The role of Learning Away

Learning Away aims to demonstrate the positive impact that high-quality residential learning can have for students and teachers, and to engage increasing numbers of primary and secondary schools across the UK in the development of their residential practice. During the initial five-year ‘action research’ phase of Learning Away we:

  • worked with 60 schools to develop exemplary practice
  • collected and disseminated compelling evidence of positive impact
  • made the case to school leaders for increasing the amount of high-quality residential learning that takes place
  • written, published and shared a bank of tools, resources and case studies.

This initial phase, which came to an end in 2015, involved a committed group of 60 primary, secondary and special schools, each developing new and exciting residential programmes. In this section we describe how we collaborated with these schools to support them to develop and share their learning with each other, and how we are now sharing our impact evidence, case studies and resources with a growing community of schools and residential providers in the UK and beyond.

In this filmed interview, Tony McDaid, former headteacher of Calderglen High School describes how the school became involved in the Learning Away Programme. He talks about the the collaborative partnership developed with PHF, the value of the support received and the impact of this approach on the school and the teachers involved.

 

Be inspired by our case studies from Learning Away schools.

Explore Getting Started and 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.