Many teachers and school leaders ask the same question before investing time in outdoor provision:
What does Ofsted think about outdoor learning?
The most important answer is that Ofsted does not require schools to use outdoor learning, Forest School or any particular teaching method.
Inspectors are not looking for a certain number of outdoor lessons, a purpose-built outdoor classroom or an expensive collection of outdoor equipment. They consider the quality and impact of the school’s provision across areas including curriculum and teaching, achievement, inclusion, attendance and behaviour, personal development and wellbeing, safeguarding, early years, and leadership and governance. (GOV.UK)
Outdoor learning can contribute positively to several of these areas, but only when it is purposeful, inclusive and connected to what children need to learn.
Taking children outside will not automatically impress Ofsted. A well-designed outdoor lesson, however, may provide strong evidence of effective teaching, ambitious curriculum delivery, inclusion, positive behaviour, communication, physical development and children’s wider personal development.
At The Muddy Puddle Teacher®, we help schools take curriculum subjects outside using practical, manageable activities. We are not Forest School. Our approach helps teachers use playgrounds, fields and everyday outdoor spaces to teach maths, phonics, English, science, geography and more.
Explore our Outdoor Learning Hub, Outdoor Learning Training for Schools and What is Outdoor Learning? for further support.
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Does Ofsted Expect Schools to Provide Outdoor Learning?
There is no Ofsted rule stating that primary schools must teach a particular number of lessons outside.
Outdoor learning is not currently a separate inspection judgement. Inspectors evaluate the wider quality and impact of the school’s work rather than awarding additional credit simply because an activity takes place outdoors.
Under the inspection framework currently in use, inspectors consider safeguarding, inclusion, curriculum and teaching, achievement, attendance and behaviour, personal development and wellbeing, early years where applicable, and leadership and governance. (GOV.UK)
This means the key question is not:
“Does the school provide outdoor learning?”
The more useful question is:
“How does the school’s outdoor learning contribute to the curriculum, inclusion, achievement and children’s development?”
A purposeful outdoor maths investigation may support curriculum and teaching. A carefully adapted nature activity may demonstrate inclusive practice. Outdoor teamwork and problem-solving may contribute to personal development. Consistent outdoor routines may support behaviour and engagement.
Outdoor learning is valuable when it helps the school meet children’s needs and deliver its curriculum well.
Will Outdoor Learning Improve an Ofsted Judgement?
Outdoor learning by itself will not secure a stronger inspection outcome.
Inspectors will not be impressed by an attractive mud kitchen, sensory garden or outdoor classroom if staff cannot explain how it is used or how children benefit.
Equally, a school does not need beautiful woodland grounds to provide effective outdoor learning.
What matters is the quality of the education and experiences children receive.
A simple playground lesson using chalk and hoops may be more effective than an elaborate activity with no clear learning objective.
School leaders and teachers should be able to explain what children are learning, why the outdoor environment supports that objective, how the activity fits within the curriculum and how staff know whether children have understood.
Ofsted’s current approach focuses on gathering first-hand evidence through activities such as learning walks, professional conversations and observations of typical practice. Learning walks can also provide evidence across behaviour, personal development and wellbeing, not only curriculum delivery. (GOV.UK)
Therefore, outdoor learning should be part of normal, purposeful school practice rather than a performance created especially for inspection.
What Might Inspectors Notice During an Outdoor Lesson?
An inspector observing outdoor learning may be interested in the same things they would consider during an indoor lesson.
They may notice whether children understand what they are learning, whether the activity reflects the intended curriculum, whether adults use accurate subject vocabulary and whether pupils are building on previous knowledge.
They may consider whether children with SEND and disadvantaged pupils can participate meaningfully, whether adults identify misconceptions and whether the lesson helps children make progress.
Inspectors could also notice how safely and responsibly children use the space, how well routines are established and whether pupils behave respectfully towards one another and their environment.
The location is not the main issue.
The quality of the teaching, inclusion and learning remains central.
Outdoor Learning and Curriculum Intent
Strong outdoor learning begins with the curriculum rather than the equipment.
Teachers should first identify what they want children to know, understand or be able to do.
They can then decide whether being outside will help.
For example, children learning about perimeter could measure and walk around a real boundary. Pupils studying habitats could compare genuine microhabitats. Children writing poetry could gather sensory vocabulary from a real environment.
In each case, the outdoor experience supports the subject knowledge.
The activity should not become so complicated or exciting that the curriculum objective disappears.
