Supporting Research

Brilliant residentials and their impact on children, young people and schools

As a result of working over five years with its partner schools, Learning Away, developed by the Paul Hamlyn Foundation has defined the characteristics and benefits of what high-quality residential learning and has coined the phrase 'brilliant residentials' to describe these experiences.

The evidence collected throughout the initiative shows that brilliant residentials:

  • Foster deeper relationships
  • Improve students’ resilience, self-confidence and wellbeing
  • Boost cohesion and a sense of belonging
  • Improve students’ engagement with learning
  • Improve students’ knowledge, skills and understanding
  • Support students’ achievement
  • Smooth students’ transition experiences
  • Provide opportunities for student leadership, co-design and facilitation
  • Widen and develop teachers’ pedagogical skills
79%

Improve students’ engagement with learning

79% of secondary students indicated that the residential had made them realise that what they learn at school is important to them

60%

Improve students’ knowledge, skills and understanding

60% of secondary students felt they had a better understanding of what they were trying to learn

61%

Support students’ achievement

From one of the schools studied, 61% of the students achieved higher than their predicted grade, compared to 21% who did not attend


65Foster deeper relationships with peers and teachers

65% of secondary students said their teachers had a better understanding of how they liked to learn 84% of secondary students said that because of their residential, they got on better with other pupils in class

87%

Improve students’ resilience, self-confidence and well-being

87% of secondary student are more confident to try new things

82

Boost cohesion and a sense of belonging

82% of secondary students said that their residential experience helped them realise they could get on with people from other classes or schools


67

Provide opportunities for student leadership, co-design and facilitation

Following the residential there was a 67% increase in the number of students who felt that they could be a role model

67% friends

Smooth students’ transition experiences

67% of KS2 pupils said they found it easier to make new friends because of their residential

78

Widen and develop teachers’ pedagogical skills

78% of staff involved felt that Learning Away had a ‘significant’ or ‘transformative’
impact on their understanding of their students’ strengths and limitations

 

You can download the summary report here, which includes everything you need to make the case for, plan, deliver and evaluate the impact of brilliant residentials.