Forest School Approach: Learning in Nature’s Outdoor Classroom

Introduction: Unlocking the Power of Forest School in Early Years Education

Forest School is an educational approach that promotes self-esteem, creativity, confidence, and independence. It offers a unique way to nurture young children’s development through nature-based learning. This innovative method has its roots in Scandinavia, where outdoor learning has long been a cornerstone of early education.

The Forest School concept arrived in the UK in 1993, when a group of nursery nurses from Bridgwater College, Somerset, visited Denmark to explore their preschool system. Inspired by the Danish ‘friluftsliv’ (open-air culture) approach, they established the first Forest School in Britain upon their return (Forest School Association).

Rooted in six core principles, Forest School creates a rich learning environment that supports children’s growth across multiple domains. The approach emphasises long-term engagement, focus on the natural environment, and holistic development. It encourages supported risk-taking, relies on qualified leadership, and centres on learner-driven processes.

Forest School programmes provide regular outdoor sessions over an extended period. They offer opportunities for child-led exploration and discovery, allowing children to develop practical skills and problem-solving abilities. The supportive environment encourages appropriate risk-taking, fostering resilience and confidence.

Early years professionals who implement Forest School methods can observe significant changes in children’s behaviour and abilities, like physical activity and motor skills, or communication and language development. Children can show improved emotional regulation and resilience, or social skills and teamwork. With Forest Schools tackling numerous domains, a wide range of changes could be seen.

At its core, Forest School views children as competent and capable learners. It recognises their right to experience appropriate challenges and their ability to initiate and drive their own learning. This approach ensures that children have regular opportunities for success, building their self-esteem and independence.

By embracing these principles, Early Years settings can create powerful learning experiences that complement and enhance their existing practices. Forest School offers a fresh perspective on early childhood education, one that harnesses the natural world to support children’s growth and development.

Discover how Forest School can enrich your Early Years provision. This article explores the key principles, practical implementation strategies, and potential benefits of the Forest School Approach. Learn how you can incorporate elements of Forest School into your setting, creating an environment where children thrive, learn, and grow in harmony with nature.

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The Six Core Principles of Forest School

The Forest School approach is built on six fundamental principles. These principles guide the implementation and practice of Forest School programmes, ensuring a consistent and effective approach to outdoor learning. Let’s explore each principle and how you can apply it in your Early Years setting.

1. Long-Term Principle

Forest School is not a one-off experience. It involves regular sessions over an extended period, ideally spanning at least two school terms or 24 weeks. This long-term approach allows children to:

• Develop deep connections with the natural environment
• Build confidence and skills progressively
• Experience seasonal changes and their impact on the environment

Practical tip: Plan a weekly Forest School session into your timetable. Consistency helps children feel secure and anticipate their outdoor learning time.

2. Nature Principle

Forest School takes place in a natural environment, typically a woodland setting – but any natural setting is appropriate. This principle emphasises the importance of children developing a relationship with the natural world. The environment itself becomes a teacher, providing ever-changing stimuli and learning opportunities.

Practical tip: If you don’t have access to woodland, create a natural area in your setting’s outdoor space. Plant trees, create wildflower meadows, or install log piles to attract wildlife.

3. Holistic Learning Principle

Forest School aims to promote holistic development across physical, social, cognitive, linguistic, emotional, and spiritual areas. This approach recognises that children learn best when engaged in activities that stimulate multiple senses and skills simultaneously.

Practical tip: Design activities that engage multiple senses. For example, a nature scavenger hunt can develop observational skills, encourage teamwork, and improve physical coordination.

4. Risk Principle

Forest School provides opportunities for children to take supported risks. This principle recognises that risk-taking is essential for building resilience, confidence, and judgement. Risks in Forest School can be physical, social, or emotional.

Practical tip: Introduce tools gradually, starting with simple ones like magnifying glasses and progressing to more complex tools like hand drills under close supervision.

5. Leadership Principle

Forest School sessions are led by qualified Forest School practitioners. These leaders have specific training in the Forest School ethos and approach. They continuously maintain and develop their professional practice.

Practical tip: Consider training as a Forest School leader or partnering with a qualified practitioner to bring Forest School to your setting.

6. Community Principle

Forest School uses learner-centred processes to create a community for development and learning. This principle emphasises the importance of fostering positive relationships and creating a sense of belonging within the group.

Practical tip: Start and end each session with a group activity, like sharing observations or singing a Forest School song, to build a sense of community.

