Forest School
Collaboration- Confidence- Risk-taking- Resilience- Self-esteem- SMSC- Problem-solving- Innovation- Creativity- Co-operation-Social Skills-Mental Health- Emotional Health- Communication Skills - Self-belief - Respect for the environment
“Look deep into nature and then you will understand everything better.” (Albert Einstein)
Vision Statement
Forest Schools is an approach to learning where the outdoors provides both an environment to learn in and the resources to learn. The stimulating natural locations around Broadoak School’s grounds encourage children to develop gross motor skills, fine motor skills and stamina.
Sessions allow children the time to relax and revitalise through different seasons, whilst deepening their knowledge and understanding of nature and growing a respect for the environment. When children are 'at one with nature' they nurture a sense of self-confidence and self-belief; they also learn about their abilities. When children work with others in small and larger groups, they develop skills in communication and co-operation.
Forest Schools leaders make risk assessments which support children to handle hazards and begin to identify potential dangers. Children are encouraged to make their own risk assessments so they are aware of the hazards and potential dangers. Leaders value and celebrate children’s achievements and encourage the use of their initiative in problem solving.
During Broadoak Forest Schools’ sessions, we strive to inspire considerate, enquiring and self-confident young people who will go on to have a lifelong love of learning through self-awareness, critical and creative thinking. Our objective during each session is to leave nothing behind but footprints - and to take away nothing but memories.
Forest School Handbook
Aims and Objectives
Forest school and outdoor learning learning at Broadoak is underpinned by 6 aims.
1: We aim to give children time and space to participate in a wide range of outdoor activities in the school grounds and woodland areas, developing a relationship between the learner and the natural world through:
- Regular experiences which allow the development of environmentally sustainable attitudes and practices.
- Sessions which are planned to use space and the resources in a way so that the children can explore, discover and form a positive relationship with the natural world.
- The good ecological practice and the use of natural resources, allowing children to develop their commitment to care for the natural world.
- Leaders who monitor the ecological impact of sessions and work within a sustainable plan.
2: We aim to deliver yearly blocks of sessions which fit into a long-term plan of knowledge and skills. Observation, planning, adaptation, and review are integral elements for the successful delivery of each block of Forest School sessions so:
- Forest Schools sessions take place every week for a six week block for each year group. The same group of learners and the same leaders work together for the duration of the six weeks.
- Time slots for each year group are planned so that over time the children will experience the Forest School environment in different weather conditions and different seasons.
- During the initial session for each block of Forest schools the boundaries of the site and the behavioural boundaries are set up between Lead teachers and the group.
- Observation and assessment are also undertaken during the initial session so that future plans can be made to best meet the needs of the group and of individuals in the group.
- Adults reflect upon practice and observations made each week to ensure future sessions meet the children’s needs. Children are encouraged to be reflective, developing their emotional intelligence.
3: We aim to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners by:
- Linking experiences to prior Forest School learning and to aspects of the school curriculum.
- Planning sessions to develop, the physical, social, cognitive, linguistic, emotional, social and spiritual characteristics of the learners.
- Adapting planning where necessary to suit each group.
- Encouraging individual children’s interest and understanding of the natural world by addressing a range of learning styles.
- Allowing children to play and take time to explore.
- Considering all children equal, unique and valuable members of the group and ensuring that successes are celebrated.
- Carefully planning team building activities which are incorporated into sessions to allow children to communicate, form positive relationships and develop social skills with their peers.
- Regularly providing individual challenges for children using the principles of ‘growth mindset’ which are regularly discussed increasing motivation and self-confidence.
4: We aim to provide learners with the opportunity to take supported risks appropriate to the environment and to themselves through:
- Risk assessments which are undertaken by Forest School Leaders and shared before and during sessions to allow supported risk taking.
- Risk assessments which are completed through a Risk–Benefit process.
- The gradual introduction of children’s own assessment of the risks involved in particular activities so they become part of the process themselves.
- Forest school leads who have a qualification in paediatric first aid in a forest.
- Forest School opportunities which are designed to build on an individual’s innate motivation, positive attitudes and/or interests.
- Forest School use of tools and fires where it is appropriate to the learners.
We aim to maintain and develop qualified Forest School leader’s professional practice, so:
- Forest School is led by qualified Forest School Leaders, who hold a minimum of an accredited Level 3 Forest School qualification.
- There is a ratio of 1 practitioner/adults to 15 learners. This may be increased to 2/15 when lighting fires.
- Forest School Leaders hold an up-to-date first aid qualification, which includes paediatric 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 as a learner too.
We aim to place the learner at the centre of the process of learning, through:
- Reflective practice to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future.
- The use of play and choice as an integral part of the Forest School learning process. Recognising that play is vital to learning and development at Forest School.
- A learner-centred approach that is responsive to the needs and interests of learners.
- Practitioners who model the pedagogy which they promote during their programmes.
- Observations which feed into ‘scaffolding’ and tailoring experiences.
In order to achieve our aims, we provide:
- In the Early Years the Nursery and Reception children take part in 'Woodland Walks' over the year, looking at the school grounds in the different seasons.
- Each year group Y1-6 with a half term block to develop their Forest school learning.
- A range of sites around school which are suited to different tasks. these include the forest, open fields, the 'Blue Peter Garden' and the science garden with pond.
- Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with strong curriculum links to other subjects when appropriate
- Lessons planned to promote resilient, confident, independent and creative learners who work individually, in small groups and in larger groups.
- Risk assessments completed by Forest school leads and increasingly by children allowing them to be part of the process.
- Five Level 3 accredited Forest school leads.
- Monitoring opportunities to check the children's well being and involvement in the tasks.
