Scottish and English education systems are both set for significant changes, as recent developments promise to reshape the landscape for thousands of schoolchildren across the UK. In Scotland, a bill that could guarantee every pupil a week of residential outdoor learning has cleared a major hurdle after a tense funding standoff, while in Surrey, England, a top-rated special school is expanding to meet surging demand for specialist places. Both stories illustrate the complex balancing act between ambition, resources, and the evolving needs of young people.
First, north of the border, the Schools (Residential Outdoor Education) (Scotland) bill is back on track after weeks of uncertainty. The legislation, originally tabled by Conservative Member of the Scottish Parliament Liz Smith, promises every school pupil in Scotland five days and four nights of residential outdoor learning. According to BBC Scotland, the bill had been at risk of stalling unless the government provided a financial resolution by the end of this week. But after a flurry of negotiations, ministers are now expected to announce additional funding, allowing the proposal to move to stage two in parliament.
This is no small commitment. Smith has estimated the policy could cost between £25 million and £40 million per year. Yet she remains adamant that the investment is more than justified. "I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity," Smith told BBC Scotland. She pointed to research from the University of Edinburgh, which shows that participation in residential outdoor education leads to better attendance, improved behavior, and greater self-discipline among students.
Despite these apparent benefits, the proposal has not been without controversy. Children's minister Natalie Don-Innes initially declared the plan unaffordable, warning that ringfencing cash for outdoor education could come at the expense of other vital activities. "Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?" she asked, raising concerns echoed by the Convention of Scottish Local Authorities (Cosla). Cosla questioned the practicalities of the policy, citing potential impacts on staffing, transport costs, and the ability of schools to organize other trips related to geography, history, or the arts.
Yet the bill's supporters argue that the current system is deeply inequitable. Smith highlighted what she called a "postcode lottery" in the provision of residential outdoor education, with only a third of secondary schools and just a quarter of primary schools currently offering such experiences. The new law, if passed, would make access universal—an attempt to remove barriers that have left many children missing out.
The next step is stage two of the legislative process, where any MSP can propose changes to the bill. These amendments will be debated and decided on by a committee, opening the door to further scrutiny and, perhaps, compromise. Don-Innes is expected to confirm her support for the bill's progression in a statement to parliament, signaling a rare moment of consensus after weeks of political wrangling. But as the debate continues, tough questions remain about how best to balance ambition with fiscal responsibility. Will this investment in outdoor learning truly pay off? Or will it force painful trade-offs elsewhere in the education system?
Meanwhile, in Surrey, a different kind of educational expansion is underway. Woodlands School, a top-rated institution for children with severe learning difficulties in Leatherhead, is set to open a second location at Cranmere Primary and Nursery School in Esher. As reported by the Local Democracy Reporting Service and BBC Surrey, the move was approved on September 19, 2025, following a four-week public consultation over the summer holidays. The expansion will create up to 28 new places for children with severe learning difficulties and autism, all of whom have Education, Health Care and Plans (EHCPs).
This is a much-needed development. Woodlands School currently has space for just 83 pupils, with an additional 16 being taught in temporary classrooms. In contrast, Cranmere Primary—rated "good" by Ofsted—has been running under capacity for years due to falling birthrates, and its building can accommodate up to 630 pupils. Over the summer holidays, part of the Cranmere site was adapted to meet the specific needs of Woodlands pupils, ensuring that the new facility would be suitable from the outset.
Staff at the new site will be employed directly by Woodlands School, and numbers are expected to grow slowly over time, depending on demand. The council's ambition is clear: to increase the availability of high-quality specialist school places across Surrey, especially as the number of children with EHCPs is projected to rise by 10% over the next five years. As one council officer put it, "This was trying to ensure that people could gain a Woodlands place as early as possible rather than be out of school or in an inappropriate school." The expansion means more children can access the support they need closer to home, reducing the need for long commutes or placements in independent sector schools.
The financial implications are significant. According to council documents, placing these pupils in the independent sector would cost around £1.484 million per year, compared to an average of £644,000 for state-maintained specialist places. The move is not just about improving educational outcomes—it also makes sense for the public purse.
Both the Scottish and Surrey stories reflect a broader national conversation about how best to serve the diverse needs of young learners. In Scotland, the focus is on universal access to enriching experiences outside the classroom. In Surrey, it's about ensuring that children with complex needs get the specialist support they require without being sent far from home. In both cases, the challenge is the same: how to deliver ambitious improvements within the constraints of tight budgets and competing priorities.
Parents, educators, and policymakers will be watching closely as these initiatives unfold. For some, the Scottish bill represents a long-overdue effort to democratize access to outdoor learning, while critics warn of unintended consequences for other parts of the education system. In Surrey, the expansion of Woodlands School has been broadly welcomed, but the rising number of children with EHCPs means the pressure on specialist provision is unlikely to ease anytime soon.
As the autumn term gets underway, these changes offer a glimpse of education's future—one that strives to be more inclusive, more equitable, and more attuned to the needs of every child. The coming months will reveal whether these ambitions can be realized without sacrificing quality or sustainability elsewhere. But for now, families across Scotland and Surrey have reason to hope that long-standing gaps in opportunity and support are finally being addressed.