By understanding and implementing these six core principles, you can create a rich, engaging Forest School experience in your early years setting. Remember, Forest School is not about replicating classroom learning outdoors. It’s about creating a unique environment where children can explore, take risks, and learn in ways that complement and enhance their overall educational experience.

What Makes a Forest School?

Understanding the key elements that define a Forest School is crucial for early years professionals looking to implement this approach. Let’s explore the essential characteristics, environmental requirements, and the role of qualified practitioners.

Key Characteristics

Forest School is characterised by:

• Regular, frequent sessions: Ideally, Forest School happens weekly over at least two terms.
• Child-led learning: Activities are based on the children’s interests and natural curiosity.
• Hands-on experiences: Children learn through direct interaction with their environment.

Environmental Requirements

While a woodland setting is ideal, Forest School can happen in various natural environments. The key is to have:

• A natural space: This could be a wooded area, a beach, or even a well-designed school garden.
• Diverse natural materials: Sticks, leaves, stones, and other natural objects for exploration and creativity.
• Opportunities for risk-taking: Areas where children can climb, balance, or use tools under supervision.

Role of Qualified Forest School Practitioners

Qualified Forest School practitioners are essential to the success of the programme. They:

• Plan and lead sessions: Practitioners design activities that support children’s interests and development.
• Ensure safety: They conduct risk assessments and manage potential hazards.
• Facilitate learning: Practitioners ask open-ended questions and encourage children to problem-solve.

Forest School practitioners use a ‘low intervention, high response’ approach. This means they:

1. Observe children closely
2. Allow children to lead their own learning
3. Intervene only when necessary for safety or to extend learning

Practical tip: Practice stepping back and observing. Record children’s interactions with nature and use these observations to plan future sessions.

Remember, Forest School is not about replicating indoor activities outside. It’s about creating a unique learning environment where children can develop confidence, creativity, and a love for nature. By incorporating these key elements, you can create a genuine Forest School experience in your Early Years setting.

Forest School’s View of Children and Learning

The Forest School approach is underpinned by a unique perspective on children and how they learn. This view shapes every aspect of Forest School practice, from session planning to interactions with children.

Child-Centred Approach

Forest School sees children as:

• Competent learners: Children are capable of directing their own learning.
• Unique individuals: Each child has their own interests, abilities, and learning style.
• Active participants: Children are not passive recipients of knowledge, but active creators of their understanding.

Practical tip: Observe children’s interests during free play and use these observations to plan activities. For example, if children show interest in birds, plan activities around bird watching or nest building.

Emphasis on Play and Exploration

Forest School recognises play as the primary vehicle for learning. It emphasises:

• Free play: Children have extended periods of unstructured time to explore and create.
• Sensory experiences: Activities engage multiple senses, enhancing learning and memory.
• Open-ended materials: Natural objects like sticks, leaves, and mud offer endless possibilities for creative play.

Practical tip: Create a ‘loose parts’ area in your outdoor space with natural materials like pinecones, pebbles, and bark pieces. Observe how children use these in their play.

Supporting Risk-Taking and Resilience

Forest School believes that:

• Risk is essential for learning: Controlled risk-taking builds confidence and decision-making skills.
• Failure is valuable: Making mistakes and overcoming challenges develops resilience.
• Children are capable risk-assessors: With guidance, children learn to identify and manage risks.

Practical tip: Introduce ‘risky play’ gradually. Start with low-height balance beams or supervised whittling with potato peelers before progressing to more challenging activities.

To implement this approach:

1. Trust children to make decisions about their play and learning.
2. Ask open-ended questions to encourage problem-solving.
3. Allow children time to work through challenges before offering help.

Practical tip: When a child encounters a problem, resist the urge to immediately offer a solution. Instead, ask, “What do you think you could try?”

By adopting Forest School’s view of children and learning, you create an environment where children feel valued, capable, and excited to learn. This approach not only supports their development within Forest School sessions but also builds skills and attitudes that benefit their learning across all areas.

Benefits of the Forest School Approach

The Forest School approach offers a wide range of benefits for children’s development. These benefits span across physical, cognitive, social, and emotional domains, while also fostering a deep connection with nature.

Physical Development

Forest School activities promote:

• Gross motor skills: Climbing trees, balancing on logs, and running on uneven terrain improve coordination and strength.
• Fine motor skills: Activities like whittling, weaving with natural materials, and using tools enhance dexterity.
• Physical stamina: Regular outdoor sessions increase overall fitness and endurance.

