What is Forest school?
Forest school allows everyone the opportunity to learn through experience within a woodland setting in a hands on manner to develop their self-esteem and confidence.
Forest School Vision:
To enable each child attending Forest School sessions to have the opportunity to develop an inquisitive and positive relationship with the natural world.
To increase confidence, self-esteem and respect in preparation for an ever changing world, and for every child to have the opportunity to achieve their holistic, full potential.
Forest School Philosophy
The philosophy of Forest Schools is to inspire individuals of any age through positive outdoor experiences and provide them an opportunity to appreciate the wider, natural world to encourage a responsibility for nature conservation in later life.
Forest School helps to develop:
• Confidence and self-esteem;
• Communication and social skills;
• Physical skills;
• Greater understanding and awareness of the natural environment;
• Natural motivation and a positive attitude to learning;
• The ability to recognise and manage risk;
• Healthier lifestyles.
Forest School Aims:
• To provide an opportunity for individuals to develop, to learn and to enjoy themselves.
• To provide a safe and non-threatening environment in which children can take risks, make choices and initiate their own learning.
• To help children understand, appreciate and care for the natural environment.
• To provide ways of developing practical life skills in an outdoor environment.
• To develop self-esteem, confidence and a positive disposition to learning through the completion of small, achievable tasks.
• To meet the needs of children with all learning styles
• To develop social and team working skills
• To enable children to be independent, self-motivated and considerate.
• To be true to the forest school ethos and approach
• To develop a secure, happy and welcoming environment.
• To provide stimulation and varied learning activities appropriate to the child’s needs and stages of development.
• To help each child build self-esteem, confidence, independence and self-control and interpersonal skills.
Forest School Principals:
Forest School ethos has six principles, which were agreed by the UK Forest School community in 2011. The six guiding principles of Forest School are given below.
Principle 1: Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.
• Forest School takes place regularly, ideally at least every other week, with the same group of learners, over an extended period of time, if practicable encompassing the seasons.
• A Forest School programme has a structure which is based on the observations and collaborative work between learners and practitioners. This structure should clearly demonstrate progression of learning.
• The initial sessions of any programme establish physical and behavioural boundaries as well as making initial observations on which to base future programme development.
Principle 2: Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.
• Whilst woodland is the ideal environment for Forest School, many other sites, some with only a few trees, are able to support good Forest School practice.
• The woodland is ideally suited to match the needs of the programme and the learners, providing them with the space and environment in which to explore and discover.
• A Forest School programme constantly monitors its ecological impact and works within a sustainable site management plan agreed between the landowner/ manager, the forest school practitioner and the learners.
• Forest School aims to foster a relationship with nature through regular personal experiences in order to develop long-term, environmentally sustainable attitudes and practices in staff, learners and the wider community.
• Forest School uses natural resources for inspiration, to enable ideas and to encourage intrinsic motivation.
Principle 3: Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners
• Where appropriate, the Forest School leader will aim to link experiences at Forest School to home, work and /or school education
• Forest School programmes aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional, social and spiritual aspects of the learner.
Principle 4: Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
• Forest School opportunities are designed to build on an individual’s innate motivation, positive attitudes and/or interests.
• Forest School uses tools and fires only where deemed appropriate to the learners, and dependent on completion of a baseline risk assessment.
• Any Forest School experience follows a Risk–Benefit process managed jointly by the practitioner and learner that is tailored to the developmental stage of the learner.
Principle 5: Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.
• Forest School is led by qualified Forest School practitioners, who are required to hold a minimum of an accredited Level 3 Forest School qualification.
• There is a high ratio of practitioner/adults to learners.
• Practitioners and adults regularly helping at Forest School are subject to relevant checks into their suitability to have prolonged contact with children, young people and vulnerable people.
• Practitioners need to hold an up-to-date first aid qualification, which includes paediatric (if appropriate) and outdoor elements.
• Forest School is backed by relevant working documents, which contain all the policies and procedures required for running Forest School and which establish the roles and responsibilities of staff and volunteers.
• The Forest School leader is a reflective practitioner and sees themselves, therefore, as a learner too.
Principle 6: Forest School uses a range of learner-centred processes to create a community for development and learning
• A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners.
• The Practitioner models the pedagogy, which they promote during their programmes through careful planning, appropriate dialogue and relationship building.
• Play and choice are an integral part of the Forest School learning process, and play is recognised as vital to learning and development at Forest School.
• Forest School provides a stimulus for all learning preferences and dispositions.
• Reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future.
• Practitioner observation is an important element of Forest School pedagogy. Observations feed into ‘scaffolding’ and tailoring experiences to learning and development at Forest School.
Tick busting – top tips
Here is a link to Hampshire County Council's information on TICKS
In Outdoor Club tonight, the children in Key Stage 1 have been making two types of bird feeders.
One type was covering a cardboard toilet roll holder with peanut butter and rolling it in bird seed. The children tied them, on branches, around the woods for the birds to feed on.
The other way was to thread monkey nuts together using string.
Brrrrr......a crisp afternoon at Forest School.