Whitelees Primary School × Love Outdoor Learning
By the time someone at Whitelees Primary School said, “Outdoor learning has lost its novelty – it’s just normal now,” the work was already doing what it was meant to do.
Whitelees is a busy, non-denominational primary school in Abronhill, Cumbernauld, with 254 pupils and a wide mix of spaces: a playground, a nature garden, an outdoor classroom, a sensory room, and a large gym/dining hall. The leadership team recognised the importance of developing a consistent and impactful approach to outdoor learning as part of their wider educational strategy.
Starting with the whole school; not just the enthusiasts
To realise this vision, the school partnered with Love Outdoor Learning to deliver an inset day for all staff followed by the implementation the Rooted in Practice: Outdoor Learning Coaching and Training Programme across two academic years.
The training was identical for both cohorts and delivered in phases to ensure every member of teaching staff could participate fully. Each cohort began with a whole-school INSET day introducing core routines, risk-benefit principles, and curriculum links, followed by three integrated coaching and reflection sessions.
By October 2025, all teachers at Whitelees had completed Rooted in Practice, achieving full-staff participation and shared professional understanding.
At a Glance – Whole-School Impact
- 100 % of staff completed Rooted in Practice
- Confidence in cross-curricular delivery ↑ from 2.75 to 4.25
- Safety & risk-management confidence = 5 / 5
- Outdoor learning embedded across literacy, numeracy & science
- Clear evidence of improved engagement & wellbeing
Quantitative Impact
The following table presents the combined baseline and post-training confidence ratings across all staff. Using a 1 to 5 scale, where 1 meant ‘not so much’ and 5 meant ‘very much so,’ staff reported their confidence across seven key areas. Scores increased consistently from pre-training through the INSET and integrated sessions:
Key Shifts Observed:
- Across all seven areas, staff confidence rose by approximately 45–55 per cent from baseline, with every measure now rated 4.25 or above. This demonstrates substantial, sustained growth in practitioner confidence and consistency.
- Significant increase in confidence across every area.
- Staff now report full confidence in safety, support systems, and risk management.
- The largest improvement was in cross-curricular delivery and creative use of outdoor spaces and materials.
- Confidence is consistent across all year groups, demonstrating a sustained whole-school culture rather than an isolated impact.
These developments illustrate the growth of professional metaskills such as adaptability, resilience, and critical thinking – qualities central to effective outdoor pedagogy.
Training Content and Practical Strategies
Teachers engaged in live outdoor coaching sessions that modelled best practice and introduced practical, adaptable tools, including:
- Recall and grouping techniques (e.g. “1-2-3”, claps/whistles, “sticky elbows”)
- Child-led boundary-setting and benefit–risk discussions
- Curriculum mapping outdoors for literacy, numeracy, and science
- Outdoor routines and transitions for inclusion and accessibility
- Reflective planning using school grounds and natural materials
Staff were also introduced to long-term planning tools, including a 38-week outdoor learning progression framework, evaluation templates, and membership access to Love Outdoor Learning’s online resources.
Staff Reflections
Teachers describe a genuine cultural shift:
“Outdoor learning has lost its novelty — it’s not boring, it’s just normal now. The children treat it as everyday learning.”
“I was delivering a narrative writing lesson indoors and realised it would actually be easier outdoors.”
“I’m more confident outdoors, more comfortable outdoors.”
“It was active, helpful, and relevant.”
“I have used all the training and put it into practice. I am much more confident in delivering outdoor learning and it is getting easier each time.”
Summed up in one word:
Beneficial, Excellent, Helpful, Free – capturing the sense of confidence, freedom, and professional growth experienced by staff.
Pupil Impact
Teachers observed positive and lasting outcomes for pupils:
- Greater engagement and focus during outdoor sessions.
- Increased independence and ownership of learning.
- Calmer, happier behaviour outdoors, particularly among children with additional support needs.