How to maximise these benefits in your setting: Create an obstacle course using natural elements like logs, stumps, and ropes. Encourage children to design their own courses, promoting both physical skills and creativity.

Cognitive Development

The Forest School environment supports:

• Problem-solving skills: Open-ended tasks encourage children to think creatively and find solutions.
• Language development: Rich sensory experiences provide vocabulary opportunities and stimulate conversation.
• Concentration: Extended periods of engagement in self-chosen activities improve focus.

How to maximise these benefits in your setting: Introduce ‘nature journals’ where children can draw, write, or stick items they find. This activity supports observation skills, memory, and literacy development.

Social and Emotional Development

Forest School fosters:

• Self-confidence: Mastering new skills and overcoming challenges builds self-esteem.
• Emotional regulation: The calming effect of nature helps children manage their emotions.
• Teamwork: Group tasks encourage cooperation and communication skills.

How to maximise these benefits in your setting: Implement a ‘buddy system’ for certain activities, pairing children to work together. This promotes social skills and peer support.

Connection with Nature

Forest School cultivates:

• Environmental awareness: Regular contact with nature develops an understanding of ecosystems and wildlife.
• Respect for the environment: Children learn to care for and protect natural spaces.
• Sensory awareness: Interactions with nature sharpen all senses.

How to maximise these benefits in your setting: Create a ‘sit spot’ routine where children regularly sit quietly in the same natural spot, observing changes over time. This practice deepens their connection with nature and enhances observation skills.

To maximise these benefits in your setting:

1. Integrate Forest School principles into daily outdoor play.
2. Document children’s progress through photos, videos, and observations.
3. Share the benefits with parents, encouraging continuation of outdoor learning at home.

By embracing the Forest School approach, you provide children with opportunities for holistic development that complement and enhance their indoor learning experiences. The skills and attitudes developed through Forest School support children’s overall growth, preparing them for future learning and life challenges.

Implementing Forest School in Early Years Settings

Integrating Forest School principles into your Early Years setting enhances children’s learning experiences. This section explores how to adapt the approach, align it with the curriculum, and address practical considerations.

Adapting the Approach for Nursery/Kindergarten

To tailor Forest School for younger children:

• Start small: Begin with short, regular outdoor sessions to build familiarity.
• Simplify activities: Adapt tasks to suit the developmental stage of your children.
• Emphasise sensory experiences: Focus on activities that engage multiple senses.

Practical tip: Create a ‘mud kitchen’ in your outdoor area. This familiar play scenario introduces natural materials and encourages imaginative play.

Integrating with Early Years Curriculum

Forest School complements the EYFS framework by supporting:

• Communication and Language: Nature provides rich vocabulary opportunities.
• Physical Development: Outdoor play naturally promotes gross and fine motor skills.
• Personal, Social and Emotional Development: Group activities foster social skills and self-confidence.

Practical tip: Use a nature walk to support maths learning. Count leaves, compare stick lengths, or create patterns with natural objects.

Practical Considerations and Challenges

When implementing Forest School, consider:

• Safety: Conduct thorough risk assessments and establish clear safety procedures.
• Weather: Invest in appropriate outdoor clothing for children and staff.
• Staff training: Provide training opportunities to build confidence in outdoor learning.

To overcome common challenges:

1. Limited outdoor space: Utilise local parks or create a ‘wild’ area in your existing outdoor space.
2. Parental concerns: Host information sessions to explain the benefits and safety measures of Forest School.
3. Budget constraints: Start with free natural resources and gradually invest in equipment.

Practical tip: Partner with local conservation groups or parks. They often provide free or low-cost access to natural spaces and expertise.

Remember, implementing Forest School is a journey. Start with small steps, celebrate successes, and learn from challenges. The key is to maintain the core principles of child-led learning and connection with nature.

By thoughtfully adapting Forest School for your setting, you provide children with valuable outdoor learning experiences that complement their overall development and early years education.

Common Misconceptions about Forest School

As Forest School gains popularity, several misconceptions have arisen. Let’s address these misconceptions and clarify the approach to help you implement Forest School effectively in your early years setting.

Misconception 1: Forest School is a Type of Accreditation Badge

Clarification: Forest School is not an accreditation scheme or a badge that settings can collect. It’s a specific educational ethos and approach with a defined methodology. Forest School refers to a philosophy of education, not a physical place or a one-off achievement. It involves long-term, regular programmes uniquely tailored to the needs of participants, with the fundamental aim of building self-esteem, confidence, independence, and creativity.

