Happy Birthday Council for Learning Outside the Classroom!

Blog post written by: Megan Deakin, Marketing Coordinator at Rayburn Tours.

Blow up the balloons, hang out the bunting and start the celebrations because the Council for Learning Outside the Classroom (CLOtC) turns 10 this year! To mark this special occasion, we take a look at what CLOtC stands for and the difference learning outside the classroom has made to the lives of pupils across the UK.

Advocating learning outside the classroom walls for all pupils as an integral part of their school career, CLOtC’s primary focus is to provide students with a rounded education.

“Over the last decade we’re delighted to have strengthened support for schools and given teachers the confidence to be more creative with the curriculum, creating life changing moments for children and young people across the UK.”
Kim Somerville, Chief Executive Officer, Council for Learning Outside the Classroom

Today there are 1,000 providers who have been awarded the LOtC Quality Badge who, together, have inspired more schools and teachers to take learning beyond the classroom environment. As a result, millions of students have been given opportunities to develop their learning in the real world – enhancing educational achievements, building character and improving wellbeing.

“We’ve also offered schools assurance about the quality of both learning and safety to a range of brilliant and exciting providers – from museums to galleries, farms to nature reserves, adventure centres to overseas expeditions. These places and spaces are creating brilliant moments of awe and wonder for young people, and we are committed to bringing more of these experiences to more children more of the time as we look to the future.”
Kim Somerville, Chief Executive Officer, Council for Learning Outside the Classroom

The purpose of the LOtC Quality Badge is to aid schools in identifying high quality and safe providers, as well as reducing the paperwork required when organising an educational visit.

When you see the LOtC Quality Badge symbol, you know that the educational provider:

  • Places emphasis on learning and skills outcomes
  • Operates in a healthy and safe environment
  • Can help to reduce or eliminate the amount of paperwork required by Local Authorities

Find out more about what CLOtC can do for you and your school by visiting www.lotc.org.uk

Rayburn Tours is a proud holder of the LOtC Quality Badge, meaning you can be confident in the quality of our educational experiences.

About the Author
Megan Deakin works as a Marketing Coordinator at Rayburn Tours. Based at Rayburn House in Derby, her role is to help inspire young people to seek new adventures, embrace new cultures and learn new skills.
Rayburn Tours is an independent, family-run business that has been dedicated to providing tailor-made, international tours for groups since 1965; specialising in Educational Trips, Ski Trips and Sports Tours for schools, as well as Concert Tours for all types of youth and adult ensembles.

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How to best plan for accident prevention and ensure the best claims defensibility

Blog post written by: Sophia Reed, Mutual Manager, Regis Mutual Management Limited.

Fortunately, the public and courts’ perception of adventurous activities being “dangerous” has changed over recent years and instead, we now appreciate and understand the fantastic benefits which exploring the outdoors and trying new activities provide. It’s critical that children are introduced to these opportunities and derive the benefits at an early age to encourage exploration and curiosity, to learn how to deal with challenges, and to endorse achievement. They also promote a healthy lifestyle and build confidence, as well as fostering a love for the outdoors and activities, and not just computer games!

But adventurous activities are exciting for all ages! That’s their whole appeal! They take you out of your usual habitat and sometimes out of your comfort zone. Many activities are designed to provide you with adrenalin-fueled fun, others provide a more leisurely pace but all can offer an outdoor learning experience which enhance the lives of the participants.

The most popular topics of discussion raised by our AIM Members who provide these activities are accident prevention and what to do in the event of an incident. If you believe the daytime television adverts, the term “accident” means it is someone’s fault and that there is a claim to be made! Whilst accidents do happen, this is of course not always the case. Health and safety concerns are obviously important, but they should not dominate to prevent provision of these activities. I spend a good proportion of my time advising Members on accident prevention, the documentation they need to hold and what to do in the event of an incident.

Accident Prevention
Obviously, prevention is the best approach: no one wants anyone to suffer any injury, whether this is at work or whilst enjoying an adventurous activity. Millions of people take part in these adventurous activities every year without incident. That’s because providers adhere to good safety and best practice. We see that all the time with our AIM Members.
For activity providers, what are our recommendations for best practice and the defensibility of a claim should the worst happen?

Prevention starts from good practice in-house with thorough risk assessments specific to each activity or outing, a regular inspection and maintenance procedure documented when the checks are carried out, and rigorous staff training with annual refreshers. Documentation is key. It’s the first thing I look for when considering the defensibility of a claim.

