Case Study: Unlocking Active Learning at Landywood Primary School, Great Wyrley
As part of our wider work supporting schools to understand what outdoor learning looks like in practice, this case study explores the journey of Landywood Primary School—a school committed to creating more inclusive, active learning experiences for all children.
🌱 The Challenge
At Landywood Primary in Great Wyrley, Staffordshire, staff recognised a growing need to better support:
- Active learners who struggled with long periods of sitting
- Children with SEND needs requiring more sensory, movement-based approaches
- Reluctant and vulnerable learners who were becoming disengaged in traditional classroom settings
Despite strong provision, the school wanted to go further—particularly in how learning could be adapted to meet the needs of every child.
🌿 The Vision
Led by headteacher Andrew Clewer, the school’s focus was clear:
👉 To explore more active, inclusive approaches to learning
👉 To support children who don’t thrive in traditional models
👉 To ensure every child can access and enjoy learning
🌿 The Approach: Muddy Puddle Training & Mentorship
As a Muddy Puddle trained school, Landywood began embedding a more active, outdoor-led approach to learning.
🔹 Staff Training
Practitioners were introduced to:
- Stripped-back outdoor learning methods
- How to use simple resources to create rich learning opportunities
- Strategies to support SEND and vulnerable learners through movement and play
Book a discovery call to find out how our outdoor training can support your childrens needs.
🔹 Embedding Active Learning
Teachers began to:
- Take learning outdoors more regularly
- Build movement into everyday lessons
- Use play-based and experiential approaches to support understanding. Looking for resources to help embed this approach? Click here.
🔹 Supporting SEND & Vulnerable Learners
A key focus was inclusion.
Outdoor learning provided:
- Lower-pressure environments
- More sensory, hands-on experiences
- Opportunities for success beyond traditional academic measures
🌼 What Changed in Practice
The shift wasn’t about changing what was taught—it was about changing how it was taught.
Learning began to look like:
- Maths through movement, measuring, and real-world problem solving
- Literacy through storytelling, role play, and outdoor experiences
- PSHE through collaborative, active challenges
🌟 The Impact
🏃♂️ Increased Engagement
Children who previously struggled indoors became:
- More focused
- More motivated
- More involved in their learning
🌱 Improved Inclusion
Outdoor learning created a space where:
- SEND learners could access learning more effectively
- Vulnerable pupils felt safer and more confident
- Different strengths were recognised
💬 Stronger Communication & Relationships
Active learning supported:
- Better peer interaction
- Improved communication skills
- Stronger teacher–pupil relationships
🎯 A Broader Definition of Success
Success was no longer measured purely by outcomes, but also by:
- Confidence
- Resilience
- Willingness to engage
💬 A Leadership Perspective
Under Andrew Clewer’s leadership, the school demonstrated that:
Learning doesn’t need to be quieter to be more effective—it often needs to be more active.
🌍 Key Takeaways for Schools
- Active learning is essential for engagement, especially for SEND and vulnerable learners
- Outdoor learning is a powerful tool for inclusion
- Small, practical changes can create big impact
- Staff confidence grows when approaches are simple and adaptable
- Landywood also proudly has an extensive Forest School aside of its outdoor learning. Discover forest activities here.
🌟 Final Thought
This case study from Great Wyrley, Staffordshire shows that outdoor learning isn’t just about going outside—it’s about reaching children who need learning to feel different.
By embracing movement, play, and active approaches, Landywood Primary has created an environment where more children can succeed—and more importantly, feel successful while doing it.
