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Forest School HandbookBy Phillipa Chinn (Forest School Leader, Primary school teacher and scout leader).

WILD WANDERERS

We believe that young people develop most when they are ‘learning by doing’, when they are given responsibility, work in teams, take acceptable risks and think for themselves

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Aims:By producing and adopting this policy for Forest School, we aim to give all children and practioners a collective insight into the ethos of Forest School. Forest School builds on a child’s innate motivation and positive attitude to learning, offering them the opportunities to take risks, make choices and initiate learning.

The Forest School learning environment provides opportunities for children to develop self-esteem, self-Confidence, to form positive relationships with others, to develop a growing awareness of their emotional needs and the needs of others, to learn to cooperate and work with their peers and adults and develop strategies in order to take risks within the boundaries of safety. The setting allows the children to engage with the natural environment. And we all know there is something magical about a piece of woodland.

Forest School is about exploring and experiencing the natural world through practical activities. The children go out in all weathers, all year round, exploring and learning from the four seasons and environment changes. The children’s interest along with the varied natural resources in our woodland are used to stimulate creative thinking, problem solving and skill development, all in the guise of play. Most of our activities are child-led but of course some activities are planned by the practioner.During the sessions the children have the chance to develop;Confidence Social skillsLanguage and Communication Motivation and concentration

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Physical skillsKnowledge and understanding New Perspectives

Health and Safety survey of Forest School site:

The health and safety of the children is our primary concern. Risk assessment of the Forest School area is always carried out prior to our visit.There are two risk assessments that must be carried out.SEASONAL RISK ASSESSMENT and DAILY RISK ASSESSMENT.

The Seasonal Risk Assessment should be

undertaken every season, and be thorough, looking for any major issues on the site (please look at the example that is with the section headed ‘Operating Procedures‘.

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The Daily Risk Assessment should be done on aregular basis, preferably the morning the site is being used.

Check that:I have assessed our Forest School sites with the thought that I am going to take children aged 8 upwards into the site. The adult to child ratio will always be 1 to 6 as this is the legal requirement. I also like to have an extra adult in case of an emergency.All boundaries are clearly marked for children, members of staff and leaders. Any rubbish is picked up by members of staff, teachers or leaders using gloves when needed.The forest school site is always carefully chosen in areas of maintained woodland which is regularly checked. If any doubts to tree safety then qualified tree surgeons will assess and advice. Regular site checks - any hanging deadwoods is removed or area marked ‘out of bounds’ before children arrive. The woodland will not be used in high winds and alternate area used.Children are made aware of boundaries, which are marked.The area will be checked for any poisonous plants and if any are present make all aware of location and not to touch them.We are always aware of uneven ground within the woodland area. Care with bushes/brambles at child’s head height.All children have considerable freedom but are always within view of the leaders, members of staff and teachers at all times during forest school.

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Important Regulations:Main elements of the Children’s Act 2004In 2003 the government published a Green Paper called Every Child Matters. This was published alongside the formal response into the death of Victoria Climbie. The young girl that was abused by her Aunty and a man and eventually was killed by them. The Green Paper focused on strengthening preventative services. They focused on 4 main themes.These are:Increasing the focus on supporting families and carers. Insuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net.Addressing the underlying problems identified in the report into the death of Victoria Climbie. Week accountability and poor integration

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Ensuring that people that work with children are valued, and rewarded and trained.The Green Paper prompted an unprecedented debate about services for children, young people and families. Following a wide consultation with children, young people, people that work with children and parents the Government published Every Child Matters, The Next Steps and passed the Children Act 2004.The Children’s Act 2004 was designed with the guiding principles in mind for the care and support of children These are:To allow children to be healthy.Allowing children to be safe in their environments. Helping children to enjoy life.Assist children in their quest to succeed.Help make a contribution - a positive contribution to lives of children.Help achieve economic stability for our children’s futures. (Department for children, schools and families, Every Child Matters, 2008)

Health and Safety at Work Act 1974The purpose of this act is to promote, stimulate and encourage high standards of health and safety at work. It protects not only all people at work - weather employers, employees or self employed - but also the health and safety of the general public who may be affected by work activities.(Please see extra information in the last section of the log book).Health and Safety at work regulations 1999 require a general risk assessment of all risks in the workplace. They require employers to look at all hazards and assess them accordingly.