A useful question for teachers is:
“Would children understand this concept more clearly by seeing, moving, building, measuring or investigating it outdoors?”
When the answer is yes, outdoor learning can provide a purposeful curriculum experience.
Outdoor Learning and Teaching Quality
Outdoor learning can give teachers valuable opportunities to identify what children understand.
Children may explain their thinking while building a shape, sorting objects, measuring a space or completing a practical challenge.
This can reveal knowledge and misconceptions that may be less obvious in written work.
Teachers can use questions such as:
“How do you know?”
“What have you noticed?”
“Can you explain your method?”
“What would happen if we changed this?”
“Is there another way to solve the problem?”
These conversations help ensure the session involves genuine learning rather than children simply completing an enjoyable activity.
Outdoor learning can also provide practical opportunities to revisit previously taught knowledge. Children can retrieve vocabulary, practise calculations, apply phonics or use scientific concepts in a different context.
Outdoor Learning and Achievement
Schools should avoid making exaggerated claims that outdoor learning automatically raises attainment.
The research evidence is encouraging, but it is not equally strong for every type of outdoor provision.
A 2022 systematic review examined 147 studies of nature-specific outdoor learning. It reported increased engagement and ownership, social and collaborative development, improved aspects of self-concept and some evidence of academic improvement. The researchers judged the overall quality of studies to be generally moderate but varied and called for more rigorous research into which approaches work best for particular outcomes. (ResearchGate)
A broader 2025 review analysed 41 studies involving more than 10,000 learners. It found that outdoor teaching appeared to support learning across subjects including science, reading, writing, social studies and mathematics, alongside factors associated with achievement such as motivation, wellbeing and school climate. However, the different approaches and study designs mean schools should still evaluate the impact within their own context rather than assuming that every outdoor activity will produce the same result. (MDPI)
The safest evidence-based position is that thoughtfully planned outdoor teaching can support engagement, understanding and wider development. Schools should still monitor whether their chosen approach is helping pupils achieve the intended curriculum outcomes.
What Does the EEF Say?
The Education Endowment Foundation’s evidence on outdoor adventure learning is more cautious.
Its review, updated in October 2025, describes the evidence for academic outcomes as extremely limited. Only six studies met its inclusion criteria, and none had been independently evaluated. The EEF therefore does not provide an estimated number of additional months of academic progress. (EEF)
This does not mean outdoor learning has no value.
The EEF notes possible wider benefits involving self-confidence, self-efficacy, motivation and teamwork. It advises schools to monitor impact carefully when outdoor adventure programmes are being used specifically to improve attainment. (EEF)
It is also important to distinguish outdoor adventure learning from everyday curriculum-based outdoor teaching. The EEF definition focuses mainly on activities such as climbing, sailing, survival courses and physically challenging outdoor experiences, rather than ordinary maths, English or science lessons taught in school grounds. (EEF)
Schools should therefore be precise about the type of outdoor learning they are using and the outcome they expect it to achieve.
Outdoor Learning and Inclusion
Inclusion is one of the principal areas considered under Ofsted’s current framework. (GOV.UK)
Outdoor learning may help some pupils access the curriculum through movement, visual prompts, concrete objects, practical activity and additional opportunities for talk.
A child who struggles to explain a mathematical concept in writing may show understanding by arranging equipment, measuring a real object or demonstrating a process physically.
However, being outdoors is not automatically inclusive.
Some children may experience difficulties involving noise, weather, insects, transitions, uneven surfaces, unpredictable activity or large open spaces.
Inclusive outdoor learning may require visual timetables, clear boundaries, adapted equipment, quieter working areas, additional adult support or alternative ways to participate.
Children should not be forced to touch natural materials, sit on the ground or take part in sensory experiences that cause distress.
A school should be able to explain how its outdoor provision is adapted so that pupils with SEND can work towards ambitious, appropriate curriculum goals.
Explore our SEND Outdoor Learning Hub and Outdoor Learning for Autistic Children for further ideas.
Outdoor Learning and Behaviour
Outdoor learning can support positive behaviour when routines are clear and children understand what is expected.
The increased space and movement may help some children participate more successfully. Practical tasks can create a clear purpose and encourage teamwork, communication and responsibility.
However, moving outside does not automatically improve behaviour.
Poorly explained activities, unclear boundaries and long periods spent waiting can lead to confusion.
Successful outdoor learning usually includes a familiar routine for leaving the classroom, clear physical boundaries, a small number of instructions, an agreed signal for attention and a calm transition back indoors.