- Clear evidence of transferable skills — resilience, cooperation, curiosity, and self-regulation.
“More children are actively engaged in outdoor learning.”
“Pupils are more confident and developing their writing outdoors.”
Education Scotland Quality Indicator Alignment
1.2 Leadership of Change
Evidence of Impact
- Strategic two-year implementation ensured full-staff participation.
- Leadership team embedded outdoor learning in the school’s improvement plan.
- Distributed leadership: staff now mentor peers, share ideas, and model outdoor practice.
- Shared professional language and reflective culture established through coaching and follow-up.
> Result: Clear strategic vision translated into sustainable, staff-led improvement.
2.2 Curriculum
Evidence of Impact:
- Outdoor learning is integrated across literacy, numeracy, science, and health & wellbeing.
- Curriculum planning includes a 38-week outdoor progression framework.
- Learning spaces—playground, nature garden, and wider grounds—are used purposefully to deliver CfE experiences and outcomes.
- Outdoor pedagogy is embedded as part of the school’s curriculum rationale.
> Result: Outdoor learning is now a consistent, planned element of curriculum design.
2.3 Learning, Teaching and Assessment
Evidence of Impact:
- Active, experiential approaches enable meaningful context for learning.
- Benefit–risk discussions and pupil voice foster ownership and responsibility.
- Staff confidently adapt indoor lessons (e.g. narrative writing, numeracy tasks) for outdoor delivery.
- Observation and reflection cycles within Rooted in Practice improved teaching quality.
> Result: Increased engagement, creativity, and high-quality learning in outdoor contexts.
3.1 Ensuring Wellbeing, Equality and Inclusion
Evidence of Impact:
- Whole-staff INSET (including support staff) built shared understanding of inclusive outdoor practice.
- Outdoor environments support emotional regulation and wellbeing.
- Children with ASN show increased confidence and calmness outdoors.
- Collaborative games and shared routines promote equity and belonging.
> Result: Improved wellbeing and inclusion; outdoor learning supports GIRFEC and nurture principles.
3.2 Raising Attainment and Achievement
Evidence of Impact:
- 45–55 % improvement in staff confidence across all measures.
- Pupils demonstrate stronger focus, independence, and transferable metaskills (resilience, adaptability, critical thinking).
- Literacy and numeracy outcomes are enriched through real-world application.
- Parents note increased enthusiasm and happiness in children.
> Result: Sustained gains in engagement and achievement across the curriculum. These outcomes reflect the school’s strong contribution to national priorities around Closing the Poverty-Related Attainment Gap through
engagement and wellbeing.
Linked National Priorities
- Curriculum for Excellence: Deep, active, contextualised learning.
- Learning for Sustainability: Building connection with place and stewardship.
- Play Pedagogy: Purposeful play and experiential learning embedded.
- Skills for Learning, Life and Work: Metaskills cultivated through real-world experiences.
Sustaining Progress
Love Outdoor Learning continues to support Whitelees through:
- Ongoing consultation and email support for staff.
- Membership access for the 2025–26 academic year, providing new lessons, ideas, and inspiration.
- A planned whole-staff survey later in the year to evaluate sustained embedding and identify next development steps.
- Staff have begun taking increasing ownership of outdoor learning – mentoring colleagues, sharing resources, and modelling practice for new team members – helping build leadership capacity across the school.
It’s Simply How Whitelees Learns…
Through two years of phased delivery, Whitelees Primary School has achieved a whole-school transformation in outdoor learning practice.
Every teacher now plans and delivers outdoor learning confidently, pupils engage with enthusiasm, and outdoor pedagogy is embedded within the curriculum. The result is a consistent, sustainable approach where outdoor learning is not a one-off event – it is simply how Whitelees learns.
This approach aligns strongly with the Curriculum for Excellence focus on wellbeing, sustainability, and skills for learning, life and work, showing Whitelees’ commitment to Scotland’s Learning for Sustainability and Play Pedagogy agendas.
