Putting principles into practice at Overchurch Infant School
1. Forest School is a long-term process
What makes forest school different from simply playing in the woods is that it takes place regularly with the same group of children. It’s not a time filler or a reward session.
Whether as an extracurricular after school club or for a half day (2 + hours) on a weekly basis, regular in-school sessions offer longer-term learning where children can see the changing seasons, experience changing weather and connect to the natural environment.
The forest school programme offered should be structured around observation. Similar to the responsive principles of child-led learning in the EYFS, practitioners listen for the interests of children, pick up on fascinations and session planning is the result of these observations. It enables children’s learning to progress in a structured way while being child-led and fostering the development of a relationship with the outdoors.
2. Forest School takes place in a natural wooded environment
This principle encompasses the environment of the forest school site, and it’ back to basics. Visiting and being in the woodland is one of the integral elements of forest school.
We are lucky to have both a mini-forest and our woods which we will develop as part of our 3 year development plan.
Developing both children and staff skills, confidence and understanding of working on the land and using the forest in this way and how we impact on the environment. By ensuring good practice to support this principle is making sure we use our forest site management plan and that practitioners and learners understand their impact and can use the space in a sustainable way.
3. Forest School aims to promote holistic development
As a school that supports all children, both neuro typical and neuro diverse we embrace the holistic approach in all that we do. This covers physical and emotional development, social skills, language development learning and so much more.
Although Forest School is not academic, where it makes sense to do so, practitioners can link forest school experiences to other aspects of the learners world, such as art, maths, science and DT.
Children may also naturally develop as confident, creative learners with resilience and empathy, contributing greatly to their home life and wider life experiences.
4. Forest School offers learners the opportunity to take supported risks
This part of the forest school approach is breath of fresh air in an often risk adverse society! In the forest we can develop regular opportunities that match what the children want to do in a positive way, tapping into their interests and developing opportunities for appropriate next steps.
Introducing the use of tools and fire creates a culture of taking responsibility and working as a team. In our experience, most children love the opportunity to learn how to safely set and light a fire.
Risk is part of life, and unfortunately for many children they are not exposed to risk in the same way as children were many years ago. That’s not necessarily a bad thing, but in order to be able to see and respond to risk, and to make judgement calls, the opportunity to take supported risks is a useful life skill!
Fires, rope swings, hammocks and using tools are all examples of activities with an element of risk, all are analysed in our comprehensive Risk Assessment document.
5. Forest School is run by qualified Forest School practitioners
The Level 3 forest school qualification is the minimum required to lead a group and Overchurch leaders have invested in ensuring that best practice (and requirement) for leaders are met, including having the best resources, medical kits and training. We have spent a lot of time creating policies, procedures and other documentation required to evidence the safe running of the sessions.
As a provider of Forest School we have knowledgeable teachers at the heart of our provision supported by staff and volunteers passionate about learning outside the classroom.
6. Forest School uses a range of learner-centred processes
Being learner-centred creates a programme which evolves organically ensuring development and learning that is open ended and responsive to those that take part in sessions.
Our leaders will lead by example, living the principles and values and spirit of forest school while carrying out planning to ensure the experience is positive.
All children learn at different rates and in different ways, so the forest learning journey isn’t rigid. It’s a blend of play and choice, in a way that supports the full range of learning preferences and abilities.
