PARLIAMENTARY DEBATE
Outdoor Education - 11 June 2025 (Commons/Westminster Hall)

I will call Tim Farron to move the motion. As is the convention with 30-minute debates, only interventions are permitted, not whole speeches, because we need to allow time for the Minister to reply, as well as for all those lovely interventions that are coming.

I beg to move,

That this House has considered outdoor education.

It is an absolute joy to serve under your guidance, Dr Huq. I am happy to take some interventions, but I shall do my best to leave at least 10 minutes for the Minister at the end.

It is my privilege to chair the all-party parliamentary group on outdoor learning. It is also my privilege to be the Member of Parliament for many outdoor education centres in the lakes and dales of Westmorland and Lonsdale: the Bendrigg Trust at Old Hutton, which supports young people with disabilities; Brathay, near Ambleside, which develops young people from challenging backgrounds; the Outward Bound Trust on Ullswater; Patterdale outdoor education centre; the Field Studies Council centres at Blencathra and Lindale; the YMCA at Lakeside; and countless others, including the many university, local authority, charity and privately owned centres; as well as all the freelance specialists who use the outdoors to infuse our young people with joy, resilience, physical and mental health, and new skills and perspectives.

I commend the hon. Member for securing this debate. He mentions the joys of spending time in the great outdoors, and I thank him for mentioning Patterdale Hall, which is a truly excellent outdoors centre that I benefited from a great deal. Last month’s Supreme Court judgment, upholding the right to wild camp on Dartmoor, shows just how precarious our rights of access to nature are. Following that landmark ruling, does he agree that the Government must urgently introduce primary legislation to expand the right to roam on land and water across England?

It is vital to ensure that people have access to nature. As somebody who represents national parks, I always think that they are there for everybody, not just those of us who live there. The hon. Gentleman makes an important point.

Outdoor education is crucial to our economy, culture and communities in Cumbria, and we are deeply proud of the whole sector and the many hundreds of people who work in it. The benefits of outdoor education experiences are obvious to anyone who has ever gone for a hike through a muddy field while wrestling with an Ordnance Survey map, abseiled, potholed, spent the night camped in a lakeland forest, climbed a rockface or kayaked down a river. These are experiences that form young people and stay with them for the long term. We know, not only through academic research but powerfully through our own experiences, the transformational and tangible good that outdoor learning delivers for the lives of children and young people.

Will the hon. Member give way?

Go for it.

I commend the hon. Gentleman for securing the debate. He is absolutely right, and I support his endeavour to ensure that the Minister will respond positively to him. In February 2025, the Education Minister in Northern Ireland launched the outdoor learning project to enhance pupils’ experience of outdoor learning, with some £4 million invested for pre-schools, nursery schools, primary schools and special schools to buy outdoor furniture and equipment to enhance high-quality outdoor learning. If you want to get your feet muddy, come to Northern Ireland.

It is an offer I dare not refuse. In a moment or two, I will say something about cross-party working across the devolved nations, and the hon. Gentleman makes an important point as to how Northern Ireland is taking the lead.

Research from the University of Cumbria demonstrates the benefits for young people of widening their horizons, building their confidence and character, and nurturing a love of learning, greater awareness of nature and an intelligent approach to risk. Once a child has overcome their fear to crawl through a dark and cramped cave, wade through a fast river or work with a classmate to build something, other challenges in their normal lives back at home are put into perspective.

I thank the hon. Gentleman for securing this important debate. Viki Mason is a forest school practitioner in my constituency who provides amazing outdoor education for primary schools, but the schools continually struggle to find funding for her services and those of providers like her. Does he agree that if we want young people to grow up with the benefits of the experiences he describes and with an appreciation for the natural world around us, so that we can protect it and encourage them to protect it, we must ringfence education funding for outdoor education at the very earliest stages of learning?

I completely agree; I will say more about that in a moment.

Building on the benefits of outdoor education for the rest of the curriculum, the rapport built between teachers and students during a week-long residential where both are immersed—often literally—in the glory of nature means that when life returns to normal the next Monday in the classroom, those students are much more likely to engage, listen and learn. Outdoor education is a wonderful investment with guaranteed returns for the individual, for society and, indeed, for the Exchequer.

