential energised and motivated. They

have overcome personal challenges and had a great time whilst

learning important new skills that prepare them

for the future

Young people develop self-confidence, trust and

resilience

Young people and staff work together to achieve and enjoy

a brilliant residential

Young people learn by being active and having experiences

in the outdoors

Teachers and leaders link the residential experience to

other learning activities outside Kingswood

9 Introduction

Planning your residential checklist

Plan• consider how you can involve your students in the content of your residential• have you utilised a theory of change model to plan your residential’s impact?• have you thought about how you could maximise the social aspects of your residential?• is everyone aware of your planned learning outcomes?• have you linked the learning to the school curriculum?

Experience and enjoy• have your considerations and planning been discussed with the Kingswood delivery team?• will you review these outcomes regularly during the residential?• have you considered how you might be able to accommodate additional outcomes which emerge?• are you and your colleagues collecting evidence by keeping a diary or questioning your group during the

experience to affirm the benefits of the residential?

Review and evaluate• does your school use an action research model to evaluate and develop good practice?• have you considered how you will embed the learning from the Kingswood experience back in the classroom?• have you been able to work in support of colleagues from other schools or groups on centre at the same time?• are there opportunities to share ideas on maximising the impact of your Kingswood experience with other

colleagues on centre from different schools?

The Department for Education’s definition of a ‘whole school approach’ is ‘a cohesive, collective and collaborative action in and by a school community that has been strategically constructed to improve student learning, behaviour and wellbeing, and the conditions that support these.’ At Kingswood we commit to reinforcing the whole school approach to learning by creating a ‘whole centre approach’, allowing the maximum benefits from every residential to provide inspiring learning experiences to young people.

Here are some questions to consider as you prepare and plan your Kingswood residential:

11 Plan

Notes

The benefits of outdoor learning are well known and supported by independent research and the government. As a result of working over five years with its partner schools, Learning Away, developed by the Paul Hamlyn Foundation has begun to understand what high-quality residential learning means, and has coined the phrase ‘brilliant residentials’ to describe these experiences.

Independent research: Independent evidence of the impact

The objective of the Learning Away project was to demonstrate whether:

• the residential has a strong positive impact on academic achievement and a wide range of student outcomes

• the residential can transform the learning experience of students• the residential can help transform schools• investment in residential learning is money well spent

Brilliant residentials are defined as school trips with at least one overnight stay, which are:

• led by teachers (and, where appropriate, students)• co-designed with students• fully integrated with the school curriculum and ethos• inclusive and affordable• deliberately planned to meet students’ specific learning needs• part of a progressive programme of experiences• designed to include a wide range of new and memorable experiences• designed to allow space for students to develop collaborative relationships

with both peers and staff• evaluated rigorously• planned so that learning is embedded and reinforced back in school• supported by senior leadership

In their final evaluation report, Learning Away’s independent evaluators have provided evidence confirming that, by working in this way, schools can achieve significant breakthroughs in learner engagement and progress, while achieving positive outcomes for teachers and the school as a whole.

From the Learning Away Final Evaluation Report, York Consulting 2015:“ Learning Away has shown that a residential learning experience provides opportunities, benefits and impacts that cannot be achieved in any other educational context or setting. Throughout the evaluation process, impacts on relationships (both student-student and staff-student) and on students’ confidence were strongly and consistently demonstrated. The strength of relationships developed was significant and often unexpected. There was also strong evidence that impacts in these areas led to positive outcomes in terms of students’ engagement with and progress in, their learning, as well as their self-belief and expectation that they would make progress and succeed”.

13 Plan

At Kingswood, we are absolutely committed to providing brilliant residentials, and we feel passionate about ensuring that as many young people as possible can have access to these experiences. We have incorporated all of this research into our approach to Inspiring Learning Outcomes and our theory of change model.

These views are echoed by the government/ government funded bodies.

Lord Nash, Parliamentary Under Secretary of State for Schools (2014) The Department for Education has assessed the evidence of the impact of learning outside the classroom on attainment, social skills and other outcomes. In 2008, Ofsted reported that good quality education outside the classroom led to improved outcomes for pupils, including better achievement, standards, motivation, personal development and behaviour.*

The Education Endowment Foundation (2014) which is funded by the Department for Education, found that outdoor adventure learning interventions consistently show positive benefits on academic attainment and wider outcomes such as self-confidence. The research found that, on average, pupils who participate in adventure learning interventions appear to make approximately three months additional progress over the course of the year.

