Overall, studies of transitional learning programmes consistently show positive benefits on academic learning, and wider outcomes such as self-confidence. On average, pupils who participate in adventure learning interventions appear to make approximately three months’ additional progress over the course of a year. The evidence suggests that the impact is greater for longer courses (more than a week), and those in a ‘wilderness’ setting.
Educational Endowment Foundation
Forest School and outdoor transitional learning can help learners re-engage by improving mental health, self-confidence, resilience, and self-esteem. Also proven to build and maintain positive relationships with peers, social groups and trusted adults. We have found that learners gain an ability to access, understand, and appropriately display feelings. Learners also develop coping strategies for behaviour and learning.
Over the last 4 years we have built and continue to maintain an eminent reputation for supporting learners from primary to post-16; who have struggled, or are struggling with, educational engagement.
We have a highly experienced and qualified team of forest school workers, who liaise closely with the Local Authority, schools, parents and carers to ensure integrated support for each of our learners. Throughout our transitional programmes we work on matching learners and staff appropriately, developing and achieving bespoke, key targets for learners and supporting the social and emotional development of learners, with the aim of eventual reintegration into learning environments.
We work with learners who may be at risk of Permanent Exclusion (PEX) or had fixed term exclusions. They often need support for other reasons such as behavioural difficulties or social and emotional issues.
Our group sessions are run with a maximum ratio of 1:6 to ensure quality time can be spent with every student, while also encouraging a peer to peer element.
The Outdoors Group can provide emergency placements for learners who need provision quickly or require maximum flexibility.
The Outdoors Group understands there is an obligation to report when funding transitional learning programmes. We will provide full due diligence paperwork to schools engaging with our provision.
Our team of Transitional Programme Workers are all DBS checked, first aid certified for outdoor learning, and fully qualified and experienced to work with vulnerable learners in the outdoors. Our staff place the wellbeing and positive development of each learner as a priority in every session and, as a company, we are fully compliant with current legislation including data protection, safeguarding, equality and diversity and child protection.
The Outdoors Group is aware of the vulnerabilities of learners using our services and the need to help protect them. We also know the importance of effective communication with schools and have excellent systems in place to ensure this works well for all involved, including contributing to the Team Around the Family (TAF).
Amanda has been working in the education system for about ten years both in America and England as well as directing outdoor adventure activities at summer camps in America. She enjoys bringing her passion for supporting diverse learners to the outdoors. In her free time she enjoys rock climbing and walking her dog in the countryside.
We offer a number of options for learners and have listed our standard programmes above. We understand all learners’ needs are different so we often tailor a bespoke programme to an individual learner.
We operate under service level agreements for our provision so that everyone is clear on the details surrounding the provision we offer.
We do not offer transport as part of our Transitional Learning Programme. It remains the referral agency’s responsibility to organise transport for learners to and from our Forest School sites.
For visits and enquiries, please contact Amanda Leach, Transitional Learning Programme Manager on 01392 811957 or email email@example.com