Outdoor Learning

Kevin Brennan Excerpts

Wednesday 15th December 2010 Westminster Hall

[Alun Cairns]

My hon. Friend makes a good point. It is fair to say that education structures in Wales are far more centralised than those in England. Of course, it is up to the devolved Administration to decide how best to deliver education, but it is regrettable that some of the freedoms that are to be offered to schools in England will not be offered to those in Wales. That aside, my point in highlighting the merits and benefits of the foundation phase in key stage 1 is that it has allowed teachers and pupils to express themselves and to learn in different ways. I would encourage free schools, whose numbers will increase in England, to learn from the benefits and merits of the different approach taken in Wales.

[Kevin Brennan (Cardiff West) (Lab)]

Does the hon. Gentleman seriously think that an aspiration to carry out 50% of learning outside the classroom could be met without that direction from the Government in the curriculum?

[Alun Cairns]

I am grateful to the hon. Gentleman for his question, but, yes, I do think that that is possible. In free schools in England, greater power will be devolved to the head teachers and governors, who will be able to decide how best to approach these issues. The rigid 50% approach taken in Wales may not be right for their school, depending on its environment, its location and its children’s needs, which that school can better reflect.

My point in highlighting the merits and benefits of the different approach taken in Wales is that it has made outdoor learning central to education at key stage 1. That has significant advantages, and I hope that free schools in England will look at that approach and apply it to their pupils’ needs. My hon. Friend the Member for Brigg and Goole reflected on the requirements of children with special educational needs and on how outdoor learning can better reflect them. Surely, the way in which a school wants to approach outdoor learning will depend on the nature of children’s special educational needs. Although the model in Wales is centralised, and I would disapprove of that, the thrust of outdoor learning at key stage 1 is beneficial overall. Should teachers and governors be given the freedom to introduce such a scheme under the system in England, they could adapt it, and that would be much more beneficial in terms of meeting their pupils’ needs.

In closing, I underline the need to advance the approach taken in key stage 1 and to underline its benefits, although there will be drawbacks, which we will need to learn about. We also need to understand how outdoor learning should be approached in key stages 2 and 3. Outdoor learning is central to education in key stage 1, and it would simply be wrong to cut it at key stage 2. It needs to make that transition so that we can meet the needs of older children. I take on board the comments by my hon. Friend the Member for Carmarthen West and South Pembrokeshire about the essential need to have outdoor learning throughout education, rather than just at key stage 1.

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

I, too, congratulate the hon. Member for Carmarthen West and South Pembrokeshire (Simon Hart) on securing the debate.

Someone pointed out earlier that the debate had a distinctly Welsh feel. Indeed, we also heard from the hon. Members for Vale of Glamorgan (Alun Cairns), for Ceredigion (Mr Williams) and for Aberconwy (Guto Bebb). I should mention the others who spoke, but I may struggle when pronouncing the English names of their constituencies. We heard from the Member for— was it Wore-ses-ter?—the hon. Member for Worcester (Mr Walker). The hon. Member for Brigg and Goole (Andrew Percy) contributed, and at the end we heard from the hon. Member for North Swindon (Justin Tomlinson), which I think I can pronounce properly.

All contributions to the debate were good. Indeed, I wish I had thought of the last point made by the hon. Member for North Swindon when I was a Minister. It is an excellent proposition, and I hope that the Minister will respond positively. I hope that I have mentioned everyone who spoke in this enjoyable debate. It reflects the fact that there is a degree of consensus on learning outside the classroom; there has been for many years.

Hon. Members have mentioned the many reasons why this is a good thing. They talked about the health benefits and practical skills that can be gained; the broadening of horizons; and the influence on behaviour, with improving relationships between pupils themselves or between teachers and pupils—adults and children. During my time as a Minister, I was keen to promote learning outside the classroom. I used to say that, for whatever reason, we have managed to raise a generation of battery-farm children and it is time to allow them to go free range. That is what we all think in this debate; we need to liberate children from the bounds of the classroom and get them to enjoy all the benefits of the great outdoors. I am a big enthusiast of that, which is why I congratulate the hon. Member for Carmarthen West and South Pembrokeshire on securing this debate.

Like other hon. Members here, I have also spent time as a teacher and organised field trips. I remember one particular trip to Llanbradach in the Welsh valleys where I confiscated an awful lot of cigarettes, but where we had a wonderful time. I have fond memories of the various trips that I took as a pupil, as I am sure other hon. Members have. As a teacher, I used to say that it is important to make something memorable for students; to give them something that they will remember in years to come. The things that we often remember and that have a positive influence on us are the kinds of experiences that we gain outside the classroom.

Risk, which has been raised this morning, is very important. We must get people focused on the real risks. There are risks; the hon. Member for Ceredigion pointed that out. Irresponsible actions can sometimes be taken by those who supervise learning outside the classroom, but it is the real risks rather than the rare risks on which we should focus in this debate. It is essential to get that message across to teachers, governors, pupils and to everyone involved in organising learning outside the classroom.

