St John’s Primary School × Love Outdoor Learning
St John’s Primary School is a large primary school in Edinburgh with approximately 368 pupils. The school benefits from a range of outdoor spaces, including a grassed area, hardstanding playground, and easy access to nearby local parks.
The leadership team identified outdoor learning as a key driver for pupil engagement, wellbeing, and cross-curricular learning. In order to build consistency and strengthen staff confidence across stages, the school partnered with Love Outdoor Learning to deliver a tailored professional learning programme.
Training Journey
The professional learning took place across two half-day INSET sessions in August and October 2025.
The August session was held in the school grounds during a morning INSET. It introduced core outdoor learning principles, practical routines for managing groups safely, and clear links between curriculum areas and outdoor pedagogy.
The October session took place in a local park during the afternoon INSET. This built on the August learning by applying approaches in a more open, less structured environment. Staff explored risk–benefit thinking in real contexts and adapted learning tasks to suit varied spaces and resources.
Across both sessions, the focus was consistent: strengthening confidence in curriculum-aligned outdoor learning, developing safe and balanced practice through risk–benefit analysis, and supporting staff to design responsive activities that make use of outdoor environments.
Quantitative Impact
Using a 1 to 5 scale, where 1 meant ‘not so much’ and 5 meant ‘very much so,’ staff reported their confidence across key areas before and after the training.
Across all measures, staff confidence increased from baseline to October, showing clear and sustained professional growth.
- Delivering outdoor learning in general increased from 3.47 to 3.76 overall, with a strong initial uplift following the August session.
- Delivering outdoor learning across curricular areas rose from 3.16 to 3.59 overall, reflecting growing confidence in cross-curricular application.
- Designing activities responsive to outdoor spaces and resources showed one of the strongest overall gains, increasing from 3.32 to 3.94.
- Managing outdoor learning safely increased steadily from 3.79 to 4.12, indicating strengthening confidence in group management and safety routines.
- Support in place to develop outdoor learning knowledge showed the most significant sustained improvement, rising from 3.58 to 4.18 overall.
A small dip in some October scores reflects natural recalibration as staff applied learning in new contexts and engaged with more advanced concepts such as risk–benefit analysis. Differences in response rates also contributed, alongside the introduction of more complex outdoor planning in real environments.
Overall, confidence remained significantly higher than baseline across all areas, demonstrating meaningful and embedded professional learning rather than short-term change.
Training Content and Practical Strategies
The two INSET sessions combined modelling, participation, and reflection to ensure learning translated directly into classroom practice.
Experiential learning outdoors
Staff engaged in practical outdoor activities designed to demonstrate how to:
- Create engaging, hands-on learning experiences outdoors
- Build clear links across literacy, numeracy, health and wellbeing, and expressive arts
- Maintain consistent behaviour routines using simple verbal and visual cues
- Use grouping strategies to support collaboration and differentiation
Staff-led micro planning
Teachers worked in small groups to design and deliver short outdoor learning activities using Love Outdoor Learning resources and prompts. This encouraged collaboration across stages and supported staff to trial ideas in a safe, supportive environment.
The October session extended this into the local park, where staff adapted activities to a less structured environment. This strengthened adaptability, creativity, and confidence in using wider community spaces as learning environments.
Risk–Benefit Analysis in Practice
A key feature of the October session was the introduction of risk–benefit analysis using Play Scotland frameworks, approved by Education Scotland and The Care Inspectorate.
Staff worked in groups to assess real outdoor learning scenarios, identifying risks, educational benefits, and appropriate control measures.
This shifted perception of risk–benefit analysis from an administrative requirement to a practical teaching and planning tool. Staff also explored how pupils can be involved in understanding and evaluating risk, strengthening links to health and wellbeing learning.
Pupil Impact
Teachers reported noticeable improvements in pupil engagement during outdoor learning. Children demonstrated higher levels of motivation, collaboration, and enjoyment, particularly during the park-based sessions where learning connected more directly with real-world environments.
Staff also noted increased attentiveness and communication between pupils, alongside greater willingness to participate in group tasks outdoors.
In addition, many teachers reflected on the positive impact on their own wellbeing, describing the training as energising, refreshing, and motivating. Time outdoors, combined with practical, hands-on professional learning, helped reinforce confidence and enthusiasm for future delivery.
Staff Reflections
Across both sessions, feedback highlighted strong engagement and growing confidence in applying outdoor learning approaches.
August reflections included comments such as:
“Worthwhile and useful.”
“Very dynamic at showing how we can link the curriculum outdoors.”
“Fun training day, very well done.”
“I will share ideas with colleagues across nursery and school.”
These early responses reflect enthusiasm, clarity, and immediate recognition of practical value.
October reflections showed deeper application and professional confidence:
“It was effective, active and hands-on learning.”
“Fun and inspiring.”
“Very informative and practical.”
“The resources and lesson ideas were really helpful for future planning.”
“Very dynamic and interesting.”
The shift between sessions suggests progression from initial engagement to confident application and professional ownership of outdoor learning approaches.
Planning for Progression
To build on this work, St John’s Primary School will continue to embed outdoor learning through:
- Integrating risk–benefit analysis into termly planning, including pupil involvement where appropriate
- Encouraging peer sharing of outdoor learning ideas and practice across stages
- Expanding cross-curricular outdoor learning into STEM, expressive arts, and social studies
- Using Love Outdoor Learning resources to support consistent progression across the school
Conclusion
St John’s Primary School has made clear and measurable progress in embedding outdoor learning as a confident, consistent part of practice.
The two-part INSET programme supported meaningful increases in staff confidence, particularly in designing responsive outdoor learning, applying cross-curricular approaches, and understanding risk–benefit analysis in practical contexts.
Staff engagement was high throughout both sessions, with strong enthusiasm for applying new ideas in real teaching contexts. With continued focus and structured support, the school is well placed to further develop outdoor learning as a sustainable and embedded part of its curriculum offer.
This work demonstrates clear impact in staff confidence, curriculum development, and professional learning culture, aligning closely with Education Scotland priorities for wellbeing, learning for sustainability, and high-quality teaching practice.