Misconception 2: Any Regular Outdoor Activity is Forest School

Clarification: While all forms of outdoor learning are valuable, not all outdoor activities constitute Forest School. Forest School has specific principles, including regular, frequent sessions over an extended period (ideally at least two terms), a learner-centred pedagogical approach, and a focus on holistic development. Other types of outdoor learning, such as environmental education, field studies, or outdoor adventure activities, have their own distinct methodologies and goals.

Misconception 3: You Need Woodland to Do Forest School

Clarification: While woodland provides an ideal environment for Forest School due to its diversity and abundance of natural resources, it’s not the only suitable location. The essential element of Forest School is its philosophy, not the specific site. Forest School can be successfully conducted in various natural environments, including school grounds, grasslands, beaches, or heathlands. The key is having a natural space that offers opportunities for exploration, risk-taking, and engagement with nature.

Practical tip: If you don’t have access to woodland, assess your available outdoor spaces creatively. Even a small area with some natural elements can be developed into a suitable Forest School site. Consider adding features like log piles, wildflower areas, or sensory gardens to enhance biodiversity and learning opportunities.

Misconception 4: Only Teachers Can Become Forest School Leaders

Clarification: Forest School leadership is not limited to those with a teaching background. People from diverse professional backgrounds can become Forest School leaders, including teaching assistants, environmental educators, youth workers, and many others. The key requirement is completing accredited Forest School practitioner training, which equips individuals with the specific skills and knowledge needed to facilitate Forest School programmes effectively.

Misconception 5: Forest School is Too Risky for Young Children

Clarification: While Forest School does involve elements of risk, these are carefully managed and are an essential part of the learning process. Forest School believes that risk and vulnerability are key to developmental change. It seeks to balance risk and benefit for each learner and activity. Overcoming challenges helps build resilience and confidence, especially when explored through play. Forest School understands that risk goes beyond physical hazards and includes social and emotional risks. Qualified practitioners conduct thorough risk assessments and implement appropriate safety measures while allowing children to engage in supported risk-taking.

Practical tip: Develop comprehensive risk-benefit assessments for your Forest School activities. Share these with parents and colleagues to demonstrate your thoughtful approach to safety. Gradually introduce tools and more challenging activities as children’s skills and confidence grow.

Misconception 6: Forest School Doesn’t Support Academic Learning

Clarification: Forest School complements and enhances academic learning by developing crucial skills that underpin educational success. While it may not follow a formal curriculum, Forest School supports language development, problem-solving skills, creativity, and scientific thinking. The hands-on, experiential nature of Forest School often makes abstract concepts more concrete and memorable. Research has shown that children attending Forest School often demonstrate improved vocabulary, communication skills, and even progress in areas like reading, writing, and maths when compared to their peers.

Practical tip: Document how Forest School activities align with early years learning goals. For example, counting natural objects supports numeracy, while describing textures and colours enhances vocabulary. Share these connections with parents and colleagues to highlight the educational value of Forest School. Read our in-depth article on Early Learning Goals here.

Misconception 7: Forest School is Only Effective in Good Weather

Clarification: Forest School operates year-round, in all weather conditions (except dangerous weather). Experiencing different weather is an integral part of connecting with nature and understanding seasonal changes. Children learn resilience and adaptability by engaging with the environment in various conditions. Moreover, different weather offers unique learning opportunities, from observing how rain affects the soil to studying frost patterns or feeling how wind direction changes.

By addressing these misconceptions, you can implement Forest School more confidently and effectively in your setting. Remember, Forest School is about creating a unique, long-term learning environment that nurtures children’s holistic development through regular engagement with nature, regardless of the specific setting or weather conditions.

By addressing these misconceptions, you can implement Forest School more effectively in your setting, ensuring that children benefit from this rich, holistic approach to outdoor learning.

Forest School Compared to Other Outdoor Learning Approaches

While Forest School is a popular approach to outdoor learning, it’s not the only one. Understanding how Forest School compares to other methods helps early years professionals make informed decisions about their outdoor education programmes.

Distinguishing Features of Forest School

Forest School stands out due to several key characteristics:

• Long-term engagement: Forest School involves regular sessions over an extended period, typically at least two school terms.
• Child-led learning: Activities are based on the children’s interests and discoveries, rather than a pre-set curriculum.
• Holistic development: Forest School aims to nurture physical, social, cognitive, linguistic, emotional, and spiritual growth.