Documents such as risk assessments are crucial.
You need to look at each activity, identify the risks and demonstrate what you have done to make the activity as safe as possible. This will include checking equipment, procedures for the activity and the instruction given to participants. The risk assessment will ensure that you:

  • Eliminate the risks that you can, and
  • Minimise the remainder to the lowest possible level

My recommendation is to update your risk assessments annually, but additionally when there are any changes to the activity or its provision.

Keep the records!
Good housekeeping with regular inspection and maintenance of equipment is critical to ensure that the equipment and systems are safe and in good working condition. Defects or problems can be picked up immediately and actioned. Keep records of the checks as evidence of your system! Documents are the best way of showing that you have good practices in place and have done all you can to ensure the safety of your staff, all visitors to your site and those taking part in your activities.

If you don’t retain them, it’s only your word that you carried out the checks, inspections, repairs etc. This is obviously far less compelling as evidence than being able to produce the contemporaneous document. Training staff on how documents can be the difference between a successful and an unsuccessful defence helps them to appreciate and understand their importance, and hopefully ensures that they are an accurate record of events and are completed contemporaneously

Your staff are your ambassadors
Staff reflect your business and brand. You rely on them to ensure the correct procedures are followed, the terms and conditions are read, the instruction given is accurate, well informed and understood by those taking part in the activity. Participants will remember the staff as much as the activity. Therefore, it’s crucial to make sure that all staff receive the right level of training to deliver the activity correctly, are fully competent in assisting all the participants, and can cater for all abilities. Just because you’ve worked with them a long time or they come highly recommended, the onus is on you to ensure the correct training is observed. Spend time observing them; discuss any issues or near misses and use those to learn from.

Keep talking!
Encourage an open environment where any near misses or issues are discussed so that staff feel confident in reporting these to you and you can take action to avoid an accident from occurring.

What should you do if there is an incident?
Contemporaneous photos and statements are the best evidence of the actual site, conditions, equipment and weather at the time of the incident; some or all of which may be in dispute if a claim is made.

This checklist is what your cover provider or insurer will need you to send to them:

  • Risk assessment for the activity
  • Accident report form
  • CCTV cover of the incident (if available)
  • Name of the instructor/supervisor of the activity
  • A copy of the instructor’s training records and qualifications
  • The signed T&C form or acceptance of risk form
  • Inspection/maintenance records for the activity and any relevant equipment used
  • Photos of the site
  • Statements from the staff on duty and involved in the incident and aftermath
  • Statements from all witnesses to the incident

We also find it very useful to have the following:

  • A video of the activity showing the layout and equipment used
  • Details of the weather at the time, if relevant
  • Details of any previous similar incidents and near misses, and what action was taken as a result.

Why do we need to have these documents?
Unfortunately, we live in a litigious world where claims are increasingly frequent. However, the good news is that the courts no longer simply accept that these activities must be dangerous and are willing to balance the provision of safe activities with the massive social benefits they provide. The successful defensibility of a claim relies upon evidence of accident prevention and good practice.

I hope that this guidance has endorsed that you are following the best practices within your organisation or individually, to ensure accident prevention already.
For more information visit the AIM website www.activitiesindustrymutual.co.uk

About the Author
Sophia left private practice as a Partner at law firm, BLM to join AIM in January 2018 as Mutual Manager. With 24 years’ experience in personal injury litigation, she regularly defended Members’ interests and provided legal advice and risk management. A regular speaker at AIM Member events and conferences within the various sectors, she has a good understanding of the issues facing activity providers and the industry as a whole, and the importance of defending brand and reputation.

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9 ways to take your maths lessons outside

Blog post written by: Adam Harvey, Primary School Teacher in Guernsey and developer of resource website: www.educateoutside.com.

Maths is a great lesson to take outdoors with endless possibilities for teaching many different subject areas. I first started taking my lessons outside when I saw how much of a positive impact it had on one of my slightly more challenging students. In class I found it very difficult to motivate them, causing them to distract not only themselves, but the rest of the table! It was a subject I dreaded teaching as I was on constant high alert and would feel extremely drained after the lesson…that was until I took it outside!

I have never looked back since and, wherever possible, teach the curriculum outside of the classroom. It’s been extremely successful for me in not only in improving my enjoyment in teaching, but the children’s learning.

Here are 9 lesson ideas that I have used and developed to take maths lessons outside.

