Forest School offers an alternative learning environment, whilst building self-esteem and independence of pupils through exploration, reflection and experiences which are well-disciplined and stimulating.  The aim is to provide opportunities for ‘positive experiences and participation in engaging, motivating and achievable tasks and activities in a woodland environment, helping to develop personal and social and emotional skills’.  We are dedicated to cultivating a sense of care and connection between our children and the natural world.

Strict safety routines and established boundaries are in placed that allows the flexibility and freedom for child-initiated learning combined with ‘risky’ play.  

Our Ethos

The ethos of Forest Schools allows learners the time and space to develop skills, interests and understanding through practical, hands-on experiences.

Pupils gain a better understanding of how all of life is connected and experience how our actions influence the world around us. With this understanding, we hope that our children will make choices in their daily lives to improve the health of the earth, themselves and each other.

Safety

Forest School Leaders engage in ongoing risk assessment before, during and after activities.

Risk assessment is an integral part of Forest School as learners develop their self-esteem and learn to manage risk for themselves.

Forest School uses tools and fires when 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.

• Routines are established with the children before they go out into the ‘forest’. These include safety signals (eg a whistle means ‘stop what you are doing and safely return to Base Camp.’)
• A first aid kit is kept on site.
• The forest continues to follow the schools’ ‘behaviour’ policy – discipline is good and the children are offered a range of activities to keep them engaged (and warm!)
• Children are encouraged to take responsibility for their own safety.
• Before each visit to the forest, the leader inspects the area and then shares what she has found with the children, explaining, for example, that because of the recent rain the paths are slippery, and then discussing with the children what they need to do to be safe. The children are taking risks, without being at risk.

1)   Forest School is a long-term learning opportunity consisting of frequent and regular sessions, that takes place in a natural environment throughout the year, in all weathers.  Forest School aims to foster a partnership between pupils, parents and teaching staff to deepen our understanding and shape future learning experiences. The cycle of planning, observation, adaptation, and review links each session.

 

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.  Forest School uses natural resources whilst considering sustainability to stimulate and extend imagination and curiosity.

 

3)   Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners where all involved can grow in confidence, resilience and independence, both physically and psychologically.  Forest School aims to link, where possible, curriculum and life experiences in a meaningful way with hands-on practical investigations.

 

4)   Forest School offers learners the opportunity to push boundaries to try new things and take supported risks appropriate to the environment and to themselves, whilst under a safety net of skilled supervision.  The use of tools and fire form a part of the Forest School Programme following the interests and abilities of the learners.  Strict safety procedures are adhered to and robust risk assessments in place.

 

5) Forest School is run by Level 3 qualified Forest School practitioners with Paediatric and Forest School First Aid Certificates and full DBS, who continuously maintain and develop their professional practice.  The adult to child ratio is dependent on the age and number in the group.  All adults on site are aware of policies and procedures relating to Forest School.

 

6)   Forest School allows a range of learner-centred, exploration and play based learning and development opportunities.  Planning to achieve this is achieved by observation of and communication. Play and choice are integral features of Forest School.  Equal value is given to all ages, abilities and learning styles.  Forest School gives time for calm reflection, understanding of achievements and the development of emotional intelligence in order to plan our next adventures.

Intent

The Forest School and Outdoor Learning Experiences we offer at Guardian Angels’, bring our home grown, broad and balanced curriculum to life, whilst providing opportunity for our pupils to work independently and co-operatively, take managed risks, make their own choices and initiate their learning.

Sessions are primarily ‘child-led’.

We do also provide hooks in to creative and skill based learning opportunities which many pupils benefit from which are also be linked to the forest principles, theory and ethos.

Forest School pedagogy supports the holistic development of the child.  Activities range from team building and those that build confidence and self-esteem, to looking at the science of the wood, its history and future.

See this CAFOD clip which explains Laudato Si and Climate Change. – The Forest School ethos supports this agenda.

Implementation

Pupils experience nature first-hand through play and a series of engaging and achievable tasks with links to all areas of the Early Years Foundation Stage Framework, National Curriculum, Learning Outside the Classroom (LOtC), SEMH and the Every Child Matters Strategy.

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.

Impact

Practitioner observation is an important element of Forest School pedagogy.

Using our ‘Progression of Skills Map’, we are able to use observations to feed into ‘scaffolding’ and tailor experiences in learning and development.

Learnings are captured using a digital diary as part of a whole class learning journey log.

We love to go out whatever the weather (unless it’s high winds and lightning as it’s not safe to be under trees!) … but otherwise, we’re good to go! Tarpaulin is great to create a shelter with on rainy days and frost creates a magical winter wonderland!  We also have a bell tent and bungalow for a cosy space whilst the trees provide shade from the elements.

Please ensure your child has layers of clothing appropriate to the temperature and the season.

Daily Operating Procedure

Forest School sessions will be held on the school premises and school allotment.  Ratios of staff to children will be maintained.