We know about the importance of the educational benefits, but does the hon. Member agree that outdoor education can be used to tackle knife crime in urban areas? Will he join me in thanking Mike Harrison, who owns Green Trees forest school in Swindon, for his hard work on that?

I am happy to join the hon. Gentleman in thanking Mike. Yes, the societal outcomes are huge beyond the classroom. The increased love of learning, better engagement and greater curiosity about the natural world are all part of delivering better outcomes for young people in general throughout their lives.

That is a great suggestion. I will happily take the other intervention.

The hon. Gentleman is making a wonderful point about the value of outdoor education within the education system. Does he agree that the Ofsted assessment mechanism is a great tool for encouraging greater use of the outdoors and of sport and activity per se? Would he suggest that we look to make sure that any outstanding school must provide great access to the outdoors?

The problem is that, at the moment, many schools do not provide that. It is often because of a sense of being beleaguered and lacking the financial wherewithal to do so. The hon. Gentleman makes a very powerful point.

To back up, on a day when we are talking about Treasury matters, the University of Cumbria’s research demonstrates that there is a social return on investment of £4.32 for every pound spent on outdoor education as part of the curriculum. Research funded by the Minister’s colleagues in the Department for Environment, Food and Rural Affairs through Natural England looked at the experience of schools and students who had access to outdoor education opportunities: 95% found that those experiences made lessons more enjoyable, 85% reported a positive impact on student behaviour, 92% reported improved engagement of students with learning and 92% reported increased student health and wellbeing.

The frustrating news is that outdoor education is becoming much more difficult to access. Some 13% of students never visit the natural environment or spend meaningful time outdoors, rising to 18% of children in the most deprived parts of our country. A third of children never, ever have lessons outside. Outdoor education centres are facing difficult times: 30 of them have closed in the last eight years. Learning outside and going on life-changing residentials is, sadly, becoming the preserve of schools from wealthier areas.

The incredible outdoor educators we have in and around Worcester, including the Bramblewood Project, have shown just how transformative outdoor education can be for students who would otherwise struggle to engage with education. We have seen incredible impacts on children with special educational needs and disabilities, but every child and every person can benefit from a real and living relationship with nature. Does the hon. Gentleman agree that outdoor education should be not alternative provision, but provision?

I completely agree. The hon. Gentleman makes an important point that I will try to flesh out a little in a moment.

In Winchester, we are fortunate to have the beautiful south downs and a lot of very productive farms. We had Open Farm Sunday last week. Does my hon. Friend agree that outdoor education, engagement with farms and agriculture and residential weekends are a great way to inspire the next generation of agricultural students, conservationists and environmental scientists?

Yes to all those things. It is important to recognise that if we give people a sense of excitement of being in the outdoors, we open their imagination to making those sorts of choices in their studies and careers and later in their private life.

I am grateful to the outdoor education professionals who share their expertise with me regularly. They identify the barriers to young people accessing outdoor education, which include the steady erosion of school budgets. Outdoor education is seen as a nice add-on, but not essential, so it gets downgraded or dropped altogether to save money. Schools either do not do outdoor education visits at all or they reduce them from week-long to two-day affairs, with worse outcomes as a consequence.

There is also a culture of risk aversion that infects schools, teacher training institutions and society as a whole. Over the last couple of generations, we have sought to protect our children from danger and the unpredictable to such an extent that we have perhaps done them greater harm by denying them experiences that would have given them resilience, wisdom and better mental and physical health.

Over my years as the Member of Parliament for Westmorland and Lonsdale, I have seen trends in the issues that local people seek my help with at my surgeries, on the doorsteps and via my inbox. The issue that has grown most in volume is the utter tragedy of worsening mental health among our young people. I will continue to fight for every one of those young people and for their loving but often terrified families to get the care they need through mental health services, but why can we not choose to do something radical today that will reduce the number of people suffering mental ill health in the first place?

The outdoors is the antidote to many of our ills. Time on outdoor residentials pulls us out of our comfort zone. It makes us rely on others and experience the scary wonder of being relied upon by others. It teaches us that we can do things we thought were impossible. It nurtures an ability to solve problems and to rise above the panic that freezes us when crises hit. It builds relationships and the capacity to form friendships, skills that are transferable and, above all, the resilience to help us cope with the stuff that life will chuck at us.

