If brilliant residentials are so powerful, they can’t be an ‘added extra’ that only some children and young people benefit from.
When young people, staff and parents view them as normal, participation increases. Moving residentials from an enrichment programme to an entitlement for all young people as an integral part of school life shows the commitment of the school to this approach to learning and teaching.
If residentials are seen as an entitlement, rather than enrichment, they become accessible to all students and solutions must be found to overcome barriers to participation.
Learning Away schools often use pupil premium to support those students whose parents feel they cannot afford the residential, and many are exploring lower-cost models to help overcome potential financial barriers. Read more about funding residentials here or explore our free resource focusing on lower-cost models.
Learning Away schools have routinely included students with a wide variety of additional needs on their residentials, some of whom derive even greater benefit from the type of independence young people can experience on residentials. You can learn more about how this happened in the Special needs resource.
What do teachers and teaching assistants think? Find out more by watching this short filmed interview.
Learn more about the practicalities of planning brilliant residentials.
Be inspired by our case studies from Learning Away schools.
Have a look at our theory of how change happens through brilliant residentials.
Read our recommendations for schools, providers, policy makers and researchers.
Read our independent evaluation report.