Looking for a simple way to gather parent and carer feedback about outdoor learning?
Our free Parent & Community Voice Questionnaire helps schools learn what children are saying at home, what families are noticing, what may be creating barriers, and where outdoor learning could be improved.
It is designed for schools, nurseries, SEND settings and Outdoor Learning Coordinators who want meaningful evidence rather than simply collecting positive comments.
New to Outdoor Learning? Head to The Complete Guide to Outdoor Learning.
New to gathering parent voice? Start here
You do not need to create a huge consultation process.
Start small.
You could:
- Send this questionnaire to one class or year group.
- Gather responses over a short period.
- Look for repeated themes rather than individual comments.
- Compare parent feedback with pupil voice and teacher observations.
Parent voice is most useful when it helps you understand what children are actually experiencing.
Try this this week
If you only do one thing, send the questionnaire to a small group of families and ask one simple question:
“What does your child tell you about learning outdoors at school?”
You may begin to notice patterns around:
- enthusiasm for particular lessons
- confidence
- communication
- practical learning
- sensory needs
- clothing or weather
- getting wet or dirty
- friendships and group work
- regulation
- engagement with school
Time: 10–15 minutes to distribute
Prep: Very low
Useful for: Parent voice, school evidence, SEND reflection and outdoor learning development
What is included in the Parent & Community Voice Questionnaire?
The downloadable questionnaire asks families about:
- what their child says about learning outdoors
- what they appear to enjoy
- anything they find difficult or uncomfortable
- changes families may have noticed
- confidence and engagement
- communication and talking about learning
- independence
- practical and hands-on learning
- regulation and calmness
- weather and clothing barriers
- sensory sensitivities
- mobility and physical access
- SEND and communication needs
- how their child learns best
- how well parents understand the school’s outdoor learning approach
- what families would like more information about
- whether parents or local community members could contribute skills, resources or contacts
- additional questions, concerns and suggestions
Why is parent voice important in outdoor learning?
Parents and carers see children in a completely different context from school staff.
A teacher may notice that a child participates more during an outdoor maths lesson.
A parent might notice that the same child suddenly starts talking about maths at home.
Neither observation should be used alone to make sweeping claims.
Together, however, they can help schools build a fuller picture.
Parent voice can sit alongside:
- pupil voice
- staff observations
- curriculum evidence
- assessment information
- photographs or recordings of learning
- case studies
- SEND evidence
- coordinator reflections
This can help Outdoor Learning Coordinators move beyond:
“The children enjoyed it.”
and towards a much richer understanding of what is changing, what is helping and what might need adapting.
Parent voice can also uncover barriers
One of the most useful parts of consultation is discovering things staff may not have considered.
For example, a school may assume families are worried about children getting muddy.
Parents may actually be more concerned about:
- the cost of waterproof clothing
- sensory discomfort from wet clothes
- transitions between indoor and outdoor learning
- changes to routine
- footwear
- physical access
- medical needs
- communication difficulties
- children becoming cold
That information can help schools make practical adjustments.
Outdoor learning and SEND parent voice
For children with SEND, parent and carer knowledge can be particularly useful.
Families may be able to tell you about:
- sensory triggers
- preferred clothing
- communication strategies
- regulation needs
- changes to routine
- movement needs
- mobility
- fatigue
- anxiety
- transitions
- successful strategies used at home
This information can help schools think more carefully about how outdoor learning is accessed rather than assuming the same approach will suit every child.
Use parent voice as part of your outdoor learning evidence
The questionnaire can be used:
- before introducing more outdoor learning
- during an Outdoor Learning Coordinator programme
- halfway through the academic year
- at the end of a school development cycle
- alongside pupil questionnaires
- during SEND reviews
- as part of a whole-school outdoor learning audit
- within case-study evidence
- before and after staff training
You do not need hundreds of responses for parent voice to be useful.
Look for patterns, repeated barriers and recurring observations.
Want to develop this further?
Once you have gathered feedback, consider asking:
What are parents telling us?
What is working well?
What barriers keep appearing?
Is there anything we need to communicate more clearly?
Do we need to make any practical adjustments?
What will we change as a result?
That final question is important.
Parent voice becomes much more meaningful when schools can say:
You said — we considered — we changed.
Want ready-to-use outdoor learning resources?
The Muddy Puddle Teacher® Club helps busy teachers and practitioners save planning time with:
- ready-to-use outdoor learning ideas
- curriculum-linked activities
- EYFS, KS1 and KS2 resources
- outdoor maths and English
- SEND-friendly ideas
- seasonal outdoor learning
- practical resources for schools and nurseries
You can take a 60-day free trial and start today, which your pulling-page guidance specifically recommends including as part of the conversion route.
Frequently Asked Questions
What is parent voice in schools?
Parent voice is the process of gathering feedback, observations and views from parents and carers about their child’s experiences at school. It can help schools understand what is working, identify barriers and improve provision.
Why should schools collect parent voice about outdoor learning?
Parents may notice changes in confidence, engagement, communication, regulation or enthusiasm that staff do not see in school. They may also highlight practical or SEND-related barriers that schools can address.
How can schools gather parent voice?
Schools can use questionnaires, parent meetings, SEND reviews, workshops, informal conversations, parent forums and online surveys.
What questions should I ask parents about outdoor learning?
Useful questions include what their child says about outdoor learning, what they enjoy, what they find difficult, whether families have noticed any changes and whether there are practical or sensory barriers.
Can parent voice be used as evidence?
Yes. Parent voice can contribute to a wider evidence base when considered alongside pupil voice, teacher observation, curriculum evidence, assessment and case studies.
Is this questionnaire suitable for SEND pupils?
Yes. The questionnaire includes opportunities for parents to share relevant information about SEND, sensory needs, communication, regulation, mobility, clothing and access.
How often should schools collect parent voice?
There is no single required frequency. Schools may choose to gather feedback at the beginning, middle and end of a development cycle, or whenever they are reviewing outdoor learning provision.
Can nurseries use this questionnaire?
Yes. The questions can be used by nurseries, Early Years settings, primary schools, specialist settings and alternative provision.