Staff supporting the session have read through the digital handbook prior to familiarise themselves with the expectations.

Prior to the session:

• A class register with any key pupil information (eg medical / SEN support) will be kept in the forest school file.  The First Aid kit is available on site.
• The Forest School leader will conduct a safety and usability check on any equipment/tools/areas being used in the session.
• The ‘Daily Procedures Log’ will be actioned.

During the session:

• On arrival to the site children will be encouraged to help with a visual risk assessment, which will help to identify potential risks and help to make children aware of their surroundings.
• Staff supporting will be briefed on the session alongside the pupils.  Visual checks will continue throughout the session by adults.
• Staff and children are aware of the safety whistle used to gain children’s attention if needed throughout the session (this will be practiced during every session).
• Snacks provided by staff may be eaten at basecamp only and waste disposed of accordingly.

When the whistle is blown, pupils should stop what they are doing safely and meet at base-camp.

Children are aware of the boundaries and spaces to explore in.

Child Protection and Safeguarding

All our children have the right to protection, regardless of age, gender, race, culture or disability. All staff follow procedures outlined in the school Child Protection, Confidentiality and Safeguarding policy.

As children will be developing self-esteem and building a strong relationship with the Forest School Leader/s, there may be times when a child confides in an adult.

All disclosures from children should be brought to the attention of the Executive Head teacher, Mrs Davies and / or the DSL Team.

Pupils will be told that confidential information must be shared with the with the Safeguarding Leads and a written report will be passed on to them.

All members of staff will be made aware of the school’s whistle blowing policy and are encouraged to raise any concerns relating to practice in school in line with the policy.

Confidentiality

All discussions regarding children at Forest School should be kept within the bounds of Forest School. All parental consent forms and other data will be kept in accordance with the school’s GPDR Policy. These documents will be kept in a locked cupboard within the school office.

Risk Management and Risk Assessment

The School’s Health and Safety Policy will ensure that all learners and adults can be safe in the Forest School environment.

The Forest School Leader will risk assess the site before use. This will include risks involving access the site, site contents and site boundaries, additionally the Forest School Leader will carry out a daily risk assessment to ensure that any uncontrollable changes (weather) can be addressed.

Where activities deemed to be adventurous, an activity risk assessment will also be carried out. Forest School staff should make themselves aware of the school’s Health and Safety Policy, particularly the arrangements and procedures for ensuring the health and safety of children working at Forest School, the tools used at Forest School and the risk assessments carried out for Forest School.

Forest School Leaders, Teaching and Support Staff are responsible for setting the tone and context for positive behaviour within Forest School.

The policy is designed to promote good behaviour and good behaviour for learning rather than merely deter anti-social behaviour.

Adults have the responsibility to develop an environment in which effective learning takes place; A place where there is mutual respect between all members of the learning community.

All adults are to treat all children fairly, apply this behaviour policy in a consistent way and reward good behaviour as we believe this will develop an ethos of kindness and cooperation. All children will develop a sense of self-discipline and an acceptance of responsibility for their own actions at Forest School.

Accident Procedure

If a child has a minor accident the Forest School Leader will administer first aid and follow the school’s procedure.

In the event of a serious accident that cannot be solely dealt with by the First Aider, the adults will follow the ‘Serious Emergency Procedure’.

Adults will divide roles. Adult 1 will gather the rest of the group together away from the incident (ideally at basecamp or story circle) and keep pupils calm. Adult 2 will administer First Aid and seek support from the lead first aid for support and if required, request that the Office Manager contact the emergency services.

The School Office will let the emergency services on to the grounds. Other available adults can be on hand to support Adult 1 or 2, depending on how great the need is. A trained First Aider will remain with the child/ren at all times until emergency services arrive and ask the member of staff to stop administering first aid.

If the emergency services arrive before the parents, a member of staff will accompany the child/ren to hospital taking any relevant information kept in the emergency bag. Necessary paperwork will be completed by the Forest School leader and School Business Manager as soon as possible.

First Aid

The first aid kit will be stocked with appropriate equipment at all times.  This will be checked and replenished on a regular basis by Mrs Shaw and Mrs Shine who both hold up-to-date paediatric and Forest School First Aid Certificates.

Staff and Helpers

The Forest School Leaders (Mrs Shaw and Mrs Shine) will oversee the planning, delivery and assessment of Forest School.

Staff supporting Forest School sessions have completed a DBS check.

All staff have access to this digital handbook and are required to follow the guidelines within.

Parental Involvement

Forest School information is shared with parents/carers and updated as appropriate on the school website.

Photos/Social Media posts will be shared with the parents via the school website.

Parents/careers may be invited to attend certain sessions to be involved with their child’s development.

Before parents are invited, an initial letter will be sent out with the consent of the Executive Head teacher/Head of School.

Cancellation Procedure

The decision to cancel a Forest School session will be made by the Forest School Leader.