*2008 Ofsted Report “Learning Outside the Classroom. How far should you go?

Fun, adventure and an action-packed programme all come as standard with a Kingswood experience. But we can provide so much more than that. Sometimes it’s the little, unexpected things that give the young people that visit us the biggest sense of achievement. It might be the experiential education that we provide, breaking down the barriers of a more formal classroom environment that allows the shyest to shine as leaders, whole classes to bond and be captivated over just one session and the unmotivated to become the most enthusiastic about developing a new skill. We feel passionate about giving these experiences to as many young people as possible. It’s why we do what we do.

Designing your personalised programme is easy:Step 1: Select your special interest and programmes Step 2: Choose up to three learning outcomes Step 3: Add your activity category preferences

Personal DevelopmentThese programmes use our adventurous

activities to teach new skills, challenge ideas and inspire young people.

Environmental Field StudiesThese programmes inspire students with a passion for the natural world and are tailored to meet the

needs of your school and the curriculum.

Discovering NatureFrom Bushcraft to Environmental Field Studies,

these programmes are focused on exploring the natural world.

French programmesThe Château provides a perfect base from

which to explore the many historic and cultural highlights of northern France.

Sports and SkillsFrom developing practical skills, to self-expression and creativity, these programmes build self-confidence.

Adventure ChoiceChoose pure adventure and your programme

will focus on a selection of our activities encouraging team work and physical exercise.

15 Plan

Step 1: Our specialist interest areas

Alongside the direct learning outcomes that you can weave into our session plans, with each Kingswood adventure, you also have the opportunity to select up to three of our suggested indirect learning outcomes, which enable us to further tailor each of our activity sessions to maximise their impact for your group.

Step 2: Our learning outcomes

Our 10 learning outcomes are:

Leading and supporting Use clear communication skills and language as a group leader

or supporter to others

Challenge and risk React positively to challenges

and manage appropriate risk taking

Learning a skill Demonstrate a new skill,

technique or competence

Environmental awareness Show an understanding of how

their behaviour effects the environment (local or global)

Self confidence Demonstrate self-confidence

in themselves and trust in others

Team work Work constructively as a

team member

CommunicationCommunicate effectively with

others during the activity

Problem solving Devise a plan, execute it and

review its effectiveness in solving a problem

ResilienceBe able to demonstrate

resilience through exposure to failures or setbacks

MotivationBe an enthusiastic and

motivated group member

We’ve grouped our activities into categories, of which you can select up to three to include in your programme. All of our categories ensure that your group is able to experience a varied range of our adventures, and they are coupled with your chosen learning outcomes for maximum benefit.

Step 3: Our activities

Our activity categories are:

Challenge

In the air

Get creative

On the water

Go explore

Get active

We also have a range of specific evening activities which will be incorporated into your programme

17 Plan

Problem solving sessions are made up of series of obstacles/problems for students to overcome. The activity can challenge students both physically and mentally. Problem solving skills will be used and aspects of teamwork can be explored. The activity offers chances for students and teachers to explore spoken language skills.

• work constructively as a team member• communicate effectively with others during the activity• devise a plan, execute it and review its effectiveness in solving a problem• be able demonstrate resilience through exposure to failures or setbacks• use clear communication skills and language as a group leader or

supporter to others

*All possible outcomes are listed for demonstration purposes.

Our session plans

Example session outline - Problem solving

Learning outcomes: (Indirect transfer of learning outcomes)*

• react positively to challenges and manage appropriate risk taking• demonstrate self-confidence in themselves and trust in others• be an enthusiastic and motivated group member• show an understanding of how their behaviour effects the

environment (local or global)• demonstrate a new skill, technique or competence

All of our sessions are planned against your selection of specific learning outcomes. Our session plans are intended to provide a useful focus on educational outcomes.