My hon. Friend’s rich evocation of outdoor education reminds me to reflect on my own time doing things like the Duke of Edinburgh’s award. Although Surrey Heath might not have the soaring topographies of his constituency, what we do have is extraordinary outdoor education provision such as Briars Field forest school, which provides vital outdoor education, particularly for young children with special educational needs who otherwise could not access mainstream classrooms. Will my hon. Friend join me in paying tribute to those offerings that provide a genuine alternative to the classroom and profoundly change young people’s mental health?

Absolutely. That builds on what I am saying. When it comes to poor mental health, it feels like we are figuratively fishing struggling people out of water, when perhaps what we really need to do is build their resilience so that they do not fall in in the first place. Ironically, of course, we do that in part by pushing people into the water—after an entirely appropriate risk assessment, of course.

Education and policy of successive Governments has failed to prioritise outdoor education to the extent that it has become for many a nice luxury at best, rather than the essential that it ought to be.

Will my hon. Friend give way?

I will take one more intervention.

My hon. Friend is making a powerful argument about the mental health benefits of outdoor education, which I wholeheartedly support. Does he agree with me that if we are to inspire the next generation to appreciate, understand and love nature and promote nature recovery, we need to introduce them to nature? In that spirit, will he commend Grenville House in Brixham and Forest and Beach outdoor education in my constituency, along with all the other schools that promote the Ten Tors expeditions on Dartmoor, for the vital work they do?

I absolutely will. My hon. Friend makes an incredibly important point about integrating outdoor education in the curriculum as a whole.

To turn the situation around will take a serious, conscious and deliberate effort, and I want the Government to take this opportunity to make that happen. This absolutely has to be a cross-party mission. By the way, this is a small half-hour debate, and yet there are more people here than in many hour and a half debates, which shows how important this is to many people. There are no Conservatives here, but I want to pay tribute to two of them: Sam Rowlands, a Member of the Senedd in Wales, and Liz Smith in the Scottish Parliament, who have so ably led campaigns to increase access to outdoor learning. It is a joy to work with and learn from them.

I met the Minister’s colleague, the Under-Secretary of State for Education, the hon. Member for Portsmouth South (Stephen Morgan), recently, and was impressed by his engagement and interest in the issue. I raised with him a point that I want to raise with the Minister here today; I also have a specific request to make—a few of them, actually. Here we go.

First, will the Minister conduct a review of access to outdoor education experiences in our schools? Specifically, will the Department for Education conduct a review of which children and schools are accessing outdoor education opportunities and which children and schools are not accessing those opportunities? Will she ensure that the review analyses why those who are not getting outdoor education experiences are missing out? Then, having identified those barriers, will she come to Parliament with a plan for systematically tackling them? Will she review the capacity in the sector to ascertain our ability to provide access in reality for every young person?

My second ask is for a nature premium, modelled on the existing PE and sport premium, for the 18% in the poorest of our communities who never even visit the natural environment. Children whose imagination is captured by the outdoors in early life through outdoor education are much more likely to make their own choices in an environmentally beneficial way through the rest of their life. Will the Minister look at the evidence from the trial in Glasgow, which is supported by a private donor, and commit to rolling out the nature premium across the country?

My third ask is basically three asks in one. There are three reviews happening right now that should have outdoor learning at their heart and could transform opportunities for young people if the Government choose to seize the moment. First, DEFRA’s access to nature scheme is under review. It provides residentials for young people at schools where more than 30% of children have pupil premium funding. Is the Minister involved in that review, and is she pushing for that scheme to be maintained and extended?

Secondly, the Department for Digital, Culture, Media and Sport is leading on the Government’s youth strategy. I understand that the interim report is due out this month. Is the Minister involved in the review, and has the Department for Education pushed for outdoor education to be central and integral to the youth strategy’s mission to radically improve outcomes for our young people?

Thirdly, on the Department for Education’s own curriculum review, will the Minister say something about her work to ensure that outdoor learning, including the importance of residentials, becomes central to the curriculum at both primary and secondary level? At the moment, I have to say, the signs are not encouraging: in the draft curriculum review, the word “outdoor” appears just once. How can the Minister reassure us that the final review will not completely miss this golden opportunity?

