We know that residentials have greater impact when staff are fully involved in the management of the residential programme and the delivery of its activities (formal and informal, educational and social).
However, there are undoubtedly additional demands placed on staff when they have a lead role in delivering these activities, take part themselves, organise and support social/recreational activities and supervise their students overnight (and for some residentials, at weekends).
Learning Away schools have used a number of strategies to acknowledge these demands, including:
- providing invaluable ‘down time’ for staff (as well as students)
- planning overnight stays on a rota basis
- giving staff time in lieu to recover from the night (or weekend) before
- not expecting all staff to attend every day of the residential (particularly where the residential takes place at a location close to the school).
Schools recognise that to get the most out of their brilliant residentials for students, it is important to reduce the strain on key staff where possible – and to share responsibility across a wider staff group where they can.
A number of schools have successfully encouraged a wider group of staff to participate by using these types of in-kind support alongside raising staff awareness about the classroom practice and career development advantages of residentials. Often those staff who have already been on residentials are themselves the most persuasive advocates among colleagues.
Learn more about the benefits brilliant residentials can have for teachers and schools.
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.