Sarah-Louise Johnston, Director of Essex Research School, spoke to Rosie Hatchman (EYFS, KS1 and Outdoor Learning Lead) and Emma Carvalho (Deputy Headteacher and SENCO) at Beckers Green Primary School, Essex following a year long research project on the benefits of moving learning to the outdoors to improve engagement indoors.
Emma Carvalho (Deputy Headteacher and SENCO) and Rosie Hatchman (EYFS, KS1 and Outdoor Learning Lead)
Last academic year, I was approached by Emma and Rosie at Beckers Green Primary School as they explored an enquiry into outdoor learning in Year 2.
Their enquiry centred on a simple but important question. As Rosie put it, they wanted to understand whether “taking learning outside in a purposeful way actually helps them come back in and focus better.”
Through half termly meetings, we returned regularly to their initial ‘hunch’, discussing emerging patterns, sharing reflections, and considering what their developing evidence might be telling us. These conversations created space to test assumptions, refine thinking, and stay focused on a clear question. We then came together at the end of the project to reflect on what had been learned across the year and how this might shape future practice which resulted in the production of this article.
Key line of enquiry: If pupils engaged in structured outdoor learning, would this improve their attention once they returned to the classroom?
Becker’s Green Primary School Outdoor Learning
Starting with what they noticed
Emma and Rosie described how the enquiry began with close observation. They were noticing patterns where attention dipped and learning began to fragment. As Emma reflected, “it wasn’t that they didn’t want to learn, it was that they couldn’t always sustain that focus for long.”
Rather than approaching this purely as a behaviour issue, they chose to explore it more deeply. This reflects a key message from the EEF’s Improving Behaviour in Schools guidance. Behaviour is often about pupils’ ability to regulate themselves within the demands of the classroom, and attention is central to that.
From this starting point, they began to ask whether changing the conditions for learning might help. Could time spent learning outdoors support pupils to return to the classroom more ready to focus?
Beckers Green Primary School Outdoor Learning
Designing the approach
Over the course of the year, outdoor learning was introduced deliberately and with clear intent. As Rosie explained, “we were really clear it had to still be learning, not just being outside.”
Activities were carefully planned to link to curriculum content. Pupils were expected to think, talk and engage with ideas in meaningful ways. The outdoor environment created opportunities for movement and collaboration, but expectations around learning remained high.
This connects strongly with the EEF’s Metacognition and Self-Regulation guidance. Changing the context does not in itself improve learning. What matters is whether pupils remain cognitively engaged and thinking hard about the content. Emma and Rosie were also clear that outdoor learning was only one part of a wider sequence. The real interest was in what followed. As Emma put it, “we’re really interested in what it changes when they come back in.”
What they found
Looking back across the year, Emma and Rosie described a number of consistent patterns.
1. Pupils often returned to the classroom calmer and more ready to begin. Transitions were smoother, with less time needed to regain focus. Rosie noted that “they seem more settled, like they’re ready to get on with it rather than needing that extra time.” 2. They also saw improvements in engagement during subsequent learning. Pupils appeared more able to listen, contribute and sustain attention over time. For some pupils, particularly those who had previously struggled to maintain focus, this shift was more noticeable.
These findings align with principles from Improving Behaviour in Schools. Rather than responding to off task behaviour after it occurs, the approach has focused on shaping the conditions that make sustained attention more likely.
EEF Metacognition and Self-regulation Guidance Report: Promote and develop metacognitive talk in the classroom.
Understanding the mechanisms
A key strength of the enquiry has been the attention given to why these changes might be happening.
Movement was one important factor. “They’ve had that chance to move,” Emma explained, “and it seems to help them settle afterwards.” For some pupils, this appeared to reduce restlessness and support their ability to concentrate.
Engagement also played a role. Being outside changed the dynamic of learning. Pupils were often more motivated and more willing to participate. At the same time, Emma and Rosie were clear that this needed to move beyond novelty. As Rosie reflected, “it has to work when it’s just part of what we do.”
Talk was another important element. Outdoor activities prompted more discussion between pupils, creating opportunities to articulate ideas and build understanding.
From enquiry to curriculum
What is particularly striking is how this work has moved beyond a single project.
Emma and Rosie explained that the findings from the 2025 – 2026 enquiry have directly informed curriculum refinement for the 2026 – 2027 academic year. Outdoor learning is now being integrated more deliberately into teaching sequences with clearer thinking about when it can best support attention.
As Emma reflected, “it’s changed how we think about structuring the day and the learning.”
This reflects an important principle from the EEF. Effective implementation involves moving from exploration to embedding, ensuring that promising approaches are integrated into everyday practice with clarity and consistency.
For those interested in exploring this work in more detail, the full report can be accessed here.
What might this mean for practice
A few clear messages emerge from Beckers Green’s work.
• Start with a sharp question. This enquiry worked because it stayed tightly focused on concentration. • Be deliberate. As Emma and Rosie emphasised, “it had to still be learning.” The impact came from maintaining challenge, not simply changing the setting. • Think in sequences. The value was not the time outside, but what it enabled when pupils returned to the classroom. • Consider why it works. Movement, talk and engagement all appear to matter, but only when used with purpose and consistency. • Stay in enquiry. As Emma reflected, “we can see it, but we want to be clearer about how we show it.” That discipline is what allows practice to develop with confidence.
A final reflection
This work is not really about being outside. It is about designing conditions that help pupils attend, engage and learn.
As Rosie put it, “it’s not about being outside, it’s about what it helps them do when they come back in.” That clarity is what has allowed this enquiry to move from a question to a refined curriculum.