Several hon. Members have mentioned the foundation phase in Wales, or the key stage 1 curriculum. I visited Kitchener Road primary school in my own constituency last year. Anyone who knows anything about Cardiff will know that one could not find a more urban school than the one on Kitchener Road. It is a classic Victorian primary school on a very constrained site, right next to a main road. It is a multi-ethnic school. As part of the foundation phase, the teachers found a bit of scrubland on the school site and held their forest school there. If anyone saw those children gathered around the campfire making toast on the end of a stick, they would not know that a main road was only five yards away. It is a classic example of what can be done with a bit of imagination. It did not need a great deal of resources. Yes, it was a damp day, and the children needed outdoor gear, but that was no reason for them not to go outside. It was absolutely wonderful to see them benefiting from such an experience. I am sure that many of them would not have had that experience had it not been for the fact that the curriculum was organised, as the hon. Member for Vale of Glamorgan pointed out, to ensure that those very young children spent half their time outside.

There is a great deal of consensus in the Chamber about what we need to do and, I think, in fairness, about the fact that the previous Government made a big effort in this area. If hon. Members have done their research they will know that that is the case. I was Minister in the old Department for Children, Schools and Families, which organised and launched the “out and about package” in 2008. The quality badge scheme was designed to assure schools that organisations that are great at offering opportunities for outdoor learning, such as those mentioned by the hon. Member for Aberconwy, can meet the standards and requirements that are needed.

The Government’s response to the Select Committee report that was published just before the general election in April states:

“Under the previous Administration, significant progress was made in bringing together organisations with an interest in promoting learning outside the classroom. These organisations have worked together on guidance and support for schools and on the development of the Quality Badge accreditation scheme under the direction of a new council for learning outside the classroom.”

I give the Minister credit for that. It recognises the efforts that have been made so far to try to overcome the culture that was getting in the way of learning outside the classroom.

In preparing for today’s debate, I was a little surprised to read the briefing from the Countryside Alliance, of which the hon. Member for Carmarthen West and South Pembrokeshire used to be in charge. I met the alliance the other day and we had a very good meeting about this matter. I commend the trust that the hon. Gentleman set up and its aims and what it is attempting to do. None the less, its briefing said:

“The previous government confirmed in its response, which was published at the end of October, that it does not believe outdoor education can contribute to the development of a child”.

There is, I think, a typo in there. It was not the previous Government who issued the response to the Select Committee’s report; it was this Government, who, the Countryside Alliance says, do not believe that outdoor education can contribute to the development of a child. I do not believe that that is true. I am quoting the Countryside Alliance briefing for this debate; it is not me saying this. I am sure that what it says is not the case and that the Minister will confirm that in a moment, but I can understand why the alliance might be concerned.

I have read the Government’s response to the Select Committee’s report on outdoor education. It does not make good reading for members of the Select Committee, because it is tantamount to a wholesale rejection of the report. Running through the response is this ideology of laissez-faire that seems to have overtaken the Department. The thinking is that if we let everything go, do not drive anything and let schools and governors get on with it, we will suddenly, miraculously, end up with a situation—as the hon. Member for Vale of Glamorgan believes—in which children will spend 50% of their time outside the classroom. All we need, the Government think, is a general feeling good about things, osmosis and a laissez-faire approach. However, it will not happen.

Clear guidance is needed from the centre, as the hon. Member for Ceredigion pointed out. It is important. Teachers take note of it as do governors, local authorities and providers. We must give a clear indication of what we want to see schools doing. Sometimes, we have to put resources into it and sometimes Ministers who want to get things done will have to apply a bit of stick as well to ensure that it happens on the ground. I am afraid that just wishing will not make it happen.

I will not go through all the Government’s responses to the Select Committee report, but if we look at them, we can see that most of them start with the words:

“We do not agree with the suggestion”.

For example, one of the responses states:

“We do not agree with the suggestion that an entitlement to one school visit a term should be built into the National Curriculum.”

Here is another one:

“We think this is unnecessary and is an issue which should be left to the professional judgement of teachers.”

Those are fine words and everyone welcomes them, but the Government will be judged on what actually happens on the ground and whether there is an increase in the amount of time that children spend on learning outside the classroom.

Another response states:

“We are not pursuing the previous plans for a School Report Card”—

which was one of the recommendations of the Select Committee—

“but we are looking at the performance tables with a view to providing parents with a wider range of performance information than is currently available.”

I hope that learning outside the classroom will be part of that.

Here is yet another response:

“We do not agree that schools should have to provide such information to the DfE, at a time when schools are asking us to reduce bureaucratic and data collection burdens.”

Such burdens should be reduced, but whether data are collected can send a signal to schools about what is thought to be important.

In closing, I just want to say that I am afraid that the idea that has been put forward by the Royal Society for the Protection of Birds before this debate that the pupil premium can provide some funding for outdoor learning is cloud cuckoo land, because the pupil premium is a con. It does not add any additional money whatsoever in real terms to the school budget and it will be exposed when head teachers start looking at it. I can guarantee the Minister that, because of the way that the Government have played “funny figures” with school funding, she will have head teachers queuing up to tell her that the pupil premium is a con very shortly.

The Government are cutting school sport and we are still awaiting an announcement on it. I hope that the Prime Minister has not sold the country a dummy on school sport, because we are still awaiting the announcement about whether the Government will do anything to reinstate the structure of school sport, which is important if we are talking about children’s health. The School Food Trust is being abolished and we will see food standards fall as a result. We will be back to turkey twizzlers, with no proper physical education and a lottery for learning outside the classroom.

I hope that the Minister, in responding to the debate, can tell us what she will do to promote learning outside the classroom and to face down the laissez-faire ideology that has infected her Department.