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The Great Outdoors

Welcome to Oli's world, open to anyone who values a more inclusive future for all children and is keen to share their experience or has something to say. This week we discover ‘The Great Outdoors’: mum and educator, Katy Flegg introduces us to the world of Forest School and how it can help kids with diverse minds to flourish.

 
“Children cannot bounce off the walls if we take away the walls.” Erin Kenny

As a teacher, mum, camper, lover of nature, SEND tutor, qualified Forest School Leader and volunteer with a local Scout Group, I have spent a huge amount of time with children in outdoor settings. Witnessing first hand the many benefits natural surroundings can bring, and enjoying the opportunities of an accessible and inclusive environment.


Being lucky enough to work as an Alternative Provision Forest School Tutor in the UK has affirmed my beliefs in the power of the outdoors as a learning environment and I have seen how it benefits those with diverse minds and needs. For so many students it is clearly an effective addition or in some cases an alternative to mainstream settings.


What is Forest School?


Forest School is a child-centred inspirational learning process that offers opportunities for holistic growth through regular sessions. It is a long-term program that supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting.


The Forest School Association describes quality Forest School delivery as that which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect. These six principles are:


  1. Forest School is a long-term process of regular sessions, rather than one-off or infrequent visits; children have weekly sessions with us and we use a cycle of planning , observation, adaptation and review to link each session. Sessions run throughout the whole year and learners attend for long-term placements usually over a number of terms. 


  2. Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural world; we are based in a country park and have the freedom to explore different natural features within it. 


  3. Forest School uses a range of learner-centred processes to create a community for being, development and learning; we closely observe and adapt our practice to meet the needs and interests of each learner.


  4. Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners; children are given time and space to explore their own ideas in a positive and accessible environment. 


  5. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves; we strike a balance between encouraging independence and offering support, having access to a range of open ended tools and resources to enable this as appropriate. 


  6. Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice: I completed Level 3 training in 2013 and continue to develop my practice through co-teaching experiences and further training. 


Positive effects


1. Nature’s calming effect: The natural surroundings of woodlands and forests reduce stress and anxiety; learners who have found a school environment challenging are more regulated and calm during our sessions. The woodland environment places fewer demands on noise or movement which helps our learners feel comfortable and accepted. 


2. Sensory stimulation: Forest schools provide a rich sensory environment with various textures, smells, and sights. This can engage children in sensory activities, improving their focus and attention; our learners are surrounded by established woodland and encouraged to immerse themselves in the sensory experience this provides. When safe, children are encouraged and allowed to feel and notice what’s around them and use tactile natural resources to support their learning. 


3. Unstructured and child-led play: Forest schools often promote unstructured play and exploration. This can allow children to engage in activities they find interesting, promoting creativity and self-regulation; we may set up invitations to play with natural resources but sessions are child-led. Children’s imaginations are usually sparked by the things around them and a whole day can then be spent developing and realising an idea. 


4. Reduced distractions: Natural settings typically have fewer distractions compared to traditional classroom environments. This can help children maintain their attention on the tasks or activities at hand; our learners often spend an extended amount of time on projects or ideas. Our environment allows children to become immersed in their learning in a quiet and calm space with limited constraints of time or space and the opportunity to revisit learning if necessary.  


5. Physical activity: Engaging in physical activities like climbing, running, and exploring in a forest school can help children expend their excess energy, which can lead to better focus and self-control; we have plenty of space for physical movement and appropriate resources also enable children to participate in the physical experiences they may be seeking for example heavy lifting of logs, ropes for swinging and hanging, space to move, climb, jump or quiet dens to feel enclosed. 


6. Building social skills: Forest schools encourage cooperation and teamwork among children. This can help children improve their social skills, including communication and conflict resolution; there are numerous opportunities throughout a session for children to work with other learners or adults and with a high number of staff per child we are able to support teamwork and positive conflict resolutions.


7. Self-regulation: for every session hammocks, climbing ropes and swings are available for all learners. This helps provide the vestibular input which many children seek.


8. Positive reinforcement: self esteem and motivation are boosted when tasks are achieved; if necessary, adults are able to guide children towards or through achievable tasks. Longer regular sessions ensure a sense of achievement can be felt when tasks are completed.


9. Supported risk management: when learners are included in the risk management of a site and activities they begin to take ownership of it, developing confidence and independence; we spend a lot of time discussing safe and appropriate use of the site, natural resources, tools, space and our learners are continually involved with this.



The campfire


A significant and much loved part of each of our Forest Sschool sessions is the campfire. This  provides routine and structure and can captivate the attention of our learners. Our campfires are surrounded by a log circle which presents a welcoming and inclusive space to enhance communication. Our learners are encouraged to participate in starting and maintaining the fire by chopping wood and using flint and steel fire strikers. This gives opportunity for them to manage risks and strengthens their self esteem and sense of achievement. When we add in campfire cooking to provide lunch or snacks, another huge range of learning experiences are opened up!

“I don’t have ADHD when I am out in the woods.” David, aged 14 - Forest School Association

Getting outside


While opportunities for long term Forest School may not be available for everyone, the benefits of nature are free and accessible for all. Getting outside is the first simple step towards the positive outcomes related to forest school.


Let your legs guide you for a walk in the woods.
Use a fire pit in the garden.
Swing in a hammock between two trees.
Build a den with friends.
Observe a tree through the seasons.
Do an umbrella dance in the rain.
Make a mud pie.
Or just run and swing and slide in the park.

If it feels like the walls are closing in, enjoy getting out to where there are

no walls!


Resources, space, freedom and imagination are endless.


The Outdoors is truly Great.

Katy Flegg.


Photos courtesy of Katy.



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