In the event of a session being cancelled for any reason e.g. extreme weather, causing unsafe conditions within the Forest School site (broken branches, slippery surfaces, lighting) or staffing issues e.g. not enough staff to safely supervise the children, the session will be replaced by a class led session.

All staff and children involved will be informed as soon as possible.

The Beaufort Wind Scale is used to indicate wind conditions

At Guardian Angels’ RCPS, we follow a Healthy Schools Policy, providing children with healthy snacks and a balanced diet.

Food used at the Forest School site will be prepared in school by staff and transported in appropriate, clean containers.

Hand washing is available by using anti-bacterial hand wash gels and fresh water transported in a dispenser will used.

Risk regarding food allergies will be assessed before each planned food session.

Any waste is to be disposed of and the site left with ‘no trace’.

Fire Management and Safety

A fire area is established on site at our ‘base camp’. This is a safe distance from other structures and we have clear exit routes.

A fire kit, fire blanket and water will be kept in the fire area near the fire when this is in use.

Seating is a safe distance away from the fire on benches.

Pupils will be involved in the building process of a fire to gain ownership and understanding of the fire area – this is an invited process.

Safety rules and procedures will be shared with and rehearsed by staff and pupils before the fire is lit.  Pupils should learn to never cross the fire pit zone to exit the area, we go ’round the outside’.

This process will be repeated for several weeks before the pupils are ready for the fire to be lit and behaviour expectations established prior. Staff will light and extinguish the fire.  Pupils may use the flint and steel with close support and guidance.

Cooking activities may take place during the fire sessions. Any food cooked on site should be left to cool at an adequate temperature in a clean environment before allowing children to eat.

Before each Forest School session, children are reminded to go to the toilet. While on site, if a child/ren need to use the toilet, a member of staff will accompany the child/ren to a school toilet. Gates should be locked or closed securely on entry/exit.

The Forest School Leader will always stay with the rest of the group at the Forest School site.

The science behind the health benefits to being outside.

How to hack in to our happy chemicals…

There are numerous experts in education, whose views support the concept of learning in a Forest School setting.

Here are just a few…!

The Reggio Emilia Approach views that each child is infinitely capable, creative and intelligent.  The job of the teacher is to support these qualities and to challenge children in appropriate ways.

Susan Issacs (1885-1948) believed that a child’s emotional state was revealed through imaginary play.  Play should therefore be used as a tool to explore and understand a child’s feelings.

The Waldorf method of teaching is a unique educational strategy which aims to create well-rounded students through a broad and balanced curriculum.

**These theories can all be applied within a Forest School setting.**

Holistic Development

Holistic Development is the concept that sees each and every child as a whole person – physically, intellectually, emotionally, socially, culturally, morally and spiritually.

The Forest School setting is able to facilitate this concept.

Physical Development

Children develop physically from the top down – so first gaining awareness and increasing control of the head, then arms down to legs and feet.

Gross Motor Skills – the movement and control of large muscle groups for walking, running, jumping and climbing and Fine Motor Skills – involving fine and precise movement of the hands and fingers for drawing, writing, using a knife or tying knots. The physical nature also includes sensory development, the information received into the brain from the senses of sight, hearing, smell, taste, touch, proprioception (the sense of awareness of where the mobile parts of the body, such as arms and legs, are in relation to the rest of the body) and balance.

• Motor – moving to and through woodland, balancing on logs, climbing trees
  Fine – shelter building, carving / whittling, knot tying, fire building
  Sensory – all senses enhanced by experiencing the woodland environment

Intellectual Development

…is the development of the part of the brain used for recognising, understanding and reasoning (cognitive) and making sense of what is seen, touched, heard etc. (perception).

Language development is to do with the skills of communication – how children understand (receptive speech) and how children express themselves (expressive speech).

• Planning and discussing where and how to build a natural shelter, making art with natural materials such as mud, clay, bark, sticks, moss and other woodland materials.
• Development of language and vocabulary to describe and reflect on what they have been doing.

Emotional and Social Development

…is to do with how children feel about themselves and others and develops a growing understanding about how and why they feel a particular way and how to interact usefully with others.

• Calmness through not being time restrained, perseverance on finishing a task and the resilience developed through having another go at something, the satisfaction gained through achievement of what they set out to do.
• Co-operation and collaboration of group working say on collecting firewood, shelter building or creative work.

We love our wonderful logo created by our very own Forest School Lead Ranger ‘Maeve Monkey!’

Thank you to former pupils Cillian and Ruby for creating our ‘Guardians of the Forest’ signs with their very talented grandad Kevin Maguire!

You can even order your very own ‘Guardians of the Forest’ t-shirt and cap from the school office!

The tree planting is supported by City of Trees as part of the Northern Forest initiative with the aim to expand and develop urban woodland, increase wildlife and develop biodiversity in the area.

Our big willow tunnel build! Plenty of collaboration and communication!

Our lead rangers have passed their practical assessment and both have their ‘Forest Schools’ and ‘Paediatric’ First Aid Certificates!

Foraging for resources ~ Mandala art 🖼️