Looking for a simple way to evidence the impact of outdoor learning in your school? This Outdoor Learning Case Studies Portfolio helps teachers, SENDCOs and school leaders capture meaningful evidence without creating huge amounts of extra paperwork.
Use it to document starting points, observations, pupil voice, progress, adaptations and outcomes for individual children or small groups. This Outdoor Case Studies Porfolio form part of our Outdoor Learning training explore more – Accredited Training Hub.
New to Outdoor Learning Evidence? Start Here
If the idea of collecting case-study evidence feels overwhelming, keep it small.
Start with:
- One SEND child
- One other focus child
- One clearly defined area you want to observe
- One baseline
- A few short observations over time
You do not need to evidence everything.
Choose something meaningful and track it properly.
Try This Tomorrow
Choose One Focus Child
Pick one child you want to understand better.
Before changing anything, record a simple baseline.
Ask:
- What does outdoor learning currently look like for this child?
- How engaged are they?
- How independently do they participate?
- How much adult support do they need?
- How do they communicate?
- How do they regulate?
- What curriculum learning can they currently demonstrate?
Time: 10 minutes
Prep: Low
Purpose: Establish a clear starting point before measuring change
What Is an Outdoor Learning Case Study?
An outdoor learning case study is a structured way of showing what changed over time.
It might focus on:
- engagement
- communication
- regulation
- independence
- confidence
- physical development
- curriculum progress
- social interaction
- participation
- attendance or willingness to engage
A strong case study should not simply say:
“The child enjoyed outdoor learning.”
It should show:
where they started, what was introduced, what was observed and what changed.
What Is Included in the Portfolio?
The portfolio can help practitioners organise:
- focus-child information
- baseline observations
- starting-point evidence
- intended outcomes
- teacher observations
- pupil voice
- parent voice where relevant
- photographs where appropriate
- examples of curriculum progress
- SEND adaptations
- regulation observations
- communication observations
- independence
- participation
- termly reviews
- final outcomes
- next steps
Start With a Baseline
Before you begin measuring impact, capture what is happening now.
A useful baseline might include:
- level of adult support
- willingness to participate
- length of engagement
- communication used
- ability to work alongside others
- curriculum understanding
- emotional regulation
- physical confidence
- independence
This gives you something meaningful to compare against later.
Decide What You Are Measuring
Do not try to track everything at once.
Choose a small number of outcomes.
For example:
Engagement
Does the child remain involved for longer?
Communication
Are they initiating more interaction?
Independence
Are they relying less on adult support?
Regulation
Are they recovering from dysregulation more effectively?
Curriculum
Can they demonstrate greater understanding or retain more learning?
Specific questions create better evidence.
For solo learners check our our Online Outdoor Learning Training Hub.
Capture What Actually Happens
Evidence does not need to be complicated.
You might use:
- short teacher notes
- photographs
- pupil comments
- audio
- video
- work samples
- observational records
- assessment information
The important thing is consistency.
A small amount of meaningful evidence collected over time is more useful than large amounts of disconnected evidence.
Include Pupil Voice
Where appropriate, ask the child how they feel.
Questions might include:
- What do you enjoy outside?
- What helps you learn?
- What feels difficult?
- What are you proud of?
- What would you like to do more of?
- Do you prefer learning inside or outside for certain things?
Pupil voice helps you understand the experience behind the observation.
Compare the Starting Point With the End Point
At the end of the case-study period, return to your original baseline.
Ask:
- What has changed?
- What has stayed the same?
- What improved?
- What did not improve?
- What adaptations were most useful?
- What surprised us?
- What should happen next?
This is where the evidence becomes useful.
Be Careful With Claims
A case study can show:
- observed change
- patterns
- practitioner judgement
- pupil experience
- curriculum progress
But avoid claiming that outdoor learning alone caused every improvement unless you have evidence to support that.
Strong evidence is honest evidence.
Use Case Studies to Support School Development
Case studies can help schools:
- reflect on practice
- demonstrate impact
- support SEND provision
- inform CPD
- improve planning
- share practice with governors
- support leadership discussions
- build an evidence bank
- identify which approaches are worth continuing
Over time, several case studies can help build a much stronger picture of what outdoor learning is doing across your setting.
SEND-Friendly Case Study Focus
For SEND learners, useful areas to observe might include:
- sensory regulation
- communication
- transitions
- confidence
- reduced adult dependence
- participation
- motor development
- willingness to attempt tasks
- interaction with peers
You can also record adaptations such as:
- reduced distance
- smaller group size
- softer resources
- additional processing time
- visual prompts
- seated participation
- alternative communication methods
Want Ready-to-Use Outdoor Learning Resources?
The Muddy Puddle Teacher® Club helps busy practitioners save planning time with:
- ready-to-use outdoor activities
- curriculum-linked planning
- SEND outdoor learning ideas
- observation and assessment support
- practical resources for EYFS, KS1 and KS2
You can start with a 60-day free trial and explore the resources before deciding whether membership is right for your setting.
Frequently Asked Questions
What is an outdoor learning case study?
An outdoor learning case study records a child’s or group’s starting point, the outdoor approach used, observations over time and any changes in learning, engagement, communication or development.
How many children should I track?
Start small. One SEND child and one other focus child can give you useful evidence without creating excessive workload.
What should I include in a case study?
Include a baseline, intended outcomes, observations, adaptations, pupil voice, relevant evidence, progress over time and next steps.
Do I need lots of photographs?
No. Photographs can be useful where appropriate, but short observations, pupil voice and assessment information can be just as valuable.
How long should an outdoor learning case study last?
It depends on what you are measuring. A half term or term can often provide enough time to notice meaningful patterns and changes.
Can case studies be used for SEND evidence?
Yes. They can be particularly useful for showing changes in participation, regulation, communication, independence and access to learning.
Can outdoor learning case studies be used to show impact to senior leaders or governors?
Yes. A well-structured case study can help demonstrate what was introduced, what was observed and what changed over time.
Ready to Start Evidencing Your Outdoor Learning?
You do not need a huge research project.
Start with:
one child
one baseline
one focus
one set of observations
one clear review
Then build from there.
Use the Outdoor Learning Case Studies Portfolio to help turn everyday observations into meaningful evidence of impact.