Other Outdoor Learning Approaches

Several other outdoor learning approaches exist, each with its own focus:

1. Environmental Education: Focuses on teaching about the natural world and environmental issues.
2. Outdoor Adventure Education: Emphasises challenging physical activities and team-building exercises.
3. Nature-Based Play: Encourages free play in natural settings without structured learning objectives.

Practical tip: Consider incorporating elements from these approaches into your Forest School sessions to enrich the experience. For example, include simple environmental education topics that arise naturally from children’s observations.

Complementary Approaches

Forest School can work alongside other outdoor learning approaches:

• Bush Craft: Teaches specific outdoor skills that can enhance Forest School activities.
• Gardening Programmes: Complement Forest School by focusing on plant growth and food production.
• Outdoor Classrooms: Provide a structured outdoor learning space that can support Forest School principles.

Integrating Multiple Approaches

To get the best results for children:

1. Identify the strengths of each approach and how they align with your learning goals.
2. Create a balanced outdoor learning programme that incorporates elements from different approaches.
3. Use Forest School principles to underpin other outdoor activities, encouraging child-led exploration and risk-taking.

Practical tip: Develop a weekly outdoor learning schedule that includes dedicated Forest School sessions alongside other outdoor activities. This provides a rich, varied outdoor experience for children.

By understanding how Forest School relates to other outdoor learning approaches, you can create a comprehensive outdoor education programme that maximises benefits for children. Remember, the goal is to provide diverse, engaging outdoor experiences that support children’s holistic development.

Training and Qualifications for Forest School Practitioners

Becoming a qualified Forest School practitioner requires specific training and ongoing professional development. This section outlines the path to becoming a Forest School leader and the importance of continuous learning in this field.

Requirements for Becoming a Forest School Leader

The journey to becoming a Forest School leader involves several steps:

1. Level 3 Forest School Leader Training: This is the standard qualification for leading Forest School sessions.
2. First Aid Qualification: An outdoor-specific first aid course is essential.
3. Safeguarding Training: Understanding child protection is crucial for working with young people.

Prerequisites for Training

Before enrolling in a Level 3 course, you need:

• Experience: At least two years of working with your chosen client group.
• Educational Background: A Level 2 qualification or equivalent in any subject.
• Commitment: Ability to complete both theoretical and practical assessments.

Course Content

Level 3 Forest School Leader training typically covers:

• Forest School ethos and principles
• Practical skills (e.g., fire lighting, tool use)
• Risk assessment and management
• Ecological impact and sustainability
• Child development and learning theories

Ongoing Professional Development

Becoming a Forest School leader is just the beginning. Ongoing professional development is crucial:

1. Skill Enhancement: Regularly update your practical outdoor skills.
2. Networking: Join Forest School associations and attend conferences.
3. Further Training: Consider specialist courses in areas like wildlife identification or working with specific age groups.

Practical tip: Set aside time each month for professional reading or skill practice. This keeps your Forest School practice fresh and engaging. Discover a whole range of Outdoor Professional Development videos with Certificates.

Maintaining Your Qualification

To keep your Forest School qualification current:

• First Aid: Renew your outdoor first aid certificate every three years.
• Continual Practice: Regularly lead Forest School sessions.
• Reflective Practice: Keep a journal of your experiences and learnings.

By investing in proper training and ongoing development, you ensure that your Forest School practice remains high-quality, safe, and beneficial for the children in your care. Remember, as a Forest School leader, you’re not just teaching skills – you’re facilitating a unique learning experience that can have a lasting impact on children’s development and their relationship with nature.

Case Studies and Research on Forest Schools

Composite Case Study: Oakleaf Nursery

Oakleaf Nursery, a fictional setting based on common Forest School experiences, implemented a Forest School programme for their 3-5 year olds. The nursery team was initially apprehensive about taking learning outdoors, but after researching the benefits, they decided to give it a try.

Key aspects of their success included:

• Regular sessions: Weekly two-hour Forest School sessions throughout the year, regardless of weather conditions.
• Skilled leadership: Two staff members completed Forest School Level 3 training, becoming passionate advocates for the approach.
• Parental involvement: Regular updates and occasional parent participation days helped build support and understanding.

The nursery started small, using a nearby wooded area. They gradually built up their resources, investing in waterproof clothing for all children and basic tools like trowels and magnifying glasses.