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Policies, Documents, Operating Procedures and Charters:

Child Protection Policy:It is the policy to safeguard the welfare of all members by protecting them from physical, sexual and emotional harm. Do put young people first guidance in to practiceDo treat everyone with respect.Do provide an example you wish others to follow.Do plan activities that involve more that one other person being present, or at least are within sight or hearing range of others.

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Do respect a young person’s right to personal privacy. Do have separate sleeping facilities for Leaders and young people.Do provide access for young people to talk about any concerns they might have.Do encourage young people and adults to feel comfortable and caring enough to point out attitudes and behaviours they do not like.Do avoid situations that compromise your relationship with young people and are unacceptable within a relationship of trust.Do remember that other people might misinterpret your actions, no matter how well intentioned.Do recognize caution is required even in sensitive moments of counselling, such as when dealing with bullying, bereavement or abuse.Do not play physical contact games with young others without checking facts.Do not have any inappropriate physical or verbal contact with others.Do not jump to conclusions aboutDo not show any favouritism to individuals...Do not make suggestive remarks or gestures even in fun. Do not let suspicion, disclosure or allegation of abuse, go unrecorded or unreported.Do not rely on just your good name to protect you. Do not believe it could never happen to you. www.devon.gov.uk/ews-modelchildprotectionpolicy

Procedure in the event of a lost child:Ensure remainder of the children have been head counted, secure and with their leader, members of staff/teachers.Remainder of relevant staff to undertake an immediate search of the Forest School area and then the other outside areas and wider perimeter.

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Notify Leader that there is a missing child (by mobile). Notify the parents of the missing child.If necessary, notify the Police that there is a missing child. The Forest School Leader/teacher gathers as much information about the circumstances surrounding the incident.

Behaviour Policy:We believe that challenging behaviour is something someone does, not someone is or has. This means under the right conditions we can help them with different coping strategies. By creating these conditions and helping with these strategies we are taking part in an intrinsic part of all Forest School programmes. We also work from a person-centred perspective which can help individuals develop emotionally.Practioners model positive behaviour. Create a positive site atmosphere. Agree mutual behaviour guidelines. Reward positive behaviour.Create time for participants to discuss their feeling/issues. Ensure small ’ACHIEVABLE’ tasks which do not set participants up to fail.

Reducing Challenging behaviour is a vital section in our Behaviour Policy.Coping strategies are developed with participants. Sanction procedures are clear and open.Ensure more praise towards the children’s achievements than negative ones.Teaching methods need to be well matched to the child’s needs both academically and socially.Whole group rewards can encourage positive peer pressure.Practioners and participants are aware of the mutually developed behavioural guidelines.Practioners separate the behaviour from the person.

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Restraint:There is no place for violence. I have been trained to restrain but this does not mean I should use this training. It is really important to emphasize the importance of never handling the children and using different techniques. Restraint should only be used if….The child is in an imminent life-threatening situation where to do nothing would be in breach of our duty of care.To prevent a serious assault on another child or adult.

