Introducing and establishing a Forest school area could be daunting. However, imagine happy children enjoying the element of freedom and space, being free to explore, take risks in a less constrictive way. It is stated within the Early Years Framework (Dfes, 2014) “wherever possible there should be access to an outdoor play area” creating a Forest area is taking the next step. Ouvry, (2005, p15) supports this by stating “In this heavily structured world when are children to play and socialise freely outdoors”.
Establishing a Forest school at your setting will be challenging, time consuming and comes at a cost around £850-900. Forest school Leader Award to level 3 would be required along with outdoor first aid training, this award is carried out over 5 days as well as completing a portfolio including policies and procedures. Suitable all weather clothing should be purchased by yourselves or parents, be sensitive to family circumstances regarding the buying of water proof clothing, is there provision to be made that you can offer? Likewise the setting needs the facilities to dry and store clothing and wellington boots.
Buck & Nettleton (2006) state having understanding, supporting parents may help with the conversion of your chosen area, as they may volunteer their muscles and time; saving some money. Conduct a skills audit, find out how people can help, make a list of what is currently outdoors. Involve the children in raising the profile of what you are planning in the setting, it is important to have everyone’s views. Encourage parents to attend any meetings as this will allay any fears they may have as well as promoting the ethos of Forest School.
Before the Forest school is running a risk assessment should be carried out, ensuring that practice is consistent throughout the setting. Health and Safety procedures are paramount in accessing Forest School, Buck & Nettleton (2006) list the necessities needed: a first aid kit, mobile phone should be carried at all times, ensure adult ratios are appropriate to the number of children accessing the outdoor area. Take into consideration legislation related to policies and procedures this applies outdoors as well as indoors, obtain liability Insurance, be inclusive ensure all children are able to attend Forest school.
“When children spend time in the great outdoors, getting muddy, getting wet, getting stung by nettles, they learn important lessons-what hurts, what is slippery, what you can trip over and fall from!”
Cornall, P. Royal Society for the Prevention of Accidents, (2007) Forest School Wales
Lisa
Establishing a Forest school at your setting will be challenging, time consuming and comes at a cost around £850-900. Forest school Leader Award to level 3 would be required along with outdoor first aid training, this award is carried out over 5 days as well as completing a portfolio including policies and procedures. Suitable all weather clothing should be purchased by yourselves or parents, be sensitive to family circumstances regarding the buying of water proof clothing, is there provision to be made that you can offer? Likewise the setting needs the facilities to dry and store clothing and wellington boots.
Buck & Nettleton (2006) state having understanding, supporting parents may help with the conversion of your chosen area, as they may volunteer their muscles and time; saving some money. Conduct a skills audit, find out how people can help, make a list of what is currently outdoors. Involve the children in raising the profile of what you are planning in the setting, it is important to have everyone’s views. Encourage parents to attend any meetings as this will allay any fears they may have as well as promoting the ethos of Forest School.
Before the Forest school is running a risk assessment should be carried out, ensuring that practice is consistent throughout the setting. Health and Safety procedures are paramount in accessing Forest School, Buck & Nettleton (2006) list the necessities needed: a first aid kit, mobile phone should be carried at all times, ensure adult ratios are appropriate to the number of children accessing the outdoor area. Take into consideration legislation related to policies and procedures this applies outdoors as well as indoors, obtain liability Insurance, be inclusive ensure all children are able to attend Forest school.
“When children spend time in the great outdoors, getting muddy, getting wet, getting stung by nettles, they learn important lessons-what hurts, what is slippery, what you can trip over and fall from!”
Cornall, P. Royal Society for the Prevention of Accidents, (2007) Forest School Wales
Lisa
FOREST SCHOOL SAFETY SWEEP EVIDENCE
Before each Forest School session there will be a safety sweep of the forest school site to look for and assess immediate risks. Safety sweeps will be recorded and filed by the forest school leader.
Before each Forest School session there will be a safety sweep of the forest school site to look for and assess immediate risks. Safety sweeps will be recorded and filed by the forest school leader.
Date: Time:
Name of F S Leader: Weather:
Check list: Comments:
Fallen branches
Low branches
Protruding thorns
Brambles/nettles
Slippery areas
Broken glass/needles
Vandalism/intruders
Weather effects
Standing water
Boundary line/fence
Base camp
Tool area roped off
Emergency rucksack
Equipment ready
Spare clothes
Other hazards identified:
Action taken:
Linda's Forest School Safety Sweep
Name of F S Leader: Weather:
Check list: Comments:
Fallen branches
Low branches
Protruding thorns
Brambles/nettles
Slippery areas
Broken glass/needles
Vandalism/intruders
Weather effects
Standing water
Boundary line/fence
Base camp
Tool area roped off
Emergency rucksack
Equipment ready
Spare clothes
Other hazards identified:
Action taken:
Linda's Forest School Safety Sweep
In the Statutory Framework for the early years foundation stage, the DfE (2014 pg28) reminds us that, "Providers must determine where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how they are managing risks."
Knight (2011, pg110) states that, " the life of a risk assessment is only as long as the conditions stay exactly the same, which for some things may be on a single occasion." It is therefore essential that all adults, practitioners and parents, are aware of the possible hazards, needs and abilities of the children involved and the desired outcomes of the session ensuring an appropriate balance between acceptable and non acceptable risk.
Linda
Knight (2011, pg110) states that, " the life of a risk assessment is only as long as the conditions stay exactly the same, which for some things may be on a single occasion." It is therefore essential that all adults, practitioners and parents, are aware of the possible hazards, needs and abilities of the children involved and the desired outcomes of the session ensuring an appropriate balance between acceptable and non acceptable risk.
Linda
Enabling parents to be involved with their child’s outdoor learning is essential. In order to do this, effective communication plays an integral part. Practitioners and parents need to have an established clear path of communication (this may be different for families), this will help pave the way for support, encouragement and involvement from the parents.
Parents may know very little, or perhaps a lot on Forest School, involving the parents and using their knowledge is a positive first step. Invite the parents into the setting, tell them what the aim of Forest School is, explain, and provide workshops and information sessions. Gather parent reps who can support and provide valuable assistance. Parents will often talk amongst one another via face-to-face, text or email, this will help to convey the message. There are a number of ways in which you can further promote this learning; letters, posters, leaflets and websites. Using examples of other local schools or practice within the community / county could prove useful to.
By the parents being involved, this will add a great sense of joy to the children’s learning. Also, provide the opportunity for parents to take part in Forest School sessions, majority of children would respond to this extremely well. Parents would be able to see for themselves their child’s development. Parents want to take active interest in their child’s learning and making this accessible for all parents and families is key.
Sophie
Parents may know very little, or perhaps a lot on Forest School, involving the parents and using their knowledge is a positive first step. Invite the parents into the setting, tell them what the aim of Forest School is, explain, and provide workshops and information sessions. Gather parent reps who can support and provide valuable assistance. Parents will often talk amongst one another via face-to-face, text or email, this will help to convey the message. There are a number of ways in which you can further promote this learning; letters, posters, leaflets and websites. Using examples of other local schools or practice within the community / county could prove useful to.
By the parents being involved, this will add a great sense of joy to the children’s learning. Also, provide the opportunity for parents to take part in Forest School sessions, majority of children would respond to this extremely well. Parents would be able to see for themselves their child’s development. Parents want to take active interest in their child’s learning and making this accessible for all parents and families is key.
Sophie