Under the current framework, attendance and behaviour form one evaluation area, while personal development and wellbeing form another. Inspectors may gather evidence across these areas during learning walks and everyday observations. (GOV.UK)
Schools should therefore consider how outdoor learning supports positive attitudes, participation and relationships rather than treating it simply as a reward.
Outdoor Learning and Personal Development
Outdoor learning can offer opportunities for children to cooperate, make decisions, solve problems and take increasing responsibility.
A group building a large geometric shape must communicate and listen. Children investigating habitats must learn to handle living things responsibly. Pupils completing a practical challenge may need to persist, change their method and reflect on mistakes.
These experiences can contribute to confidence, independence and teamwork.
Research reviews have reported benefits involving social collaboration, engagement, self-concept and ownership of learning, although the strength of evidence varies between outcomes and types of provision. (ResearchGate)
Schools should avoid vague statements such as “outdoor learning builds resilience” without being able to explain how.
It is more convincing to describe the particular experiences children receive and the changes staff have observed.
Outdoor Learning and Wellbeing
Outdoor learning may support wellbeing by giving children opportunities for movement, social interaction and connection with their surroundings.
Research into nature-specific outdoor learning has found measurable benefits across socio-emotional development, wellbeing and some academic outcomes. However, researchers have also stressed the importance of local context and the need for stronger evidence about which approaches work best. (ResearchGate)
Schools should not claim that outdoor learning is a treatment for anxiety, behaviour difficulties or mental health conditions.
Instead, they can explain how outdoor experiences form part of a wider approach to children’s welfare and wellbeing.
For example, a school might use predictable outdoor movement breaks, curriculum lessons that provide purposeful physical activity or calm nature observation within a broader wellbeing strategy.
Outdoor learning should complement appropriate pastoral, SEND and specialist support rather than replace it.
What Does Ofsted Think About Outdoor Learning in Early Years?
Outdoor experiences are particularly relevant in Early Years because children learn through movement, exploration, communication and play.
Ofsted’s current Early Years inspection arrangements consider safeguarding, inclusion, curriculum and teaching, achievement, behaviour and routines, children’s welfare and wellbeing, and leadership and governance. (GOV.UK)
Inspectors gather first-hand evidence of how a setting usually operates, mainly through observation and professional conversations. They focus on the impact of leaders’ systems and the quality of children’s everyday experiences rather than expecting a setting to produce large quantities of paperwork. (GOV.UK)
An effective outdoor area should therefore do more than contain attractive equipment.
Practitioners should know what children are learning, extend their vocabulary, respond to children’s interests and provide experiences that build knowledge and skills over time.
Outdoor provision may support physical development, communication, mathematics, imaginative play and understanding of the world, but adults still need to teach purposefully.
Does Ofsted Prefer Child-Led or Adult-Led Outdoor Learning?
Ofsted does not prescribe one single balance that every school or setting must use.
Both child-led and adult-led outdoor learning can be valuable.
In Early Years, children need opportunities to explore, make choices and develop their own play. They also benefit from knowledgeable adults who introduce vocabulary, model skills, respond to interests and help them deepen their thinking.
In primary classrooms, a teacher-led outdoor lesson may be appropriate when introducing a particular maths or science objective. A more open investigation may be suitable when children are applying knowledge or developing questions.
The approach should match the children, curriculum and intended outcome.
The key is that adults understand why they have chosen it.
Will Ofsted Want to See Outdoor Learning Planning?
Schools should not create unnecessary paperwork solely to prove that outdoor learning is happening.
The present inspection approach emphasises first-hand evidence, professional discussion and typical practice. (GOV.UK)
Teachers should know how the activity fits the curriculum and what children are expected to learn, but this does not mean every outdoor lesson needs a lengthy separate plan.
Outdoor learning can be included within normal curriculum planning.
A useful plan may state the learning objective, essential vocabulary, simple equipment, adaptations for SEND, safety considerations and how understanding will be checked.
The planning should help teaching rather than become an inspection performance.
Will Ofsted Expect a Separate Outdoor-Learning Policy?
There is no general requirement for every primary school to have a separate outdoor-learning policy.
Schools do need effective safeguarding, health and safety and risk-management arrangements. Outdoor activities should fit within these existing systems.
A separate policy may be useful for a school with extensive provision, but it should not be created simply because leaders believe Ofsted expects one.
What matters is that staff understand the school’s approach, children are safe, activities are inclusive and leaders can evaluate their impact.
What Should School Leaders Be Able to Explain?