Learning styles and links to challenging behaviour. Challenging behaviour is any form of behaviour that interferes with children learning or normal development: is harmful to the child, other children or adults; or puts a child in a high risk category for later social or school failure. Studies have shown that pupils learn in different ways, visually, orally, kinaesthetically etc. If only one teaching style is constantly used the children that cannot identify that learning strategy soon become bored. A good practioner should use all teaching strategies so a less disaffected and bored group is likely.By using this approach and offering a well differentiated activity that is designed to meet individual needs most children if not all can participate in the activity.There seems to be four styles of learning, identified by Cole et al (1998), Rayner and Riding, (1998). These were, ’abstract conceptualisation’, ’reflective observation’, ’concrete experience’ and ’active experimentation’. It would seem that Daniels et al (2003) and Cole et al (1998) found that pupils with challenging behaviour preferred the last two learning style. As Ofsted (1999) stresses the importance of giving pupils with challenging behaviour, ’real materials and situations in which to practice newly gained skills’. Ofsted reported (1999, para 51) that a balanced approach, ’the achievement of a good mix of desk-top work and more practical or active work was

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found in the best schools’. In this situation all children have the opportunity to use different learning strategies to continue successful learning.Please look in the final section of the ‘Log Book’ at Ofsted, Managing Challenging Behaviour, 2005.

Special Education NeedsThe Forest School aims to have regard to the DCSF code of practice on the Identification and Assessment of Special Educational Needs. The Forest School area caters for children with ‘Severe Learning Difficulties’, Autistic Spectrum and ’Challenging Behaviour’. The forests provide an ideal vehicle for the sensory curriculum. It is also an inspiration for children to learn about themselves, each other and the natural world. The Leaders and helpers work in liaison with the local school, therapists, health visitors etc in order to meet individual specific needs. Children that require one to one supervision will always have this requirement. All activities will be inclusive but appropriate differentiation will be planned and specialized equipment supplied if required.

Equal opportunities:The Forest School is committed to:No young person should receive less favourable treatment on the basis of, nor suffer disadvantage by reason of:Age, Class, SexualityEthnic origin, nationality or race, Family status,Disability, mental or physical ability, Religion or Political Belief,Forest school opposes all form of racism.We also believe all who wish to work in, or volunteer to work within the forest school unit have an equal chance to do so as long as they have a CBR check and are ok.

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Policy for volunteers and students:All adults, volunteers and students must be CRB checked if they are to attend ‘Forest Schooling’Volunteers and students will always be working with another trained Forest School leader and will never be left alone with any child or given responsibilities that they have not had adequate training in. All volunteers will have the chance to read the ‘Forest School Manual’ and become familiar with the everyday running of the school.

Woodland management policy:The sites will always have their seasonal site risk assessments and general site risk assessments (carried out before each visit). The woods all have enough fallen wood for activities and fire lighting. Wood that is not appropriate for burning is removed from the stock before putting in dry wood shelter. We have designated fire pits on all sites and these allow the rest of the area to flourish with each season. Wood that is poisonous is not used for wood crafts. Fortunately the sites do not have any trees that pose this threat.Any area of the woodland that needs attention is reported to Phillipa Chinn and dealt with accordingly. If any tress have become dangerous, loose branches or trees that need to be felled a tree surgeon is called in. The area is constantly assessed for poisons plants and fungi (these plants are not removed but all involved in Forest Schooling are made aware of their whereabouts and told not to remove, touch and certainly not consume. In some cases the area would be marked with boundaries.All fences will be checked and well maintained and areas that could cause accidents will be well marked ’Out of Bounds’ or fenced off and well maintained. The pond area is checked on a regular basis to ensure the platform and paths are safe and clear of overgrown brambles and roots.

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We will ensure that all flora is well maintained and fauna is respected. Our aim is to keep or Forest School sites as wild as possible so nature can flourish and be nurtured but of course it must be safe for Forest Schooling to be run effectively.

POLICY FOR ‘HOW TO LEAVE WORK AREAS CLEAN AND TIDY’.

Cooking area:All pots and pans must be washed up after each session. Separate chopping boards should be used for specific jobs, (meat, fish, vegetables, and dairy).Cups, plates, cutlery must be washed up and put in appropriate storage area.Any sharp utensils must be washed up by an adult or supervise this activity.Sharp utensils must be accounted for and stored in a safe, secure place.The washing up area must be left clean and tidy.Water should be emptied and all cleaning liquids should be stored appropriately.All food should be removed and stored appropriately. Cloths should be kept clean and replaced when required. All waste should be recycled properly or composted.No rubbish should be left on site.