My final and fourth ask is an ambitious one, but surely this is the time to be ambitious for our young people. If the Government want to do something utterly transformational that will improve education and mental health outcomes, tackle obesity and physical poor health, and increase life chances and cohesion in our society, they should support my presentation Bill, which calls for every child to have an entitlement to a week-long residential outdoor education experience at primary, and then again at secondary school.

Schools should be fully funded to provide those experiences. Outdoor education centres should be involved in the design of those programmes, and they should be given the ability to expand capacity. No child should miss out because their parents could not afford it. The value would be immense. It would light the blue touchpaper on a lifelong love of nature, adventure and the outdoors. It would build citizens who can cope and thrive in the modern world. It would mean happier and healthier people, better learners, better workers and a better country.

I had better not, because I am running out of time.

There is so much catastrophising about the state of society—so much gloom-filled misery among our politicians and commentators. There was a headline in The Daily Telegraph this week—I do not know whether you saw it, Dr Huq—that said: “Britain is heading for utter oblivion”. I mean, come on—get a grip. It is time to do something transformational and positive, not sink into this spiralling, miserabilist narrative, whining about decline and saying that the past is always better than the present, that our problems are all insurmountable and, above all, that it is always somebody else’s fault. I am not having that, and nor are my communities in Westmorland and the outdoor education sector. In the lakes, the dales and the other wild places of our wonderful country lie the biggest, best antidote to so much that is wrong. Those are the raw resources, and we should get out there and make them our own. Let us deploy those resources.

That is why I beg the Minister: agree to our requests for a departmental review of the barriers to outdoor education, roll out the nature premium across our country, expand the access to nature scheme, reassure us that outdoor education will be at the heart of the curriculum review and the youth strategy, and make outdoor education experiences an entitlement for every single child. If that sounds like a lot to ask—several problems to solve, an overwhelming challenge, almost like a mountain to climb—I know some people who have the skills to help her. The outdoor education sector, the Institute for Outdoor Learning, the Association of Heads of Outdoor Education Centres and the all-party group are eager to be part of her team as she acts as the Government’s internal advocate and champion for outdoor education.

It is a pleasure to serve with you in the Chair, Dr Huq. I was so gripped by speech made by the hon. Member for Westmorland and Lonsdale (Tim Farron) that I forgot to get any water; I will pour some while I am starting, in case I get a frog in my throat.

I congratulate the hon. Gentleman on securing this important debate and the incredible passion with which he presents these issues. It is, rightly and understandably, not the first time he has raised them with me. I admire his passion, particularly because he represents a part of the world that has an absolute abundance of outdoor riches and opportunities. For him to advocate so strongly for children who do not necessarily have those opportunities on their doorstep is truly admirable, and I respect the arguments he is making in that regard.

I also agree that children and young people need to have that rich experience. As the Minister for School Standards, I know there are many demands on the curriculum and a lot of interest in the curriculum and assessment review, in the hope that it will deliver a broad and rich curriculum, enrichment and opportunities for all young people. Fundamentally, as a Government, we are determined in our mission to break down barriers to opportunity; we know that, as children grow and develop, giving them opportunities and a rich and broad curriculum is not only right, but what drives high and rising standards. The two things are not unrelated.

I do not have time to pay tribute to all the other contributions, but there is clearly a lot of passion in the Chamber about this subject. The hon. Gentleman set out very well the arguments for why we need to enable children and young people to have experiences that will help them develop resilience and build skills for life, so that they can handle life’s ups and downs. For many people, spending time outdoors is how they take care of their mental and physical health.

The hon. Gentleman will be reassured to know that a growing body of evidence links access to nature to a range of positive health outcomes for young people; it helps them to develop a deeper understanding not only of our planet and the world in which we live, but their place within it. There is nothing more humbling than the sight of an enormous mountain or a huge lake, and I agree with him on the importance of being able to have those experiences.