Broadoak Primary School Forest School |
||
| Intent | ||
|
Forest School is a unique method of outdoor learning. At Broadoak Primary School, our aim is to encourage and inspire children through positive outdoor experiences. Children will have the opportunity to learn about the natural environment, how to handle risks and most importantly to use their own initiative to solve problems and co-operate with others. The children use full sized tools, play, learn boundaries of behaviour; both physical and social, establish and grow in confidence, self-esteem and become self-motivated. |
||
| Implementation | ||
|
We aim to give all children a collective insight into the ethos of Forest School. Forest School builds on a child’s innate motivation and positive attitude to learning, offering them the opportunities to take risks, make choices and initiate learning for themselves. The Forest school learning environment provides opportunities for children to develop self-esteem, self-confidence, to form positive relationships with others, to develop a growing awareness of their emotional needs and the needs of others, to learn to cooperate and work with their peers and adults and to develop strategies in order to take risks within the boundaries of safety. Forest School is about exploring and experiencing the natural world through practical activities. The children go out in all weathers, all year round, exploring and learning from the seasons and environment changes. The children’s interests along with the natural resources in our forest school area are used to stimulate creative thinking, problem solving and skill development. One of the principles of Forest School is to promote environmental awareness and encourage sustainability. The children are taught about respect and responsibility for the world around them. Both the children and adults are encouraged to respect their environment and to be aware of conservation issues of the area around them. The aim is to promote respect for wildlife, which will be achieved through detailed session plans. If appropriate, reclaimed, recycled and sustainable resources will be used to maintain and develop our forest school site. Encouraging children to care for the environment is an essential part of Forest School. In order to encourage the children to look after the site, we will always leave it tidy and never damage anything growing in it. We will only collect things that are on the ground and leave the area as we found it when we leave. |
||
| Impact | ||
|
The success of forest school allows the children to: Grow in confidence because of the freedom, time and space they are given in their learning. This allows them to demonstrate independence at each individual child’s rate. Activities such as sharing tools and participating in play, help teach the children to work together as a group, which strengthens their bonds and social skills. The sensory experiences provided by Forest School helps prompt language development. Improving communication skills has a positive effect on a child’s self-esteem and is a crucial part of their development. High levels of interest lead to high levels of attention. Spending time in the forest school is exciting for a child. It tends to fascinate them which develops a strong will to participate and concentrate over long periods of time. The increase in outdoor activity has a positive physical impact. Not only does the development of physical stamina improve but also gross and fine motor skills. Spending time in nature is extremely important for children's mental health and wellbeing. Children develop an interest in the great outdoors and respect for the environment. Encouraging children to develop a relationship with the natural world will help in protecting the environment for generations to come. Forest School is not just beneficial to children it is also beneficial to teachers. Observing their class in a different setting allows them to gain a new perspective and understanding of their class. When children really engage with Forest Schools they will take their experiences home to share with friends and family. This will often encourage families to visit their local woodlands more frequently. Taking children outside of the classroom removes the pressures of academia and allows them to play to their strengths. This is beneficial to children who struggle in the classroom because there is more of an opportunity for them to learn at their own pace. |
|
xx Children will leave us with a Backpack of knowledge, skills and understanding as detailed below: |
|
 |
xx In their Broadoak Backpack for Life, an accomplished Forest School child will…x |
|
|
|
Whole School Forest School Schedule
|
Useful Documents
British Values and Personal Development in Forest School
Forest School Significant Individuals and Role Models
Forest School Backpacks:
Autumn Term
Year 4 - Autumn 1
In Forest School, Year 4 have used natural resources to make a pyramid/ free standing structure linked to their Egyptians topic. They also explored natural materials in the forest to help them become part or the Egyptian army, an Egyptian farmer or an Egyptian musician.
They created hieroglyphic names plates and also recapped the weighing of the heart ceremony as well as the different aspects of preparing a body for the afterlife. They found natural materials in the forest to act as amulets and body parts as well as creating costumes for the different people involved in the process.
Then, they created a sarcophagus in their groups using different things they could find in the forest. Before participating in fire making, they recapped fire safety rules, used potato peelers to sharpen sticks and toasted marshmallows.
Year 6- Autumn 2
Year 6 have built shelters using tent pegs and tarpaulin linking to their WWII topic and have used a bow saw to create ID tags as if they were war evacuees. The children planned enhancements and adaptations to the Forest School area considering the impact on habitats for animals living there. They have explored how to use natural materials to camouflage within the setting as if they were WWII soldiers.
When the wind made the forest unsafe, the children did their sessions indoors.
Spring Term
Year 3- Spring 1
In Forest School, Year 3 imagined they were hunter gatherers from the Stone Age and built traps to capture prey. They made spears and axes by attaching slate using cross or square lash n sticks. The children had an indoor forest school session to make clay paintings due to the wind.
The children used plants, rocks and mud to produce their colours. They also made natural paintbrushes from sticks and leaves to create stick art.
They learnt how to sharpen sticks, lit a fire and learned how to maintain it safely before toasting marshmallows and enjoying them.
Year 1- Spring 2
The children began their sessions playing listening and commination games in the forest. They then linked their learning to their class text – Wild and made a journey stick for the main character. The children also made framed portraits of the character Wild to explore her feelings at different parts of the book.
The children have also been developing the area outside of year 1 by de-weeding and planting new plants and vegetables.
Summer Term
Year 5- Summer 1
The children used tape measures to measure the circumference of tree trunks to estimate their age. They built Viking Longships using the using materials found in the forest as well as making swords and shields before making their own Viking Longhouse.
Year 2- Summer 2
