Outcomes and Impact of our Programmes: The Theory of Change
Explore the evidence behind Ufton’s impact. From our Theory of Change to published research, this page brings together key outcomes from our outdoor learning and heritage programmes, showing how we help children connect, grow and thrive.
Our Theory of Change
Our belief
At the heart of Ufton’s work is a belief in lasting and layered transformation, not quick fixes. Our Theory of Change recognises that a child’s development is shaped by a web of influences, and that real change happens when we meet them with curiosity, consistency and care. We are not the whole story, but we aim to be a meaningful chapter. One filled with belonging, possibility and growth.
Our approach
We blend immersive, hands on learning with therapeutic and trauma informed practice. Whether a child visits for a day, a week or returns throughout the year, we design experiences that build self esteem, strengthen relationships and spark curiosity. Children need space to think differently, learn differently and feel differently. Ufton creates that space.
How it works
This philosophy now guides everything we do. From Ufton History to The Nest to Ufton Outdoors, our programmes centre the whole child. We believe that moments of wonder and challenge, whether that is archery in the woods, listening to Tudor voices or growing food, can unlock confidence and connection.
Our mission
To provide exceptional experiential learning opportunities through historical, environmental and outdoor education using a therapeutic and trauma informed approach.
Our vision
That children, especially those lost in the classroom, can step beyond the gate into a natural and nurturing space to grow and learn.
Our core beliefs
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Childhood is short and it matters
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Children deserve more
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Positive experiences create positive feelings.
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Positive feelings create positive behaviours
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This is true for children and true for adults too
Our commitment
At Ufton, we act today for tomorrow. We offer not just memories but momentum. Every visit is an opportunity to learn, to belong and to grow.
What the Research Says
Outdoor learning
Ufton’s outdoor learning programmes are built on strong evidence of impact. They offer children the chance to build confidence, resilience and communication skills through hands-on activities like bushcraft, teamwork challenges, and nature-based reflection. These approaches are particularly valuable for those who feel lost in the classroom.
Recent research highlights the breadth of outdoor learning’s benefits. Kiviranta et al. (2023) found that time outdoors supports holistic child development, wellbeing and learning. Experiences in and of nature can enhance physical health, emotional growth and cognitive engagement, especially when learning is multimodal and hands-on.
At Ufton, we design our sessions to meet these goals. Our trauma-informed approach is grounded in nature connection, teamwork and reflective practice. These experiences help children feel seen, safe and capable of growth, laying strong foundations for future learning.
History and heritage
Recent research published in The Historic Environment: Policy & Practice (Richardson et al., 2025) introduces heritage connectedness as a measurable, psychologically significant form of connection. Like nature or social connectedness, it includes cognitive (understanding), emotional (belonging) and behavioural (action) components – but focuses specifically on how individuals relate to heritage in their local environment.
Critically, the study found that heritage connectedness predicts mental wellbeing outcomes – including life satisfaction, reduced anxiety and personal growth – at levels comparable to nature or social connection. It is also positively associated with environmental behaviours such as conservation and stewardship.
At Ufton Court, our work directly reflects this emerging field. We provide inclusive, experiential learning rooted in both history and place. Our programmes do more than teach about the past – they foster relationships with heritage, helping children and young people feel grounded, valued, and capable of shaping the future.
Our approach already embodies the key findings of this study:
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Place-based engagement: Our historic house and grounds provide tangible links to the past, while our focus on social justice connects heritage to children’s lived experience.
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Emotional and cognitive depth: We design immersive, story-rich experiences that encourage empathy, curiosity and reflection.
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Local accessibility: We work with schools in areas of high disadvantage, enabling children to explore heritage close to home.
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Holistic outcomes: We prioritise not only learning outcomes, but self-worth, connection, and belonging – particularly for children who have faced adversity.
This research strengthens the case for funding heritage-based interventions as a proven route to improved wellbeing and environmental awareness, especially when delivered in trauma-informed and inclusive ways.
Ufton Court stands ready to build on this evidence, partnering with funders who share our commitment to mental health, educational equity and long-term sustainability through meaningful connection to people, place and purpose.
Now that we’ve grounded our approach in research, we’ll explore what this looks like in practice. Through real-world testimonies, outcomes and published research, here’s how Ufton’s work is making a measurable difference.
Our impact in action
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