Over the course of a year, the staff noticed significant changes in the children:

• Improved physical skills: Children showed better balance and coordination, confidently navigating uneven terrain.
• Increased confidence: Even shy children became more willing to try new activities and voice their ideas.
• Enhanced language skills: Children’s descriptive vocabulary flourished as they discussed their natural surroundings.
• Better social interaction: Collaborative play increased, with children working together on tasks like den-building.
• Increased focus: Staff reported that children showed longer periods of concentration during both outdoor and indoor activities.

One particularly striking example was a child who struggled with fine motor skills indoors but became the group’s expert in tying knots during Forest School sessions. This newfound confidence transferred to other areas of his learning.

Parents saw positive changes at home too, with children showing more interest in outdoor play and nature. The nursery’s Forest School programme became so popular that they started offering after-school sessions for older siblings and community members.

For early years professionals and educators, understanding and implementing the Forest School Approach can significantly enhance their practice. It offers a way to enrich children’s learning experiences, support their holistic development, and foster a lifelong connection with the natural world.

Conclusion: Embracing the Forest School Approach in Early Years Education

The Forest School approach offers a unique and valuable framework for early years education. It combines the benefits of outdoor learning with child-led exploration, fostering holistic development across physical, cognitive, social, and emotional domains.

The Future of Forest School in Early Years Education

Forest School principles align well with current educational trends:

• Emphasis on wellbeing: Forest School supports mental health and resilience.
• Environmental awareness: It nurtures a connection with nature from an early age.
• Skill-based learning: Forest School develops practical skills and problem-solving abilities.

Using the Approach in Combination with Other Learning Methods

Forest School complements other educational approaches:

• Integration with EYFS: Forest School activities support all areas of learning and development.
• Enhancing indoor learning: Outdoor experiences provide context for classroom topics.
• Supporting different learning styles: The varied activities cater to diverse learner needs.

Key Takeaways for Practitioners

To implement Forest School effectively:

1. Invest in training: Qualified leadership is crucial for safe and effective Forest School sessions.
2. Start small: Begin with regular, short sessions and gradually increase duration and complexity.
3. Involve parents: Communicate the benefits and address concerns to gain support.
4. Embrace risk-benefit assessment: Understand the value of managed risk-taking for child development.
5. Be patient: Allow time for children (and staff) to adapt to the outdoor environment.

Forest School offers a powerful approach to Early Years education. It provides children with rich, meaningful experiences that support their development and foster a lifelong connection with nature. By embracing Forest School principles, Early Years practitioners can create engaging, child-centred learning environments that prepare children for future challenges and opportunities.

Remember, implementing Forest School is a journey. Start with small steps, celebrate successes, and be prepared to adapt your approach as you learn. The rewards – for both children and practitioners – are well worth the effort.

Frequently Asked Questions

How Does Forest School Support Children with Special Educational Needs and Disabilities (SEND)?

Forest School offers numerous benefits for children with SEND:

• Sensory-rich environment: Natural settings provide diverse sensory experiences, supporting sensory integration.
• Flexible approach: Child-led learning allows for personalised experiences tailored to individual needs.
• Physical development: Uneven terrain and varied activities promote motor skill development.

Practical tip: Create sensory trails or quiet spaces within your Forest School area to cater for children with specific sensory needs.

What’s the Ideal Adult-to-Child Ratio for Forest School Sessions?

While there’s no fixed ratio, consider:

• Age of children: Younger children require more supervision.
• Site characteristics: More challenging environments may necessitate higher staffing levels.
• Activity types: Tool use or fire-lighting require closer supervision.

A common starting point is 1:4 for under-5s, adjusting based on your specific circumstances.

Practical tip: Start with a higher adult-to-child ratio and gradually reduce it as children and staff gain confidence in the Forest School environment.

How Can We Incorporate Technology into Forest School?

While Forest School emphasises nature connection, technology can enhance learning:

• Digital photography: Children can document their discoveries and creations.
• Weather apps: Use for planning and discussing weather patterns.
• Nature identification apps: Support learning about local flora and fauna.

Practical tip: Use technology sparingly and purposefully, ensuring it enhances rather than detracts from the nature experience.

How Do We Assess Learning in Forest School?

Assessment in Forest School focuses on observing and documenting children’s development:

• Learning journals: Record observations of children’s activities and achievements.
• Photo and video documentation: Capture children’s engagement and progress visually.
• Child-led portfolios: Encourage children to collect and reflect on their Forest School experiences.

