The Centre for Education & Youth (CfEY), a highly-specialist think and action-tank rigorously assessed the pilot project’s impact, the results of which can be seen in the evaluation report published on Thursday 24th February 2021. I am incredibly proud that our My School, My Planet programme was able to achieve these three priorities and urge that this is considered as a model to support more children now.” “As we focus on children returning to school, my priorities are ensuring pupils can re-engage with school life and a love of learning that they are able to spend time outdoors and that they have opportunities to re-build relationships with their peers.
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36% of participants increased their frequency of physical activity by the end of the programme.The findings demonstrate measurable increases in the physical activity of participants, and a notable increase in academic knowledge and understanding of the programme’s core subjects:
The research shows that dedicated school-grounds based outdoor education programmes could be effective in supporting pupils when they return to schools across the UK, and as a vital means to reintegrate pupils into school life, in particular supporting disadvantaged pupils who are likely to be up to seven months behind their more advantaged peers following time away from school. Participating pupils were offered academic learning focused on three core subjects as a way of engaging them with their outdoor environment and supporting their wellbeing. We delivered this groundbreaking programme in 49 schools, providing over 700 hours of support to 1029 children across the UK during their return to school following the first lockdown.
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As we tackle the question of how to return to school, new evidence from our My School, My Planet project shows that dedicated outdoor education programmes can support disadvantaged pupils to increase knowledge and improve their wellbeing.įunded by The National Lottery Heritage Fund, the £275k My School, My Planet pilot programme supported children from disadvantaged ethnic groups and low-income families to re-engage with learning as pupils transitioned into the new academic year.
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