Fire Pit area:This area should always be free from rubbish.All cooking equipment should be removed from the fire. The fire must always be put out properly by the Forest School Leader.

The Tool area:This should be left tool free.All knives, axes and equipment should be accounted for

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by a Leader and then stored in the lock up storage area. Chippings can be stored in appropriate containers as they are really useful as tinder for five minute fires.The area should be left as found. No litter.

Woodland activity areas:These areas should always be rubbish free.Remember the Woods are a home for all sorts of animals and when we go home it must be left as if we had never been their.

OPERATING PROCEDUREPlease see the first part of my Forest school Log book as it mentions our aims and objectives.

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Forest School ethos.

The 4 distinct overlapping factors are;

Practitioner – Qualified Level 3 Forest School practitioner, with their

Own speciality and value judgements that facilitate appropriate and safe learning experiences.

Learners – A group of individual learners who have unique needs,

abilities and interests and are at different stages of development.

Time – Regular (at least weekly) sessions of an appropriate length

throughout the year (at least 1 year). Children are allowed the time to revisit, build on and consolidate learning.

Space – Appropriate, secure and safe physical space, social space and

emotional space. Learners are able to choose to work alone or with others.

Adapted from www.norfolkesinet.orh.uk

The forest school leader will carry a daily site risk assessment and ensure that all the members of the group have the appropriate clothes and footwear.

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The leader will give a safety brief pitched at the appropriate level for your group and make sure the adults accompanying know the site entrance and emergency evacuation point.The daily risk assessment will make sure there have been no major changes since the last visit that could be dangerous and cause problems. This must be recorded and action taken if necessary.

Clothing For Forest Schooling Days Warm Weather Gear:Sensible walking shoes that are preferably waterproof Wellies or boots.Warm socks in the winter.Warm under garments (thermal is the best)Hard wearing trousers. Snug long sleeved T/shirt. Sweat shirt/jumper.Good winter coat.Full wet weather gear, coat and trousers. Hat.Gloves.Change of clothes. Bottle of water.

Warm Weather Clothes:Sensible sturdy close toed shoes. WelliesSocks.Light weight trousers.Light weight long sleeved T/shirt T/shirt.Sun hat.Change of clothes. Sun cream protection. Bottle of water.

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Off on our adventure:We always let the children become comfortable in the environment and with an outdoor approach to education and play whilst in familiar surroundings. Relationships between leaders and children slowly develop based on trust and self-exploration. This is of course the best way to introduce a child led outdoor curriculum. When the group first visits the site they will explore the woodland site establishing physical and behavioural boundaries, safety procedures, hygiene and routines.It is really important that all members’ fundamental needs are met in order for any one to approach higher learning. (Maslow’s Pyramid of Hierarchal Needs).

WARMTH correct clothing provided. FOOD healthy snacks and meals. DRINK hydrated water/ hot drinks.SAFE each individual feels safe both physically and emotionally(Adapted from www.forestschools - What are Forest Schools?).

All sessions will be designed around the needs of the group and are learner-led. All sessions designed and planned around a theme. The activities will be set up so all children can succeed at the activity set (achievable tasks). Teamwork skills will develop through appropriate games and activities. Individual skills and self-esteem are encouraged and develop through shelter building, fire lighting, and outdoor cooking. The list is endless. Each activity encourages intra and inter-personal skills. As well as practical and intellectual skills the children will get the opportunity to use tools but in a woodland traditional manner. The children will be introduced slowly to the skills required and will have a structured safety base that the

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children become familiar with.As a Forest School Leader I and others will constantly evaluate individuals’ progressions and re-adjust throughout the day. At the end of the day the leader will carry out a final review. This is really important as these skills can then be used in their every day lives.

