Learning outside the Classroom

Jim Shannon Excerpts

Wednesday 26th April 2017 Westminster Hall

[Ian Paisley (in the Chair)]

Thank you. Flattery will get you everywhere.

[Jim Shannon (Strangford) (DUP)]

Not that educated!

[Mr Sheerman]

I am being barracked: the comment “Not that educated” is coming from behind me.

I have been involved in the issue of out-of-school learning for a very long time. I had a very good run as Chair of the variously named Education Committee—it had a number of names, including the Children, Schools and Families Committee. Indeed, the Minister who will answer this short debate was a brilliant member of the Select Committee. We had great fun working together on a lively Committee.

I became somewhat obsessed with out-of-school learning, for two reasons. When one is Chair of a Select Committee of that kind, it is one’s job to visit as many schools as possible, in all parts of the country and at every level. In those days, we covered topics ranging from pre-school learning and nurseries right through to further education, apprenticeships and higher education, so it was a wide-ranging brief. However, when I got to schools, particularly in the primary and secondary sectors, I found that those schools that had the ability to take children outside the classroom transformed young people’s lives. All the research that has now been done on the issue shows that. A report that we did goes back 10 years. We did not have so much research evidence, but since that report came out 10 years ago from the Education Committee, we have been able to conduct research to show just how much young people are stimulated by getting outside the classroom and particularly into the countryside, and I became passionate about getting children out of the classroom and giving them an experience.

One of the wonderful things about getting a class of 30 kids out of the classroom is that we can do wonderful things for them and with them. Let me describe what all the research showed when we did our first inquiry. We have a treasury in London and in Northern Ireland, Scotland and Wales because we have free museums—what a wonderful treasury, what a wonderful learning experience. But tragically, when we delved into who among our children goes to those museums, we found the following. We found that more middle-class children went to them with their parents regularly. Going to them is a wonderful experience. Now, in London and Leeds, there are all-night stays in museums. That is an incredibly innovative and fun thing to do—sleep-ins at the museum, sleeping with dinosaurs. What a wonderful experience. However, all the research showed that more ordinary kids, from more ordinary, less affluent homes, did not go to the free museums—not even the free museums.

If the people from a less privileged background did go to the free museums, they went with their school. All the research showed what we needed to do if we wanted to reach out to all the children in this country, not just the more privileged—and I do not mean 5% or 10%, but something more like 60%. A very high percentage of kids living in this country, in our towns and cities and in the countryside, do not visit those wonderful museums unless their school takes them out of school to do that. They do not do it, or certainly they do it in lesser numbers and on fewer occasions, so I became dedicated to the view that it should happen.

Then I mixed up one passion with another. I do not know whether I should be indiscreet, when we are getting close to the general election, about falling in love with someone—it might get in the popular press—but I fell in love with John Clare, the English poet. He has been dead a long time: he lived from 1793 to 1864. When I went to school, I had the privilege of having a wonderful teacher who loved John Clare and imparted some of that enthusiasm to me, and I became dedicated to John Clare and giving him a wider audience.

When John Clare was alive, he had only 100 poems in print. The special thing about John Clare is that he was not a posh vicar or a Member of the House of Lords, as many poets were. He was an ordinary working man; he was called the Northamptonshire peasant poet. He was a day labourer, a farm labourer, and his father was a farm labourer; they threshed together in the village of Helpston. However, John Clare went to a dame school and learned to read and write, and after he left school at 12, he never stopped reading and writing. He briefly became popular in the Victorian period, when rustic poetry was popular, and 100 of his poems were in print when he died.

Then, in the 1960s, a treasury of wonderful poetry by John Clare was found. We think that his mental challenge was that he was bipolar. He could have been treated easily these days, but he was bipolar. The well-wishing people who looked after him put him in the Northampton general asylum. He was there for many years—he lived until his early 70s—and we discovered in the 1960s that he had been writing and writing and writing, even better poetry than the poetry that he had already published. One thousand of his poems are now in print, and more are being published.

Then I had the strange fortune of my eldest daughter marrying an academic who happened to be a John Clare scholar, from Cambridge University. He is now senior tutor at Fitzwilliam College and he has written a book about John Clare. I do not know how this happened, but I became the chairman of the John Clare Trust; I bought John Clare’s house; and we raised £3 million to turn John Clare’s cottage into a centre for children to visit. It is for everyone to visit, but we have a particular campaign called Every Child’s Right to the Countryside. I have seen the work that we and other people in the same field have done transform the lives of children; their lives are transformed by going to the countryside. One does not have to love poetry, art, music or what I often called—all my daughters studied English at famous universities—arty-farty people. They do not like that, but you know what I mean, Mr Paisley. I am a social scientist, trained at the London School of Economics in economics, so I can sometimes be disparaging about some of the more literary pursuits.

However, I know that if we take a child into the countryside and use technology, innovation, science or any subject under the sun, we can transform the experience of that child in that environment. Of course, John Clare writes about the woods and hedgerows and the plants and animals of our country, many of which are now very challenged in terms of their very existence. What we found in our work, which we did in partnership with others, was that if we want our country to have a countryside and our people to love it, they must visit it. Our secret—but not very secret—mission is to get people in this country, especially new generations of young people, to come to the countryside to learn and to really find their spark. I come across so many people in this country, even my own constituents in Huddersfield, who would benefit from that. I am sure that other hon. Members feel the same.

[Jim Shannon]

It is always nice to serve under your chairmanship, Mr Paisley—I think this may be the second or third time.

The hon. Gentleman raised those who wish young people to see and be involved with the countryside. I am very aware that in Northern Ireland we have under-achievement by Protestant males because they are not academically inclined, but their disposition might be towards the countryside. One organisation that has enabled those people at least to achieve something from a physical point of view is the Prince’s Trust. Has he had any opportunity to work with the Prince’s Trust to enable people who are not academically inclined to look towards the countryside, because they might find a job and perhaps a realisation of what they could do there?

[Mr Sheerman]

The hon. Gentleman reminds me that we are not talking about an exclusive society of brethren. There are a lot of us, including the Scouts, the Prince’s Trust and lots of other wonderful organisations. The wonderful chief executive of the National Trust came to visit John Clare’s cottage in Helpston only a month ago. We need to work with the National Trust and all the organisations that can offer wonderful destinations to more and more schools. I would be wrong not to mention the Institute for Outdoor Learning, whose chief executive Andy Robinson was very helpful as soon as he heard that I had secured this debate. There are a lot of organisations out there.

All the research shows that it is good for children to come to the countryside. It shows the real improvement in academic subjects, as well as in achievement across the board, from getting children out for a day in the countryside, a museum or somewhere they can get a different perspective on their learning.