The EVC Magazine Summer 2024 - Magazine - Page 11
SCHOOL STORY: TETHERDOWN PRIMARY
So, how did we do it?
As you can imagine, with any new residential there was an enormous amount of preparation. The visit presented
us with several challenges, opportunities, and benefits. Here are a few of those to help others who may be
considering doing something similar:
WHAT WORKED WELL?
CHALLENGES
Group planning to encourage new
friendships
A few weeks before the trip, teachers allocated
the children to rooms and activity groups. We
mix year 4 when they go into year 5 and so this was a
perfect opportunity to see different children in different
groups.
Homemaking skills
Something we hadn’t prepared for was
that the children were expected to make
their own beds – 60 year four children
trying to put a duvet into their duvet cover was quite
a challenge! Next year, we will be asking parents/
caregivers to help children practice putting a duvet
into a duvet cover, a pillow into a pillow cover and a
sheet on the bed.
We hope this will ensure that the children settle into
their new classes even more smoothly having had these
opportunities to mix with the other classes more.
Reassuring parents (with a back-up plan)
We had a meeting for all parents to explain the
trip, and our EVC and class teachers met with
parents individually who were nervous about
their children attending. For most families, we were
able to encourage them to send their child for one night
instead of two, but pack for the full 2 nights in case they
changed their mind.
We had four children whose parents sent them for one
night and all four children ended up staying for the
Activities included making fires, hiking, shelter building,
entire trip. I was very proud of their resilience, but it was and egg drop competitions.
also a testimony to how much fun they were having and
Why is progression important?
how well prepared they were.
Gradually developing the level of complexity by
Clear communication between staff
introducing educational visits over time, encourages
During our stay, we used the same strategy
learners to develop a range of skills and qualities, e.g.:
that we had for our year 6 residential where
EYFS local learning area visit – walking a short
all our staff joined a WhatsApp group and all
distance to the library. Early road awareness
communication went on there. It really helped staff all
and confidence to learn away from their
access the same, up-to-date information.
normal learning environment.
Thoughtful sleeping arrangements
Progression to venues further afield – using
I bring one night light for each room which
public transport; working in small groups.
plugs into a socket and automatically turns on
Introducing indirect supervision promotes
when the room is dark. It is perfect for those
independence,
awareness of time, and
children that want to sleep with a night light on without
boundaries.
needing the entire room ablaze! When the children
first found their bedrooms, we displayed the children’s
name on each door. This helped them find their room
and settle quickly.
Rachel Gillingham is Deputy Headteacher and Deputy
DSL at Tetherdown Primary School, a two-form entry
primary school in Muswell Hill, London.
www.tetherdownschool.org
THE EVC MAGAZINE 3 SUMMER 2024
Confidence and resilience developed on earlier
visits, which may have taken them out of their
comfort zone, helps to prepare learners for the
independence needed when away from home
e.g. on residential visits.
See OEAP National Guidance 2.4c Research
Supporting Outdoor Learning
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