The walk to the siteWe always have to walk to our sites so we must always think of the individuals and their specific needs.Once at the site the group will have the chance to go to the loo (different processes are used for different sites) but all children will wash their hands. After hands have been cleaned the group will sit down and have a snack and hot/cold drink. This is usually a good time for the group to discuss the previous activity and what is expected in the session ahead. It is always important to start observing and appreciating the woodland from the start of the walk to the site, talking, observing and noting the changes that have occurred since the last visit.

Ground Rules:Stay within The Forest School boundaries. Listen carefully to the leader and adults.No running unless specific areas are designated to ‘fun and frolic’.No throwing.If rubbish or glass is found an adult must pick up with gloves.Be aware not to touch nettles and poisons plants, watch out for brambles and holly that have sharp thorns/leaves. Fire ground rules - no walking in the circle around the fire, no throwing things in the fire or poking with sticks. See more details in ‘fire etiquette

HEALTH AND SAFETY POLICY AND SAFEGUARDING POLICYIt is the policy to provide Forest School activities in a safe manner without risk to health, so far is reasonably

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possible. To ensure that:All activities are conducted in a safe manner without risk to participants.The provision and maintenance of equipment and structures for members and others is safe and without risk to health and adequate for their welfare.Information, instruction, training and supervision with the object of ensuring the health and safety of all those involved in activities or who may be affected by them. Appropriate arrangements are made to ensure safety and the absence of risks to health in connection with the use, transport, storage and handling of equipment, and substances that are inherently or potentially dangerous. We try or best to use environmental products, cups, towels etc on the sites and always take litter bags with us. We are also lucky that all sites have loos which are regularly checked to ensure they are safe for humans and also for wild habitants that sometimes take up home in them.

Rule 2.3 Responsibilities within the Safety Policy:All persons involved in the Forest school are responsible for the operation for the Safety Policy.It is the responsibility of all persons to ensure that;They do not endanger the health and safety of themselves or others.They observe the rules established for the safety of those involved in the Forest School activities.

All applicants for adult appointments are fully aware that they will be required by their personal example to implement the Safety Policy.

Forest school leaders must be satisfied that all those they invite to assist in Forest School activities are competent persons to carry out the tasks given to them and are aware of their responsibilities under the Associations Safety Policy.

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Should any child have an accident whilst in the care of Forest School Leader and helpers, the Forest School Leader and helpers are paediatrics first alders who will attend the child’s needs accordingly. Any accidents that occur while in the care of the Forest School will be recorded in the Accident Book, which parents will be asked to signThe Forest School staff are committed to ensuring that ours is an environment in which children are safe from any sort of abuse. Any suspicion of abuse will be promptly and appropriately responded to. Voluntary adults will not be left alone for long periods with individual children or small groups. Appropriate CRB checks are carried out on all staff and only staff that have been registered ‘fit‘ will accompany children to the loo if required.As a safe guard all children must wait for their parents or carers to pick them up at the end of a Forest School session. A permission slip must be signed by a parent or guardian when someone, hitherto unknown to the staff is collecting a child.

RISK ASSESSMENTSPlease look at the next pages for relevant risk assessments.

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FIRE ETIQUETTENo objects are kept within the fire circle. No one walks within the fire circle.Fire Pit is secured with logs around. Appropriate shoes are always worn. Nothing is ever thrown into the fire. No poking of fire with sticks.

Water is always close by.What goes in the fire stays in the fire Keep long hair tied back.Keep fire area free of leaves.Talk to children about fire, how we light fires, how fire is dangerous and that the fir pit is the only place fire is made unless 5 min fires are an activity (this activity will always be supervised with relevant child to adult ratio)

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The fire is always put out properly by a leader or volunteer or children are appropriately supervised

PPE AND SAFETY EQUIPMENT REQUIRED FOR WORKING OUTDOORS:Full First Aid Kit including plasters, bandages, sterile water, sterile wipes, plastic gloves, bag to dispose dirty tissues and debris, antiseptic wipes and micro-pore tape. Also include survival kit.Register with children’s names and contact numbers. Mobile phone fully charged.Inhalers and medicine for those children who require attention.Relevant medical information and emergency contact numbers for all childrenPiraton for the child with the allergy. Risk assessment for the day Parental consent forms.

