Outdoor Learning Alliance

Our Mission

Re-Imagine what is possible. OLA is the gold standard of Alternative Provision
Re-Connect through personalised pathways that value practical skills, emotional literacy, and personal growth
Re-Integrate by shifting mindsets — from deficit to possibility, from exclusion to belonging
Re-claim education as a relational, inclusive, and life-affirming experience
Re-Engage & build bridges between systems so no learner falls through the gaps
Re-Focus those whose disengagement limits opportunity and hope

We do this because we believe in equity. In second chances. In the power of nature, community, and purpose to transform lives.

The Outdoor Learning Alliance (OLA) was born from a shared belief: that every child deserves an education that nurtures their well-being, unlocks their potential, and connects them to the world around them.

Too many learners are excluded — not just from classrooms, but from opportunity, belonging, and hope. We exist to change that.

We champion outdoor learning because it heals, empowers, and re-engages. It offers space to breathe, grow, and rediscover the joy of learning. For children and young people facing adversity, trauma, or disconnection, it’s not a luxury — it’s a lifeline.

The Outdoor Learning Alliance offers appropriate provision placements for children who can't attend school due to their behaviour or health challenges.

Our immersive outdoor classroom provides children the opportunity to find themselves as individuals, teammates & leaders.

Wendover House, Gayton

Wendover House provides a mixed Small holding, orchard, forest school and allotment area that truly puts children at the heart of outdoor learning.

This enclosed, private Lodge will give children to chance to be part of phase one development. Very exciting opportunity.

Horticulture and gardening

The Grow zone - Flowers, herbs, vegetables, rewilding, tree planting and all the projects that come with designing, maintaining and developing the land.

From seed to stomach

Children will cook every day in our outdoor kitchen.
Bake bread, freshly harvested crumbles, wood fire pizzas & BBQ.
Plant, grow, harvest, cook and eat fresh produce.

Forest bushcraft and stewardship

Whether children visit our forest regulation zone, roast marshmallows over the fire or embark on making sensory wind chimes, coloured glass projects or simply embrace the sounds of the leaves and trees.

Design & build

Children will embark on project based work that will allow them to see the results of their work each day. From building basic planters to establishing a full rainwater purification system. Whether it's a large team project or small individual task, there is something for everyone.

Qualifications & Awards

We offer several options for accreditation.

Some will require minimum learning hours but all will recognise the effort, attitude and progress children make with us, ready to help them back in their classes.

Motor vehicle repair

We have an opportunity for one child per day to work with towards maintaining, fixing and learning about cars, engines and how to service them.

This is currently in development but should be available from Easter.

Interventions

We use therapeutic thinking to target and underpin our interventions.

We want to improve children's ability in their home education setting - it's how we measure our impact.

It's not about providing something that contrasts with school, it's about developing what compliments school.

Alternative provision (AP) is increasingly recognised as a vital part of an inclusive education system in England. Recent perspectives from the Department for Education, Ofsted, and government policy papers – including the proposed 2026 Schools White Paper – highlight its positive impact on improving outcomes for pupils who cannot access mainstream education. These views collectively emphasise the importance of high-quality, tailored support that promotes engagement, well-being, and successful reintegration.

Department for education

The Department for Education (DfE) emphasises that alternative provision (AP) plays a vital role in ensuring every child receives a suitable education when mainstream schooling is not possible. According to the DfE, “All children, regardless of their circumstances or setting, should receive a good education so that they can reach their potential” and AP is designed for those who would otherwise miss out due to exclusion, illness, or other barriers (DfE Written Evidence). The SEND and Alternative Provision Improvement Plan reinforces this, stating: “Children only get one childhood. They deserve to get the support they need to thrive and prepare for happy, healthy and productive adulthoods” (DfE Improvement Plan). Updated statutory guidance highlights that AP must be high-quality, safe, and tailored to individual needs, with a strong focus on reintegration and collaboration across education, health, and social care (Alternative Provision Guidance)

The White paper

The forthcoming Schools White Paper (expected in 2026) is set to prioritise reforms that strengthen alternative provision as part of a more inclusive education system. While full details are still emerging, government statements and sector commentary indicate a clear focus on early intervention and partnership with mainstream schools. According to reports, ministers aim to ensure AP is “funded and commissioned to do more work upstream to support pupils at risk of exclusion” rather than waiting until permanent exclusion occurs (Tes analysis). The Department for Education has reiterated its ambition that “children only get one childhood. They deserve to get the support they need to thrive and prepare for happy, healthy and productive adulthoods”—a principle underpinning SEND and AP reforms (DfE Improvement Plan). These proposals are expected to embed national standards for AP, improve funding for preventative work, and promote reintegration into mainstream education where appropriate (Disability Rights UK update).

Ofsted

Ofsted recognises that high-quality alternative provision can transform outcomes for pupils who struggle in mainstream education, offering personalised support and a “fresh start”. In its thematic review, Ofsted states: “All children and young people should have access to safe, high-quality education… Alternative provision plays a vital role in meeting the needs of pupils who cannot attend mainstream school” (Ofsted Thematic Review). Inspection evidence highlights that targeted AP improves attendance and engagement: “The targeted use of alternative provision helps pupils to feel motivated in coming to school and has had a positive impact on pupils’ overall attendance… Pupils benefit from a personalised curriculum and therapeutic support to help their mental health and well-being” (Ofsted School Report). Ofsted’s annual report also notes that AP is essential for vulnerable learners, stating: “Disadvantaged children too often miss school and end up in alternative provision… AP can help them recover lost learning and prepare for next steps” (Ofsted Annual Report).

Contact

We’re always keen to connect with educators, commissioners, families, and partners who share our vision for inclusive, outdoor learning. Whether you're exploring provision, seeking collaboration, or simply curious about what we do — we’d love to hear from you.

Email: Info@outdoorlearningalliance.co.uk

Location: Serving North Northants, West Northants & Milton Keynes

Socials:

Let’s build something transformative — together.