Staff-to-Child Ratios in Outdoor Learning. What’s Safe, What’s Sensible, and What Actually Works

When it comes to outdoor learning, one of the most frequent and important questions I’m asked is, What should staff-to-child ratios be? The simple answer is… it depends. I admit, that definitely sounds vague, but, it is the most honest answer I can give.

Ratios are more than numbers on a form. They’re about keeping everyone safe, supported, and confident, staff and children alike. Whether you’re heading into your garden or hiking to a nearby woodland, the dynamics of your group, your location, and your activity all shape what safe staffing really looks like.

This blog is here to guide you through the key considerations. We’ll explore what guidance exists, what practicalities you need to think about, and how to plan safely without letting ratios become a barrier to outdoor learning.

The Basics What the Guidance Says

Before we get into real-world logistics, let’s look at what’s expected in terms of ratios. As a starting point we could use the Care Inspectorate:

• Under 2 years: 1 adult for every 3 children. 
• 2-3 years: 1 adult for every 5 children. 
• 3-8 years: 1 adult for every 8 children. 
• 8 years and over: 1 adult for every 10 children. 

Most local authorities provide additional guidance for off-site visits, and it’s important you check with your council or setting’s policy. Some are very clear on what’s required, others leave it to the professional judgement of staff.

If you’re unsure, ask. Speak to your headteacher, your line manager, or your local quality improvement officer. Make sure your planning is in line with what’s expected.

But Let’s Be Honest, Real Life is Messy

While guidance gives you a framework, it doesn’t always reflect the reality of working with children, especially outdoors.

Imagine this. You have three staff members and 24 children. One child requires 1:1 support. That staff member is committed. That leaves two adults with 23 children, one of whom is prone to running off and another who’s just joined and you are unsure what support they will need.

Technically you meet ratio. But practically, I would argue that just meeting the ratio is not safe or sustainable.

This is where we need to shift our thinking. Ratios aren’t about ticking boxes. They’re about risk management, workload, safety, and well-being.

When planning outdoor learning, ask yourself

• Are any children receiving 1:1 support?
• Will the adults assigned to those children be able to support the wider group at all?
• Are you counting volunteers as adults, but do they hold a PVG to be able to walk children into the toilets etc or could that end up falling on to you while juggling the class?
• If you’re off-site, have you more than one adult with basic first aid or child protection training?

Realistic planning means only counting the staff who are actually available to supervise and support. If a staff member is needed for one child, then they can’t be responsible for anyone else.

Why the Location and Activity Matters

Let’s be honest, there really is a massive difference between a nature walk or curriculum focused lesson in the school grounds and building a fire in a woodland.

The environment and activity type play a huge role in deciding what your staffing needs are. Consider the following:

Think about visibility, hazards, exits, interaction with the public, weather exposure, and communication. A staff member can supervise 10 children safely in an enclosed playground. That same adult might only be able to safely manage 3 in a dense woodland.

The Variable No One Wants to Talk About

Here’s where things get tricky, especially in schools. Let’s be honest, staffing is tight. Support staff are spread thin, and many schools simply don’t have extra adults to spare.

In these cases, creativity becomes your best friend.

Ways to Extend Your Adult Capacity:

• Parent Volunteers. When properly vetted (e.g., PVG checked, though not all councils require this if parents are not left alone with children) and well-briefed, parents can be fantastic additional adults. They can help supervise, offer extra hands, and even bring new skills or interests to the group. Offering flexibility, asking them to call or email on a Thursday to let you know when they are available the following week. This can reduce the expectation that they need to be there every week. As a teacher, I got some great parent volunteers this way. One was a GP and only available every 5^th week, so couldn’t offer every week but was amazing when she was there. Another was a dad who worked shifts, 3 weeks on days, 3 weeks on night and 3 weeks off. He started volunteering on his off weeks but soon extended that to afternoon sessions on the weeks he was on nights. He ended up becoming a teacher!
• Wider School Community. Consider whether other staff, like PE teachers, janitors, or learning assistants from other stages can support occasionally. I know some schools do not consider outdoor learning in the afternoons as they do not have support staff available.
• Local Partnerships. Community rangers, library staff, conservation groups, and outdoor learning charities often love to collaborate and may already be PVG checked.
• Buddies. Pair older pupils with younger ones. This isn’t a substitute for adult supervision but can reduce the burden of close supervision for simple activities within school grounds and gives more teachers outside.
• The wider community. Lots of communities have retired folks who have a wealth of knowledge, would love to help but don’t have an easy way to volunteer, as their children might be grown up and their grandchildren attending a school elsewhere. But, they could be a valuable resource. Can you share in community pages, papers and try, and see if you can attract them?

