Cornwall Outdoors Brochure
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Information Classification: CONTROLLED Contents Contacts pg 1 Introduction Head of Service, Safety on Educational Visits pg 2 The benefits of residential experience Andy Barclay, pg 3 Low season residentials T: 07968 892855 E: [email protected] pg 4 Activity days Bookings and Finance Mandy Richards pg 5 Mobile climbing wall T: 01872 326360 Bushcraft and survival skills E: [email protected] Pg 6 River Journeys Outdoor Education Courses Ann Kemp pg 7 - 8 Specialist activities T: 01872 326368 E: [email protected] pg 9 - 13 Professional development for outdoor leaders First aid courses Mountain Bike Instructor Award Scheme _ _ Coastal and countryside walking courses Safety on Educational Visits Summer moorland walking courses Paul Parkinson Winter moorland walking courses T: 07973241824 Powerboat courses E: [email protected] Learn to sail Climbing wall courses Delaware OEC Learning outside the classroom Dougie Bruce, Delaware OEC Paddlesport courses Drakewalls Gunnislake, PL18 9EH Bouldering and traversing walls in your T: 01822 833 885 E: [email protected] school grounds Teaching orienteering Parts 1 & 2 Porthpean OEC pg 14 National water safety management prog. Mark Peters, Porthpean OEC, Castle Gotha, pg 15 Outdoor learning leader award Porthpean, St Austell PL26 6AZ T: 01726 72901 pg 16 Booking information E: [email protected] pg 17 Organising a residential Carnyorth OEC Booking online Centre Contact, Carnyorth OEC, Carnyorth, St Just pg 18 - 19 Delaware OEC Penzance TR19 7QE pg 19 - 22 Porthpean OEC T: 01736 786 344 pg 23 Hire and supplies E: [email protected] Training room Hire pg 24 - 25 Carnyorth OEC pg 26 - 27 Pelistry Camp, Isles of Scilly pg 28 Educational visits pg 29 - 30 Booking terms and conditions pg 31 - 32 Application form www.cornwalloutdoors.org 1 Introduction Cornwall Outdoors is managed by Cornwall Council. The service operates three residential centres all year round and one campsite during the summer term. Accreditation Inclusion All our centres are licensed for their in-scope The Centres have an inclusive philosophy and activities through the Adventure Activities Licensing strive to ensure equality of opportunity. If your Service part of the Health and Safety Executive. group has any individual needs, please contact The AALA license numbers for each centre can be the Centre Manager to discuss how provision can found at the bottom of their respective pages. be adapted. Risk management Sustainability Within all aspects of our operations we aim to Based on the outcome of their risk assessments all work in a sustainable manner and minimise our Centres have rigorous risk management processes impact on the environment. We would welcome in place. These are subject to inspection by AALA. your support in helping us achieve this. Each centre has a risk management statement which is available to visit leaders. In line with the National Guidance (Outdoor Education Advisers Insurance Panel) we do not routinely send out our risk All schools, academies and youth groups must assessments to centre users. If required, risk have appropriate insurance in place for outdoor assessments may be viewed during your pre-visit education activities. You must check with your to the centre insurance to confirm you are covered for your Visit Leaders must complete their own risk planned activities. assessments covering all aspects of the visit for All our Centres have appropriate insurance in which they are directly responsible. place to cover their operations. Typically these include transport; overnight supervision; self-catering; and any activities they are leading. Safeguarding We meticulously follow statutory safeguarding Staff competence and qualifications requirements. We follow the Council’s Safer Recruitment Policy and all staff are subject All Centre staff either hold a relevant National to checks via the DBS. All staff receive child Governing Body qualification or are approved by protection training. appropriately experienced and qualified technical experts to deliver site-specific activities. This is in accordance with the requirements of the Supervision Adventure Activities Licensing Regulations. During your visit it is the policy of Centre staff to work in partnership with the Visit Leaders. Equipment It is important to have clearly identifiable responsibilities. When Centre staff are In line with AALA licensing requirements all leading activities they take joint responsibility equipment provided at the centres is regularly alongside Visit Leaders for group members. inspected and maintained. At all other times Visit Leaders are responsible for the welfare and supervision of their group. The benefits of residential experience “I have introduced a range of strategies alongside residentials to lift the standards in the school. Standards are rising from low ebb and this year especially will take a big upward jump. Many things are contributing to this, but I feel the residentials are a big part of this. They change the way teachers think of the children and teach in the classroom, the way they see the children, the expectations they have of pupils. “ Headteacher Through its research and evaluation, the Learning Away Project Brilliant Residentials is making a significant contribution to the evidence on how high-quality residential learning can enhance learner engagement, teacher-student relationships and achievement in core subjects, and support school staff to develop new and powerful teaching practice. Achievement Knowledge, skills and understanding Evidence shows residential experience has a Both students and teachers reported that positive impact on students’ academic outcomes; residentials supported students in: most likely because the teaching and learning approaches used on residentials are different to ◆ becoming more independent learners, as those at school. Whilst on residentials, staff are well as learning how to work as a team more likely to: (primary, 75% and secondary, 84%) ◆ contextualise learning – students are ◆ developing a deeper and better involved in practical, context-based understanding of the subject, for example, learning activities in maths or developing specific subject- related skills, such as in music or sports ◆ personalise learning – learning is tailored coaching (75%ofsecondary students) to students’ needs either through differentiation or through individualised ◆ developing study and research skills (primary, formative feedback 42% and secondary, 69%) for example, how to approach problem solving and how to ‘sense ◆ develop positive relationships – more check’ and review work informal, equal relationships between staff and students that promote students’ ◆ improving creativity: residentials provided ownership of and engagement with their inspiration and enriched students’ work in a learning range of subject areas ◆ promote collaborative learning – ◆ developing vocabulary and speaking and residentials can support an emphasis on listening skills (particularly primary pupils). collaborative learning, problem-solving and decision-making. www.cornwalloutdoors.org 2 Low season residentials 3. Embed learning back in school Going on winter residentials allows time for learning and development to be embedded back in school. Evidence shows residentials have a long-term impact on students’ progress and attainment when followed up on their return to school. 77% of pupils said the way they were taught on the residential will help them do better in the subject in question 4. Foster deeper relationships Residentials foster deeper relationships which are sustained back in school. The sooner a teacher gets to know their pupils, the sooner they can ‘set them up for success’. Winter residentials allow relationships between staff and students to become more trusting and respectful back in the classroom. Students get to know teachers as individuals; staff Why not try an autumn/winter residential? Here gain a better understanding of their students and are 6 good reasons to do so based on the how to respond to them. research evidence from the Learning Away project. 79% of primary pupils said they know their teacher better as a result of their residential and 84% of secondary students said they get 1. Boost resilience and wellbeing on better with others in their class Residentials improve students’ resilience, self- confidence and wellbeing. Students are more 5. Discover new learning opportunities willing to try something new and ask for help, push themselves and participate in class. Imagine The longer nights and shorter days offer new teaching a class with more self-belief for the rest of learning opportunities on an outdoor residential. the school year after going on a winter residential. Try out star gazing, or a torch walk. The beginning of the school year is also a great time of year to kick 87% of secondary students felt more confident start key subjects with inspiring hands on learning to try new things after a residential indoors. 2. Increase engagement with learning 6. Greater return on investment Residentials improve students’ engagement with Winter residentials can also be more affordable giving learning, including positive changes in behaviour schools the benefit of a greater return on investment. and attendance. A winter residential will give them Many residential providers have reduced rates or offer a passion for learning which can live on throughout discounts over the winter period. the year. 72% of primary pupils said that their behaviour