Practical tip: Use a simple observation template to record key moments of learning during Forest School sessions.

Can Forest School Be Implemented in Urban Settings with Limited Green Space?

Yes, Forest School principles can be adapted for urban environments:

• Utilise local parks: Regular visits to nearby green spaces can provide a Forest School experience.
• Create micro-habitats: Transform small outdoor areas with planting, log piles, and sensory elements.
• Indoor/outdoor flow: Bring natural materials indoors to extend the Forest School ethos.

Practical tip: Partner with local allotments or community gardens to access green spaces for your Forest School sessions.

How Do We Address Parental Concerns About Safety in Forest School?

To alleviate parental concerns:

• Communicate clearly: Share your risk-benefit assessments and safety procedures.
• Invite participation: Organise parent Forest School sessions to demonstrate your approach.
• Highlight benefits: Share research on the positive outcomes of Forest School.

Practical tip: Create a ‘Forest School FAQ’ document addressing common safety concerns to share with parents.

How Can We Ensure Continuity of Forest School Principles in Home Learning?

Encourage Forest School-inspired activities at home:

• Nature scavenger hunts: Provide lists of natural items for children to find in their local area.
• Outdoor art projects: Suggest creative activities using natural materials.
• Sensory exploration: Encourage families to explore different textures and smells in nature.

Practical tip: Create a ‘Forest School at Home’ resource pack with ideas for nature-based activities families can do together.

What Training is Required to Become a Forest School Leader?

To become a qualified Forest School Leader:

• Level 3 Forest School Leadership qualification: This is the standard requirement.
• First aid certification: An outdoor-specific first aid course is essential.
• Safeguarding training: Understanding child protection is crucial.

Practical tip: Look for Forest School training providers accredited by the Forest School Association for recognised qualifications.

How Can We Make Forest School Inclusive for Children from Diverse Cultural Backgrounds?

To ensure inclusivity:

• Celebrate diversity: Incorporate stories and traditions from different cultures that relate to nature.
• Address language barriers: Use visual aids and demonstrations to support understanding.
• Consider dietary requirements: Ensure any food-related activities cater to all cultural and religious needs.

Practical tip: Create a ‘cultural calendar’ to incorporate diverse nature-based celebrations throughout the year.

How Do We Balance Child-Led Learning with Structured Activities in Forest School?

Striking this balance involves:

• Flexible planning: Have activity ideas ready but be prepared to follow children’s interests.
• Provocations: Set up inviting spaces or materials to spark curiosity without dictating play.
• Responsive facilitation: Observe children’s play and offer support or extensions when appropriate.

Practical tip: Use a ‘planning in the moment’ approach, documenting spontaneous learning opportunities as they arise.

What Are the 6 Core Principles of Forest School?

The Forest School approach is built on six fundamental principles:

1. Long-term process: Forest School involves regular sessions over an extended period, typically at least two school terms.
2. Natural wooded environment: Sessions take place in a natural setting, ideally woodland, to foster a connection with nature.
3. Holistic development: The approach aims to promote physical, social, cognitive, linguistic, emotional, and spiritual growth.
4. Supported risk-taking: Learners are offered opportunities to take appropriate risks, building confidence and resilience.
5. Qualified practitioners: Forest School is led by trained Forest School Leaders who understand the ethos and approach.
6. Learner-centred processes: Activities and experiences are tailored to the needs and interests of the participants.

Practical tip: Review your Forest School practice regularly to ensure it aligns with these core principles.

What Approach is Forest School?

Forest School is an inspirational, child-centred approach to outdoor learning:

• Experiential learning: Children learn through direct experiences in nature.
• Child-led: Activities are based on the children’s interests and curiosity.
• Regular and long-term: Sessions occur frequently over an extended period.

The approach emphasises holistic development, risk-taking, and building a connection with the natural world.

Practical tip: Encourage children to lead their own learning by providing open-ended resources and following their interests.

What is the Forest School Learning Theory?

Forest School draws on several educational theories:

• Constructivism: Children construct their own understanding through experiences.
• Play-based learning: Play is seen as crucial for cognitive and social development.
• Outdoor education: The natural environment is viewed as a key learning resource.

