The role of (Sandwell) governors in supporting, checking, and getting

The role of (Sandwell) governors in supporting, checking, and getting best value from school visits. Richard Oakes: Manager, Sandwell Residential Education Service, and Sandwell Educational Visits Advisers.

School visits, like wellies, come in many shapes and sizes… …including visits to local parks, libraries, museums, and other places of interest; local towns; cities; and further afield. They can be short, day-long, or residential, at all times of the year, and at weekends and in school holidays as well as term-time. They can involve overseas travel, and a wide range of activities and learning experiences.

WHY SUPPORT & ENCOURAGE SCHOOL VISITS? The evidence for positive impacts on learning is strong…. Knowledge and understanding Skills Attitudes Values Physical and Mental Health Aspiration and ambition

LEARNING AWAY • “Learning Away has shown that a residential learning experience provides opportunities and benefits that cannot be achieved in any other educational context or setting”. Key benefits include: • Improve students’ engagement with learning • Support students’ achievement • Improve resilience, self-confidence & wellbeing • Smooth transition • Foster deeper relationships • www.learningaway.org.uk

IMPACT AND BENEFITS • 82% of secondary and 75% of 7-11 year old students said that their residential experience helped them realise that they could get on better with people from other classes or schools • “You feel more part of the school now you know more people” • 78% of 7-11 year old pupils and 87% of secondary students felt more confident to try new things they would not have done before the residential. • 79% of secondary students indicated that the residential had made them realise that what they learn at school is important to them. • “Before going on the trip I hated school, but now I just love it. I think it has just changed me basically, changed my abilities.” • York Consulting Final Evaluation

To watch my students transform before my eyes into a new version of themselves - that was amazing! Assistant Headteacher - Sandwell

We have seen a real change in the progress and achievement of our children.  Their confidence has increased exponentially. This has translated in the classroom into a better attitude for learning and greater confidence in taking part in whole class activities. Assistant Headteacher - Staffordshire

THE NEW OFSTED FRAMEWORK Will judge: The school leadership’s intent to deliver an ambitious curriculum designed to give all learners the knowledge and cultural capital they need to succeed in life… ….and knowledge and skills for learning and employment….

AND A NEW “PERSONAL DEVELOPMENT” JUDGMENT… • The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to discover their interests and talents. • The curriculum and provider’s wider work supports learners to develop their character – including their resilience, confidence and independence – and helps them to know how to keep physically and mentally healthy.

NOT EVERYTHING THAT MATTERS CAN BE MEASURED AND NOT EVERYTHING THAT IS MEASURED MATTERS

THE ROLE OF GOVERNORS The school’s strategic vision. In light of the Ofsted framework, and taking account of your own school’s particular priorities – catchment; opportunities and experiences children have, or don’t have; aspirations of leadership and staff; ask: Where, when and how do school visits fit into and support the school curriculum? Are staff recruited, trained and motivated to plan and lead school trips? Are visits accessible to pupils, especially those with special needs, and Pupil Premium pupils? What resources are available to help with school visits?

WHEN A SCHOOL VISIT IS PROPOSED, ASK: • Which ages, cohort, targeted group is it for? • What are the aims, and what are the anticipated outcomes? • How will these be evaluated/reported back? • Is the venue/provider/experience the best one to deliver the outcomes? • Is the visit accessible and inclusive as far as possible, including financially, and is any support needed and available? • And…..

REGARDING H&S, SAFEGUARDING, PLANNING & GROUP LEADERSHIP….. …has the visit been checked by the school’s Education Visit Co-Ordinator (every school should have one of these!) …has the visit been entered on the Evolve system (if schools have it – more on this later) …has the visit/s been checked and approved by Sandwell’s Educational Visits Advisers, or your MAT’s/school group’s alternative. (Sandwell’s EVA’s are members of the Outdoor Education Advisers Panel: they ensure that a robust approach has been taken to planning and Health and Safety.)

GETTING BEST VALUE School visits require an investment…of time, energy, and sometimes money. How do you get a good return from that investment?

GETTING BEST VALUE Consider • The benefits and outcomes of the visit • The quality and reputation of an external provider • Affordability and access • Number of eligible pupils likely to attend/those not attending • Staff/adult ratios; use of volunteers if appropriate • The timing and duration of the proposed visit • Location, and travelling time and costs.

MAKING THE CASE FOR THE AUTUMN For residential visits, autumn and winter often provide best value • Usually cheaper prices • Investing in a residential early in the year gives a much better return on outcomes: • relationship building, • independence, • motivation, • problem solving, • enthusiasm and context for learning, skills development.

BEST PRACTICE RESOURCES The Outdoor Education Advisers’ Panel booklet “High Quality Outdoor Learning” gives an excellent overview of what constitutes best practice – and it’s transferable to all types of educational visits, not just outdoor learning. Copies available!

SANDWELL COUNCIL’S SUPPORT FOR VISITS The Council provides exceptional support for school visits: Educational Visits Advisers Advise, support, check (and spot-monitor selected visits) Sandwell maintained school visits, and those of Sandwell aided and academy schools buying into a service level agreement, using the online “Evolve” system. They also train school Educational Visits Co-ordinators, and Visit Leaders.

SANDWELL RESIDENTIAL EDUCATION SERVICE One Service, four distinctive centres. From a governor’s viewpoint, if considering residential visits, Sandwell’s centres provide: • Programmes designed with school staff to deliver specific outcomes. • Small, usually single-occupancy centres, with expert, caring staff. • Focus on transferable skills, personal development, health, and with scope for progression as children get older. • Streamlined Evolve process for Sandwell schools; Council H&S support. • Subsidised for Sandwell schools and academies - high quality, high value

It’s about People - subject expertise and great people skills - Places, and Process.

Edgmond Hall, Shropshire – a converted Georgian farm; themed environmental learning adventures.

Frank Chapman Centre, Wyre Forest – forest-based adventure and environmental programmes (with summer glamping!)

Ingestre Hall, Staffordshire – creative arts residentials in an inspirational stately home.

And PlasGwynant, Snowdonia – outdoor exploration and adventure.

YOUR CENTRES…. These are your school’s centres – please talk to us first. We’d be delighted to come into your school to discuss school visits, and options available through your centres. These include residential and day visits, family learning days, weekends, self-catering accommodation, team-building events, staff team day venues, and holiday-time availability.

Thank you. Richard Oakes Manager, Sandwell Residential Education Service and Educational Visits Advisers richard_oakes@Sandwell.gov.uk

The role of (Sandwell) governors in supporting, checking, and getting