Inspiring Learning Outcomes
Making the most of your Kingswood
residential adventure
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Contents.
Introduction
Maximising the impact
Inspiring learning outcomes
Quality outdoor learning experiences
Our theory of change model
Plan
Planning your residential checklist
Independent research
Designing your programme
Our learning outcomes
Our activities
Do
Our sessions plans
Review
Making learning links
The use of technology
Building resilience
Further reading
Meet some of the team
Our centres
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“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
Maximising the impact
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 are consultants, supporters and experts
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
Inspiring learning outcomes
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.
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Plan
When 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
Do
As 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
Review
Following 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
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5 Introduction
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Quality outdoor
learning experiences
FR EE
CPD session
included
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*.
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.
*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.
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 management
Our 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 assessments
Risk 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 centres
Our 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
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.
Our theory of change model
Team work
Work constructively as a team member
Communication
Communicate effectively with others during the activity
Young people and
their leaders share
and understand their
objectives for the
residential
Young people arrive
at Kingswood
Visiting staff share
their outcomes with
their Kingswood
colleagues on centre
Learning Outcomes
Young people build
trust in the centre
teams and each other,
and prepare for a
brilliant residential
Problem solving
Devise a plan, execute it and review its effectiveness in
solving a problem
Resilience
Be able to demonstrate resilience through exposure to
failures or setbacks
Young people experience
a selection of exciting
and fun adventure
activities
Motivation
Be an enthusiastic and motivated group member
Leading and supporting
Use clear communication skills and language as a
group leader or supporter to others
Self confidence
Demonstrate self-confidence in themselves and trust
in 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)
9 Introduction
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
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
Planning your residential checklist
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:
Plan
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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?
11 Plan
Notes
Independent research: Independent evidence of the impact
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.
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
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 studentstudent 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
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.
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.
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.
*2008 Ofsted Report “Learning Outside the Classroom. How far should you go?
Step 1: Select your special interest and programmes Step 2: Choose up to three learning outcomes
Step 3: Add your activity category preferences
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.
Step 1: Our specialist interest areas
Personal Development
Discovering Nature
Sports and Skills
These programmes use our adventurous
activities to teach new skills, challenge ideas
and inspire young people.
From Bushcraft to Environmental Field Studies,
these programmes are focused on exploring the
natural world.
From developing practical skills, to
self-expression and creativity, these
programmes build self-confidence.
Adventure Choice
Environmental Field Studies
French programmes
Choose pure adventure and your programme
will focus on a selection of our activities
encouraging team work and physical exercise.
These programmes inspire students with a passion
for the natural world and are tailored to meet the
needs of your school and the curriculum.
The Château provides a perfect base from
which to explore the many historic and
cultural highlights of northern France.
15 Plan
Designing your personalised programme is easy:
Step 2: Our learning outcomes
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.
Our 10 learning outcomes are:
Team work
Work constructively as a
team member
Communication
Communicate effectively with
others during the activity
Problem solving
Resilience
Motivation
Devise a plan, execute it and
review its effectiveness in
solving a problem
Be able to demonstrate
resilience through exposure to
failures or setbacks
Be an enthusiastic and
motivated group member
Leading and supporting
Self confidence
Challenge and risk
Learning a skill
Environmental awareness
Use clear communication skills
and language as a group leader
or supporter to others
Demonstrate self-confidence
in themselves and trust
in others
React positively to challenges
and manage appropriate
risk taking
Demonstrate a new skill,
technique or competence
Show an understanding of how
their behaviour effects the
environment (local or global)
17 Plan
Step 3: Our activities
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.
Our activity categories are:
Challenge
Get creative
Go explore
In the air
On the water
Get active
We also have a range of specific evening activities which will be incorporated into your programme
Our session plans
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.
Example Kingswood session plan
Instructor led activity
Student led activity
Shared activity
Example session outline - Problem solving
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.
Learning outcomes: (Indirect transfer of learning outcomes)*
• 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.
• 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
Session prep
Introduction
Main activity
Review
End of session
Teaching activity
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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
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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
Achieving learning outcomes
• 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
• 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
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• 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
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
• take any learning to the next session
• ensure the course is left ready for the next group
• 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)
1 B ack 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
19 Do
Stage
Making learning links after your ‘brilliant residential’
Good examples of ‘direct’ extension activities from our
3G swing session could be:
‘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
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
Curriculum links - 3G swing
Science, Physics, English, Computing
and Creative Arts
Examples 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
The use of technology
Building resilience with our Realise Your Potential programme
We 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
Stop thinking you can’t and replace it with “I can!”
Visualisation
See the challenge and the situation in a positive light
Anxiety control
Learn how to not panic and to deal with anxiety
Attentional control
Focus on doing what we need to do and avoid distraction
Goal setting
Learn how to break down challenges and turn them into something which is achievable
inspiring-learning.com
Creating Inspiring Learning Experiences for young people.
lotc.org.uk
The 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.uk
Through action research, Learning Away has developed clear guiding principles for developing an integrated approach to providing brilliant residentials.
outdoor-learning.org
The 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/toolkit
An accessible summary of educational research on teaching 5-16 year olds.
oeap.info
Advice, support and monitoring of visits and outdoor learning.
23 Review
Further reading
Meet some of the team
Across 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 Adventure
Ewan Carr, Centre Manager –
West Runton
Starting out as an apprentice in a small family run
outdoor centre, Matt has been working in outdoor
education for over 25 years.
Ewan 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.
Favourite activity? Bushcraft, because it provides young
people a direct link to nature and natural history.
Kathryn Gavin, Activity Leader
– Peak Venture
Sam Harbour, Environmental Field
Studies Manager - Overstrand Hall
Since 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’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
25 Review
Our centres
Dukeshouse Wood
Newcastle
Peak Venture
Dearne Valley
Colomendy
Staffordshire
West Runton
Overstrand Hall
Birmingham
Cardiff
London
Grosvenor Hall
Calais
Isle of Wight
Château de Chantereine
KINGSWOOD
OFFER GREAT
OPPORTUNITIES
FOR LEARNING, WITH A VARIED PROGRAMME.
WE HAVE TAKEN OUR STUDENTS TO THEIR
CENTRES FOUR TIMES NOW AND HAVE NEVER
BEEN DISAPPOINTED
kingswood.co.uk schools@kingswood.co.uk 0800 655 6564
kingswood.co.uk
schools@kingswood.co.uk
One Jubilee Street, Brighton, East Sussex, BN1 1GE
Proud to be part of
Accredited by the
Watersports
for the teaching
of English