What is Forest School?
Forest School is frequent and regular session which take place in a woodland or natural environment, come rain or shine. Forest School supports children and young people to develop holistically, through play-based learning, and fosters environmental stewardship and social responsibility from a young age.
We believe that having extended outdoor learning opportunities is key to supporting the development of all areas of learning, with a specific focus on The Characteristics of Effective Learning (EYFS, 2017). We believe that these characteristics are relevant to all children in our school, not just those in the Early Years. We aim to promote a greater understanding of The World and natural environment, and foster the development of key life skills which will shape the participants for many years to come. We hope to help the children have opportunities to take risks and develop into confident risk takers, with the ability to self-assess any risks they encounter. We hope to ensure children have an early engagement with the wall-less, exciting and ever-changing ‘classroom’, so they become, confident, resilient, inquisitive and creative learners throughout their lives.
Forest School sessions are to be child-led, allowing the children to lead their play and learning and explore their environment in their own way. The role of the adult is to facilitate these opportunities and support the children when needed. The adults role is to be ‘on tap not on top’.
Forest School Ethos & Principles
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.
Here at Gorringe Park, our Reception children attend a Forest School session each week on Tuesday and Wednesday mornings. Each session has up to 15 children taking part and runs for nearly 2 hours. We also have a Forest School after school club for Key Stage two children every Tuesday afternoon. These are all run by Mrs Morrison, one of our reception teachers, who is currently training to be a Level 3 Forest School Leader. They take place on our school site, in our newly developed Forest School area. This is an on going project to continue developing with the help of the children.