Leaders do not need to memorise a prepared speech about outdoor learning.
They should be able to explain why the school uses it, where it fits within the curriculum and which pupils benefit.
They should understand whether staff have the confidence and knowledge to deliver it effectively, how provision is adapted for SEND and how safety is managed.
They should also be realistic about impact.
Rather than saying, “Outdoor learning improves everything,” leaders could explain that practical maths has helped pupils apply measurement vocabulary, outdoor science has strengthened observational work or regular activities have increased participation among particular groups.
Specific evidence is more credible than broad claims.
What Good Outdoor Learning Looks Like to an Inspector
Good outdoor learning is purposeful.
Children understand what they are learning rather than only what they are doing.
Adults use accurate subject vocabulary and ask questions that deepen understanding.
The activity is appropriately challenging and connected to the planned curriculum.
Children with SEND and disadvantaged pupils participate meaningfully.
Routines and boundaries allow pupils to learn safely.
Teachers notice misconceptions and adapt their support.
Children are given an opportunity to reflect, explain or apply what they have learned.
The activity does not need to be complicated.
A simple outdoor lesson can be highly effective when every part of it serves the learning objective.
What Schools Should Avoid
Schools should avoid putting on a special outdoor activity only because Ofsted is visiting.
Inspectors want to understand typical practice.
Schools should also avoid presenting outdoor learning as evidence of quality without considering what pupils have learned.
An activity can look lively and creative while producing very little meaningful learning.
Schools should not assume every child finds the outdoors calming, claim benefits they have not evaluated or create extensive paperwork purely for inspection.
The strongest provision is embedded, realistic and understood by staff.
Try This in Your School
Choose one curriculum objective that children currently find difficult.
Consider whether movement, scale, real objects or observation could make it clearer.
Teach one short practical activity outside.
Listen carefully to the vocabulary children use and ask them to explain their thinking.
Afterwards, evaluate whether being outside improved understanding, engagement or participation.
This gives the school useful evidence about impact and helps outdoor learning develop through careful reflection rather than assumptions.
Final Thoughts: Does Ofsted Support Outdoor Learning?
Ofsted does not approve or reject outdoor learning as a teaching method.
It evaluates the quality and impact of the school’s provision.
Outdoor learning can make a valuable contribution when it supports an ambitious curriculum, effective teaching, inclusion, achievement, positive behaviour and personal development.
Research gives reasonable grounds for optimism, particularly around engagement, social collaboration, wellbeing and some areas of academic learning. However, evidence varies by approach, and schools should avoid promising that every outdoor session will produce measurable attainment gains. (ResearchGate)
The most inspection-ready outdoor learning is not the most expensive or impressive-looking.
It is the outdoor learning that is purposeful, inclusive, safe, well taught and demonstrably useful to children.
Explore our Outdoor Learning Resource Hub, join our Free Outdoor Learning Magazine or access the full collection through our 60-Day Free Trial.
Frequently Asked Questions
Does Ofsted require outdoor learning?
No. Ofsted does not require schools to teach a fixed number of lessons outdoors. Inspectors evaluate the overall quality and impact of curriculum, teaching, inclusion, achievement, behaviour, personal development, safeguarding and leadership. (GOV.UK)
Will outdoor learning impress Ofsted?
Outdoor learning may provide positive evidence when it is purposeful, inclusive and linked to the curriculum. Taking children outside without a clear learning objective will not automatically strengthen an inspection outcome.
Does Ofsted expect schools to provide Forest School?
No. Forest School is not an Ofsted requirement. Schools can provide valuable outdoor learning in playgrounds, courtyards, fields and other ordinary outdoor spaces.
Can outdoor learning support curriculum and teaching?
Yes. Children can apply curriculum knowledge through practical maths, science investigations, outdoor writing, phonics, geography fieldwork and other carefully designed activities.
What evidence should schools collect?
Schools can use normal assessment evidence, including teacher observations, children’s explanations, completed work and curriculum outcomes. They do not need to create large quantities of separate outdoor-learning paperwork solely for Ofsted.
Is there evidence that outdoor learning improves outcomes?
Systematic reviews report encouraging evidence relating to engagement, social development, wellbeing and some academic outcomes, but the quality and strength of evidence varies. Schools should evaluate the impact of their particular approach and avoid exaggerated claims. (ResearchGate)
Written by Sarah Seaman BSc PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
Explore our Outdoor Learning Resource Hub, join our Free Outdoor Learning Magazine or access the full collection through our 60-Day Free Trial.