It also incorporates elements of:

• Froebel’s ideas on the importance of nature in education. Read our in-depth article on Friedrich Froebel here.
• Vygotsky’s social development theory. Read our in-depth article on Lev Vygotsky here.
• Gardner’s multiple intelligences

Practical tip: Reflect on these theories when planning your Forest School sessions to ensure a balanced approach to learning.

What Are Forest School Teaching Methods?

Forest School employs a range of child-centred teaching methods:

• Observation: Practitioners closely observe children to understand their interests and needs.
• Scaffolding: Support is provided to help children extend their learning and skills.
• Open-ended questioning: This encourages critical thinking and problem-solving.
• Hands-on experiences: Direct interaction with nature forms the basis of learning.
• Reflection: Regular opportunities for children to reflect on their experiences are provided.

Practical tip: Use a mix of these methods in your sessions, adapting your approach based on the children’s responses and engagement.

What Are the Disadvantages of Forest Schools?

While Forest Schools offer many benefits, potential challenges include:

• Weather dependence: Extreme weather conditions can impact planned activities.
• Resource intensive: Requires appropriate outdoor space and specialised equipment.
• Training requirements: Staff need specific qualifications to lead Forest School sessions.
• Parental concerns: Some parents may worry about safety or lack of ‘academic’ focus.
• Transition issues: Children may initially struggle with the less structured environment.

Practical tip: Address these challenges proactively. For example, invest in good quality outdoor gear for all weather conditions, and communicate regularly with parents about the benefits and safety measures in place.

References

• Forest School Association. (n.d.). History of Forest School. Retrieved from https://forestschoolassociation.org/history-of-forest-school/
• MacKenzie, M. (2018). Outdoor Learning: Forest School Case Studies from Surrey, England. Institute for Child Success.

Further Reading and Research

Recommended Articles

• Coates, J. K., & Pimlott-Wilson, H. (2019). Learning while playing: Children’s Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40. https://doi.org/10.1002/berj.3491
• Harris, F. (2017). The nature of learning at forest school: Practitioners’ perspectives. Education 3-13, 45(2), 272-291. https://doi.org/10.1080/03004279.2015.1078833
• Lee EY, (2021). Systematic review of the correlates of outdoor play and time among children aged 3-12 years. 18;18(1):41. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7972019/
• Waite, S., Bølling, M., & Bentsen, P. (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6), 868-892. https://doi.org/10.1080/13504622.2015.1075193

Recommended Books

• Knight, S. (2016). Forest School in Practice. SAGE Publications Ltd.
  • A comprehensive guide to implementing Forest School principles, with practical advice and case studies.
• Cree, J., & McCree, M. (2012). The Essential Guide to Forest School and Nature Pedagogy. Bloomsbury Publishing.
  • Explores the theory and practice of Forest School, offering insights into its benefits and implementation.
• Constable, K. (2014). The Outdoor Classroom in Practice, Ages 3-7: A Month-By-Month Guide to Forest School Provision. Routledge.
  • Provides a structured approach to planning Forest School activities throughout the year.
• Warden, C. (2015). Learning with Nature: Embedding Outdoor Practice. SAGE Publications Ltd.
  • Offers practical ideas for integrating nature-based learning into early years settings.

Recommended Websites

• Forest School Association: https://forestschoolassociation.org/
  • The UK’s professional body and voice for Forest School, offering resources, training information, and research.
• Sarah Seaman on the Muddy Puddle Teacher: https://www.earlyyears.tv/episode/sarah-seaman-muddy-puddle-teacher/
  • Explains the Muddy Puddle Teaching approach and how this can be applied to each area in the EYFS – or any curricula!
• The Woodland Trust: https://www.woodlandtrust.org.uk/blog/2018/02/outdoor-learning-at-forest-school/
  • Provides information on Forest Schools and offers free resources for outdoor learning.
• Learning Through Landscapes: https://www.ltl.org.uk/
  • Offers guidance on outdoor learning and play, including resources specific to Forest School.
• Creative STAR Learning: https://creativestarlearning.co.uk/
  • Features a wealth of ideas and resources for outdoor learning, including Forest School activities.
• Outdoor Classroom Day: https://outdoorclassroomday.org.uk/
  • While not exclusively focused on Forest School, this site offers valuable resources and ideas for outdoor learning that complement Forest School principles.

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Early Years TV Forest School Approach: Learning in Nature’s Outdoor Classroom. Available at: https://www.earlyyears.tv/forest-school-approach-learning-in-natures-outdoor-classroom (Accessed: 07 August 2024).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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