ABSTRACT
Using a comparative mixed methods approach, this study examines the impact of residential experiences on pupil cognitive and non-cognitive development in year six in England. SAT's results and termly progress data in numeracy and literacy were collected. In addition, a ROPELOC survey, focus groups and interviews were used to assess non-cognitive outcomes. Progress and attainment data were found to be invalid for the purposes of this study partly due to the coarseness of the categories. The ROPELOC survey evidenced significant impact of the residentials in all but two of the fifteen categories and highly significant impact in seven areas. The findings add further support to the Learning Away learning pathway linking a range of non-cognitive outcomes developed through residential experiences with cognitive gains.