Instructor led activity Student led activity Shared activity

Example Kingswood session plan

1 Back at school in small groups, identify or create an obstacle course and produce a set of instructions, safety requirements and rules, then each group delivers their own mini session to their peers. *Links to English, PHSE and PE

2. Use of photographs, video or sound recording - use the data as a prompt for students to link their experiences to produce a presentation and a piece of art or even a performance of music or dance. *Links to English, Computing and Creative Arts

3. Design/build a scale model of an obstacle that has to be strong enough to support a load representing a group of young people. *Links to Design & Technology, Physics and Maths

Stage Teaching activity Achieving learning outcomes

Session prep• check group medical information • establish learning outcomes that the teachers, group or individuals would like to achieve• pre-use inspection of the obstacle course activity area including visual inspection of elements• collect helmets (where required) and check prior to the session• collect any additional resources to develop the session

Introduction• set the scene – establish appropriate goals for the group• using language appropriate to the group deliver an activity brief • introduce the skills required for students to look after each other during the challenges i.e. spotting technique • safety brief – course specific requirements for safe use of elements • some courses warrant an active participant to have two spotters, if so divide into groups of three

• challenge the group to come up with their own safety brief encourage them to consider the obstacles and what they will have to do to remain safe

• vote in students to key roles and encourage ownership i.e. safety warden, element leaders

Main activity• facilitate the activity – allow the group to explore ways of completing tasks• ensure reinforcement of correct spotting technique throughout and if needed reconvene the group

and repeat the need. Reflect and review on spotting and how trust can be increased• for those struggling allow so many foot touch downs• set challenges on certain elements, e.g. one foot stand up on log and lower• discuss teamwork and the importance of trust

• encourage students to identify peers that may be struggling and ask them to come up with new ways to achieve the task bearing in mind the skill sets involved

• prompt students to share their discoveries about a particular element with each other

• encourage the students to question aspects of the problems

Review• revisit the aims set at the beginning of the session and link back to the targeted learning outcomes• explore feelings and how they may have changed• confirm any learning that may have taken place, and any responsibilities the group may have had • facilitate and review highlighting to group successes and elements to improve on for their next session• ensure to make the lesson relevant to day to day life (transfer of learning)• each child is to demonstrate a new physical skill that has been learnt on the session

• the use of visual referencing review techniques could be used here. The teacher could photograph/record these images and use them later back at school

End of session • ensure the course is left ready for the next group

• take any learning to the next session

• teachers can build up on this sessions learning by prompting their next activity leader in what has gone on with a view to continuing the theme

Some extension activity suggestions for curriculum links: (Direct transfer of learning outcomes)

19 Do

Making learning links after your ‘brilliant residential’Good examples of ‘direct’ extension activities from our 3G swing session could be:

Students experience heightened emotions during this activity. These emotions can be captured as part of a piece of written work, a ‘Talking Heads’ type interview or even interpreted through art, music or dance activities.

*Links to English, Computing and Creative arts

‘3G swing’ is named in relation to the expected gravitational force experienced by the participant during the swing. Using the swing concept, aspects of the science/physics curriculum such as forces, energy, mass, weight, levers pulleys etc. can be explored. Experiments could be coordinated by the teacher during the activity to gather data which can be used back at school to calculate whether the activity is appropriately named.

*Links to Science and Physics

Curriculum links - 3G swingScience, Physics, English, Computing and Creative Arts

The use of technologyExamples of how schools could use technology to enrich the Kingswood experience:

Before the residential• Explore our website and social media accounts to see what you and your pupils can expect.

Encourage parents to do the same, so that they feel more informed about the benefits that the residential can offer their children

• Our online programme builder tool will give you a good idea of how we design your adventure. By telling us about your group, your objectives and your preferences we will give you a sample idea of what you can expect on your Kingswood experience. Visit kingswood.co.uk/programmes to give it a go

During the residential• Use Twitter, Facebook or your school blog to keep in touch with parents during a residential.

Post at a regular time each day to let parents know what you’ve been up to and share photos of different activities to show them how much fun you are all having. Encourage parents to interact with the stories you post

After the residential• Once back in school, use your school’s social media platforms or blog to create a report

of the residential – using programmes such as Storify to collate tweets

• Use photos or video footage of your visit to create a video-montage or slide show. Tweet this to @Kingswood_ using #MyKingswood to share your experiences with us

All these activities add value to the whole residential experience and link back to school adding to the ‘whole school’ ethos. They also link directly to the new computing curriculum.