Yes, it takes effort and planning, but it’s possible. Don’t let low staffing be the reason you don’t go outside. With the right support, you can still offer amazing outdoor experiences.

Making Safety Decisions Based on the Group You Have

Every group of children is different. You might have a class of 30 where 1 adult can supervise independently. Another class might need 3 staff just to get into the playground.

Use these questions to guide your planning:

• How well do the children know the area?
• Do they understand boundaries and routines outdoors?
• Is anyone new or needing emotional support?
• Are there any medical needs that require constant attention?
• Are any behaviours likely to escalate outside?

Don’t forget to review this every time you go out. What worked last week may not work this week, if the group makeup has changed or if the weather has turned wild.

This is where dynamic risk assessment comes in. It’s not a one-and-done task. It’s something you do continually throughout your outdoor session. You’re constantly checking. Are we still safe? Are the children still engaged? Are the staff still able to supervise effectively? Myself and my team always complete a quick evaluation form at the end of each session, the first question on there is whether I need to consider any aspects of my risk assessment.

Don’t Forget About the Adults

Here’s something often missed in ratio conversations. What if something happens to the adult?

Outdoor learning has inherent risk. That’s not a bad thing, but it means your planning must include a what if scenario:

• If you trip and injure your ankle, is there someone who can take over and lead the group? (I was once taking a group out and on the way to the site the depute head fell and broke her ankle, it can happen!)
• If you’re the only first-aider and become unwell, who can step in?
• Can the other adults contact emergency services, manage the group, and give you support?

A simple rule. You should never be irreplaceable in a session.

Even if you’re the one with all the plans in your head, share them. Make sure other adults know the layout, what the session involves, and how to respond if something goes wrong. I always have an emergency card with the details of the school, where we are working, our co-ordinates and What3Words co-ordinates and easiest place for emergency services to access the site laminated and in my first aid kit. Everyone who works with me knows where to find it.

Include this in your planning checklist. It’s not just about the children, it’s about staff safety and resilience too.

A Few Practical Tips to Make It Work

Here are some tools and strategies that can help balance safety and staffing:

• Use base camps in the outdoor space where children return regularly. This makes supervision easier and gives natural check-in points.
• Colour-coded groups with named adults can help children remember who to go to and give staff smaller groups to focus on.
• Walkie talkies or mobile phones (fully charged and with signal!) are essential for off-site trips, even for those that are just across the fence.
• Keep sessions simple if staffing is limited. Activities that require minimal resources and setup can still be rich in learning.
• Create an outdoor learning folder with key documents, medical needs, risk assessments, emergency contacts, easy to grab and take out.

Final Thought

You might be reading all this and thinking, “It’s too much. We’ll just stay indoors.” But please don’t.

Outdoor learning doesn’t need to be complicated or risky. In fact, when properly planned, it can often be safer than the classroom. Children are engaged, they’re moving, and they’re immersed in the world around them.

The key is being honest about your group, your staff, and your environment.

And always ask yourself.

If something happened to you, would there be enough staff to look after the children and give you first aid?

If the answer is yes, you’re good to go. If not, it’s time to tweak your plan.

Let’s Keep This Conversation Going

At Love Outdoor Learning, we’re all about supporting educators to feel confident, creative, and safe outdoors. If you’ve got questions about ratios, want a second set of eyes on your plans, or are looking for training to upskill your staff. Get in touch.

Outdoor learning is for everyone. Let’s make sure we’re doing it well.