Grouping Up – A fun lesson starter (ages 4 – 12)
Outdoor lesson starters are a great way to get students out of their seats and active while practising their mathematical skills. For this activity your class will get into groups as quickly as possible based on the criteria you read out (e.g. get into a prime number/an even number/a group with 4 noses).
Download differentiated criteria sheets here: www.educateoutside.com/resource/grouping-up-math-starter/

Symmetry Ideas (ages 4 – 12)

Symmetry is a really fun and easy topic to take outside with minimal preparation.

Symmetry hunt – Find objects with 1, 2, 3, or 4 lines of symmetry. You can then get them to record their findings on a sheet, take a photo of it, or simply just let them enjoy finding symmetry – not everything has to be evidenced and assessed!

Symmetry bugs – Get your class to design and build their own symmetrical bugs using sticks.


Check out loads of outdoor symmetry ideas and resources here: www.educateoutside.com/resources/symmetry/

Data Handling Ideas (ages 7 – 12)
Data handling is another subject area where the opportunities for outdoor learning are endless. Below is just a few of the ideas I have used to great success:

  • Collect data about types of plants or animals in the outdoor space.
  • Measure their heart rate after different types of exercise.
  • Do litter picking and collect then look at data about the different kinds of litter you found.

For more ideas and resources check out some data handling ideas here: www.educateoutside.com/resources/data-handling/

Tree Height (ages 10 – 12)
Trees can be used for lots of outdoor learning activities, many of which will fit into your maths lessons. If you are looking at measurement, conversion, or estimation this is a great activity for you. Your class will estimate and measure the height of trees using only themselves, a pencil, and a ruler. You could then go on to using this information for a data handling unit.
For instruction on how to measure the height of trees check out this resource: www.educateoutside.com/resource/measurement-tree-height/

Compass Directions (ages 7 – 12)
In pairs, armed with a compass and record sheet, get each partner to go around your outdoor area, stand in a spot, and record what they can see at different compass headings. They will then swap sheets with their partner and try to figure out where they were stood by using the information they recorded onto the sheet. For more of a challenge, students can use more precise headings.
See this resource for more information: www.educateoutside.com/resource/compass-directions-where-am-i/

Shape Hunt (ages 4 – 6)
This is a really simple but fun activity for your little ones who are looking at shape recognition. Get them to go into your outdoor space and see which different shapes they can see in the area. This can be done verbally with a teacher, learning assistant, partner, or by recording it on a record sheet.
Download the record sheet for free here: www.educateoutside.com/resource/shape-recognition-shape-hunt/

Number Recognition (4 – 6)


There are lots of ways to look at number recognition in the outdoors. I love using task cards with simple instructions to collect a certain number of sticks, leaves, or stones. Some of the cards involve finding a simple number, others involve finding a simple number and size/colour, and more challenging cards involve finding two different numbers.
Check out the resource here: www.educateoutside.com/resource/numbers-1-10-outdoor-counting-and-simple-addition/

The Human Clock (7 – 12)
Time can be a difficult subject to teach at the best of times. The human clock game makes this tricky topic active and fun for your students. Create a large clock using sticks, chalk, or anything else that works for you and read out different times, getting your students to make the time using their bodies as the clock arms while lying on the floor. This activity works really well as a whole class; however, it can also be very effective when students are working in small groups using differentiated time task cards that you can get using this link: www.educateoutside.com/resource/time-the-human-clock-game/

Addition Olympics (7 – 12)
Get your class outside, keeping fit, while doing maths! Addition Olympics is a great activity for your students to practise column addition with carrying. In pairs, get them to complete timed activities where they add their results together using column addition to get a combined score. My class absolutely love this activity and frequently play it in their own time!
Check out the activity sheets here: www.educateoutside.com/resource/addition-olympics/

I hope you have found some of these ideas helpful and are able to use them with your class. Remember, getting children to enjoy learning is half the battle and taking lessons outside can play a big part in this. Venture away from the classroom and enjoy!

About the Author
Adam Harvey is a primary school teacher from Guernsey, spending most of his time in KS2, with a huge passion for learning outside the classroom. As a child he spent the majority of his time outside, taking risks, getting muddy and, without knowing it, learning lots from doing so! Because of this, he has helped developed www.educateoutside.com which gives teachers access to resources.

Posted in Learning Outside the Classroom, Maths, School Grounds | Leave a comment