21 Review

Building resilience with our Realise Your Potential programmeWe have developed a new personal development programme, ‘Realise Your Potential’, which is designed to increase attainment and well-being among Year 9-13’s by building resilience and improving performance under pressure.

We use a mix of our adventurous activities, reflection time and review sessions to equip young people with new life skills, introduce them to a range of challenges and teach them how to be the best they can be. Each activity focuses on different interventions known to improve areas of performance and resilient behaviour facilitated by specially trained staff and supported by workbooks.

For young people at Year 9 and above we can provide an impact assessment as part of our ‘Realise your Potential’ programme. For other students we are able to recommend different strategies for evaluating the impact of your brilliant residential and would be pleased to provide opportunities within your programme for this to take place. Please discuss how we can help you with our on centre teams regarding different evaluation approaches.

At the end of your stay, teachers will receive coaching and development reports produced by the MTQ48 assessment enabling schools to follow up on each individual’s personal development plan.

Areas to improve performance

Positive thinking

Anxiety controlVisualisation

Attentional control

Goal setting

Stop thinking you can’t and replace it with “I can!”

See the challenge and the situation in a positive light

Learn how to not panic and to deal with anxiety

Focus on doing what we need to do and avoid distraction

Learn how to break down challenges and turn them into something which is achievable

Further readinginspiring-learning.comCreating Inspiring Learning Experiences for young people.

lotc.org.ukThe Council for Learning Outside the Classroom is the national voice for learning outside the classroom.You can also view the Ofsted report: ‘Learning outside the classroom. How far should you go?’ under the ‘Why LOtC?’ section.

learningaway.org.ukThrough action research, Learning Away has developed clear guiding principles for developing an integrated approach to providing brilliant residentials.

outdoor-learning.orgThe Institute for Outdoor Learning’s work to develop standards in outdoor learning, encourage participation and provide professional development for outdoor learning practitioners.

educationendowmentfoundation.org.uk/toolkitAn accessible summary of educational research on teaching 5-16 year olds.

oeap.infoAdvice, support and monitoring of visits and outdoor learning.

23 Review

Meet some of the teamAcross our centres, we employ over 400 talented and passionate activity leaders and outdoor education specialists. We couldn’t fit them all on one page, but you will have the opportunity to meet and be inspired by some more of them on your residential.

Matt Healey - Head of Learning and AdventureStarting out as an apprentice in a small family run outdoor centre, Matt has been working in outdoor education for over 25 years.

Favourite activity? Bushcraft, because it provides young people a direct link to nature and natural history.

Ewan Carr, Centre Manager – West RuntonEwan came straight to Kingswood in 2003 after completing a degree in Environmental Science at Lancaster University.

What’s the best bit? The outdoor learning experience has always been at the core of Kingswood, which is the aspect I hold most dear. It’s not just about being active, it’s about changing perspective and unlocking potential.

Kathryn Gavin, Activity Leader – Peak VentureSince joining Kingswood over a year ago as an Apprentice Activity Leader, Kathryn has gained many qualifications and picked up lots of new hobbies.

What’s it really like? The opportunities presented to staff are amazing. As well as developing guests at work, we are also able to further develop ourselves and our knowledge of the industry through various courses.

Sam Harbour, Environmental Field Studies Manager - Overstrand HallSam’s led fieldwork expeditions through Western Ireland, Wales, Dartmoor and Hampshire throughout his studies of Biology, Geography, Archaeology and Palaeoecology.

Favourite quote? “It’s far more important to be the right kind of teacher than it is to be the right kind of student.” Louis Dentijust

London

Newcastle

Birmingham

Cardiff

Calais

Peak Venture Dearne Valley

Staffordshire

Grosvenor Hall

Isle of Wight

West RuntonOverstrand Hall

Colomendy

Château de Chantereine

Dukeshouse Wood

Our centres

London

Newcastle

Birmingham

Cardiff

Calais

Peak Venture Dearne Valley

Staffordshire

Grosvenor Hall

Isle of Wight

West RuntonOverstrand Hall

Colomendy

Château de Chantereine

Dukeshouse Wood

Our centres25 Review

FOR LEARNING, WITH A VARIED PROGRAMME. WE HAVE TAKEN OUR STUDENTS TO THEIR CENTRES FOUR TIMES NOW AND HAVE NEVER

BEEN DISAPPOINTED

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