Working in partnership with other schools can add huge value to a reasidential programme’s outcomes – and can reduce planning and staffing burdens.

Most Learning Away schools in the first phase of the project worked in partnership, with many groups of schools including a mix of primary, secondary and special schools. Collaborative partnerships have enabled schools to develop and plan engaging and relevant activity programmes, share coordination, jointly purchase equipment, and share venues and transport, staff development and training. Collaboration has also enabled development of cross-phase programmes, including transition-focused and student leadership residentials.

Some schools have developed their Learning Away programmes using existing collaborative structures, for example through a previous Education Action Zone (EAZ). When the funding for these central coordinating staff has disappeared some partnerships of schools maintain the collaboration on a voluntary basis. Others find the dedicated support so valuable that they have used school funds to maintain the central coordinating role.

The benefits of collaboration go far beyond efficient use of time and skills. Planning, delivering and evaluating residentials collaboratively has led to the most creative ideas, shared best practice and shared resources, and has inspired other schools to join in.


Be inspired by our case studies from Learning Away schools.

Access free resources to help you plan your own brilliant residentials.

Have a look at our theory about how change happens on brilliant residentials.

Read our recommendations for schools, providers, policy makers and researchers. 

Read our independent evaluation report.