Welcome to WILDlings Forest School

Here’s a short introduction to Forest School and your roles as adults while attending with your children.

The Forest School ethos focuses on an approach to learning that maximises the emotional, social and developmental benefits of education. Forest School works with children and young people in the outdoors over a period of time. Research shows that children and young people are stimulated by the outdoors and typically experience, over time, an increase in their self belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional well-being.

Enjoy and achieve. Forest School sets learning in a different context for children where they can undertake a range of practical activities and carry out small achievable tasks. At Forest School children can develop their team working skills and also learn to become more independent.

Be healthy. At Forest School children are physically active a lot of the time and their stamina improves as they go through their Forest School sessions. Their experience can also help to lead to the development of healthier lifestyles. As the children gain confidence and improve their self-esteem this can impact on their emotional and mental well-being.

Stay safe. The ‘wild’, and yet controlled, safe environment of Forest School ensures that children taking part naturally learn to assess risk and are encouraged to make sensible and informed decisions about how to deal with unfamiliar and unpredictable situations (such as exploring or climbing trees, using tools to build shelters and dens). Much of the learning for a child comes as a result of the opportunities they have for testing their own abilities in a real life context.

Make a positive contribution. Forest School helps children to develop their confidence. As they become familiar with Forest School they can take their new-found confidence into school and into other areas of their lives. Forest School can be particularly effective for children who do not do well in the classroom environment. Children learn to solve problems and be creative and imaginative at Forest School thus showing enterprising behaviour. Forest School programmes aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional, social and spiritual aspects of the learner.

6 principles of forest school.

1. Forest school is a long-term program of regular sessions.

2. Forest school takes place in a woodland or natural area, supporting the development of a relationship between the learner and the natural world.

3. Forest School aims to promote the holistic development for all, building resistance, confidence, independence and creativity.

4. Forest school allows participants to take risks while being supported by the forests school leader and adult helpers.

5. Forest school is led by a fully qualified, level 3, forest school leader.

6. Forest school is learner led, adults are there to support their play and choices.

Accompanying adults’ Roles & Responsibilities

· To encourage, enable and facilitate children in child-led activities. 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.

· To model good practice on how we speak to and show respect to each other.

· To look for and praise positive behaviours in children.

· To encourage children to problem solve with guidance and use of open questions.

· To demonstrate kindness and empathy.

· “The programme is highly responsive to children’s interests and the original scheme of work and each session’s plan, is likely to change.

· An effective helper is always fully engaged and gently supports the child to lead his/her own learning.

· Understand & support the few safety rules (fire, tools, sticks and boundaries)/ routines – these may be less than you expect.

· Join in and participate in the activities in all weather, taking the lead from the children. Be ready to play!!

· Empower the children to engage (or not) in activities and encourage them to make choices and be self-reliant. Don’t be too quick to offer help.

· Encourage children to reflect on their learning and experiences.

· Be prepared sometimes to step back completely to allow children to take the initiative. Use this time to observe.

· Let the children take some controlled risks without interfering through language or body language (this will take some getting used to as it is very different from a school environment) For example letting a child explore mud. Do ask the forest school leader if you feel concerned.

· Self care is vital; be suitably dressed for the weather and environment, protective, warm clothing, boots, insect repellent, sun cream etc. Be careful in rough terrain.