We need an evidence base before we implement or mandate any changes in our school system. I need to discuss that so that I can come on to the hon. Gentleman’s asks at the end of my speech. To build on the evidence that we already have, we are supporting research by the University of Oxford, which is looking at how the mental health and wellbeing of young people can be improved through nature-based programmes that would be delivered by schools. Outputs from this research will be published with the Department for Education and shared during summer this year. That further research will help us to understand the specific benefits of spending time in nature and ascertain which nature-based activities provide the strongest impacts and outcomes for young people.

However, as the hon. Gentleman also passionately set out, access to the benefits provided by nature is unevenly distributed among children and young people, with the most disadvantaged being the least likely to reap the rewards. Children in deprived areas have less access to green space and spend less time in it than those in the most affluent areas. Deprived inner city areas have only a fifth of the amount of good quality green space as the most affluent and children in the most deprived areas spend 20% less time outside. That inequity impacts health, wellbeing, development and career choices. It puts barriers in place for people that can last throughout their lifetime. As a Government, we are determined to break those down.

In April 2022, the Department for Education published “Sustainability and climate change: a strategy for the education and children’s services systems”. Through that, we have emphasised the importance of young people growing up with an appreciation of nature and a strong understanding of climate change and its causes, and of ensuring that they have the skills to help to create a sustainable future for us all. We believe that education settings have to play their part in shaping a sustainable future and helping young people develop responsible behaviours and a sense of responsibility for the world in which we live.

I appreciate that it is not quite the same as being in the beautiful Lake district, but the National Education Nature Park is delivered in partnership with the Natural History Museum and the Royal Horticultural Society, and it is helping to deliver on the vision by bringing together all the land from across education settings into a vast virtual nature park. It inspires children and young people to get involved in taking practical action to improve the biodiversity of their school grounds, while developing a greater connection to nature and learning about its role in climate change. Through the National Education Nature Park, children and young people can participate in outdoor education at low or no cost and within the boundaries of their own education setting.

Yes. The particular Nature Education Park is for schools to use and adapt as required. I appreciate the concern that the hon. Gentleman raises. Ensuring that all children have access to an excellent education is a priority for this Government, and that includes children with special educational needs and disabilities.

One of the things I want to focus on is our absolute determination that all children have access to a wide range of enrichment activities. That is an important part of our mission as a Government to break down barriers to opportunity. That might mean Duke of Edinburgh’s award participation, accessing outdoor education through the combined cadet force, accessing local youth services or building trips into outdoor education settings. The Department has committed to publishing an enrichment framework. That will be non-statutory, but there will be very clear guidance for schools on developing their enrichment offer. For some schools, that will include a variety of outdoor education opportunities.

I want to be clear about mandatory class time in a natural setting. The Department does not—and cannot, under the Education Act 2002—prescribe how class time should be used to deliver the national curriculum subject content and certainly cannot prescribe activities outside school time. Setting a minimum expectation for access to nature would remove the school’s discretion over the additional content of its curricula, which they are enabled to tailor to their local environment and to choose what to do within their extracurricular activities and timetable. The hon. Member for Westmorland and Lonsdale knows that many schools choose to do that.

Pupil premium funding is regularly used by schools to ensure equal access to those opportunities and that cost is not a barrier for some families to participate. I was chatting to people at a school just last week about that very thing—making sure that all the activities made available to all students are fully funded by the school. More generally, we are focusing on the quality of teacher training because, as the hon. Gentleman mentioned, some teachers do not feel confident. We are investing in teacher training because teachers know how to get the best for their students and need support and training to offer the best opportunities for the students in their area if they deem that taking classes outside will aid their learning. Geography is a good example of where taking students on outdoor activities will certainly enhance learning, but there are many examples in other subjects as well.

I am afraid that I have no time left to respond to the other, specific concerns that the hon. Gentleman raised, but I am more than happy to respond further in writing. I did not want to take away his opportunity to come back with a final comment, if that is the order of the day.

No—I just carry on and finish? Fine. I am very keen and more than happy to look further at the issues that the hon. Gentleman has raised. The curriculum assessment review is an independent process. It is evidence led and we are very much looking forward to its outcomes. The hon. Gentleman is a passionate campaigner. He will continue to advocate on these issues and I will continue to listen and do what we can as a Department to make sure that every child has enriching opportunities.

Motion lapsed (Standing Order No. 10(6)).