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Shelter, sheets and ropes. Fire blanket and cling film. Water for putting out fire. Pen and accident book. Torch.Scissors. Plastic bowl. Spare clothes.Blanket and survival blanket.Please see children’s clothing requirements in previous section.Bin bags.Adapted from www.norfolkesinet.org.uk - Forest School Manual and From Forest School Training Co. Ltd.

Extra Equipment and Tools:Session plan Whistle or fog horn CameraFire equipment including matches String and ropeTwo penknives for the leadersAll equipment required for planned activity including safety equipment.

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Accident PolicyYou must:Keep a record of accidents ad first aid treatment in an accident log.Tell parents of any accidents or injuries sustained by the child while in your care and any first aid treatment given. Make sure the carer or parent signs the accident log book when they collect the child.Use individual sheets for each child to ensure confidentiality.Use safety gloves when dealing with blood, saliva or any other body fluids.Make every effort to contact parent or carer.Make sure the First Aid Kit has everything the paediatric first aid course suggests.Be aware of the procedures for calling an ambulance. Discuss the procedure for children who are ill or infectious

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with the parents or guardians, including the possibilities of exclusion.Discuss the protocol for contacting parents or carers if the child becomes ill or receive minor injuries while at the Forest School

Refer to Spotty Book, (If you ring this umber they will send one - 01803861833)You should always ensure that any animals on the premises threat no health risk.Where possible comply with RIDDOR (The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995).Please see The Accident Log format I have decided to use on the following page.(Adapted from Devon early Years and childcare service, October 2009).

INCIDENT POLICYWhat happens if you think a child is being abused?Immediately inform your group leader or teacherRecord the facts as you know them and give a copy to the Leader and/or teacher.Ensure the child has access to an independent adult. Ensure that no Forest School situation arises which could cause further concern.

If a child tells you about abuse from someone else?Allow the child to talk uninterrupted, accepting what is said.Alleviate feelings of guilt and isolation, while passing no judgement.Advice that you will try and offer support, but that you must past the information on.Same steps as 1 - 4 as in suspecting a child is being abused.

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If you receive an allegation about any adult or yourself?Immediately inform your group Leader/teacher. Record the fact as you know them.Try to ensure that no one is placed in a position that could cause further compromise.You must refer, you must not investigate.Please use this Incident log (Devon Early Years and Childcare Services).

MANUAL HANDLING PROCEDURESPlease remember manual handling is fine if you are sensible and the weight you are lifting is appropriate for the child or adult doing the activity.Leaders should explain how to carry and lift objects so the risk of injury is reduced. When the children are shelter building it would be advisable to explain the procedures. When dragging objects always have the object behind you, (lightweight objects like twigs/branches).Do not bend or lift unnecessarily - use aids where possible.Lifting objects takes just as much time to do it properly as doing it correctly.Consider in advance how you are going to move any load, and where to so you can minimize any potential hazards. Determine the weight of the load; do not lift too much at the same time. Ask help from someone else is the load is too heavy. The more hands the merrier.Always face any load directly; never lift while twisting and turning your back. Move your feet if you have to turn. Determine the centre of gravity of the load and get properly balanced before you lift.Use both hands to lift: let your body bear the load symmetrically by carrying roughly the same weight in each hand, keeping the load as close to your body as possible,

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avoid having to reach or lifting above the shoulders. Move slowly and smoothly when lifting. Bend your knees and keep your body straight when lifting, as this reducesthe load on the spinal column. By lifting with bended knees you can keep the object closer to your body. However the load will not be reduced if you hold the object in front of your knees.If you have to walk while carrying the load, make sure that the area you will be walking is clear of obstacles and that appropriate footwear is being worn.

ANIMAL SAFETY PROCEDURE / POLICY:We do not allow dogs on site unless it is a dog for the blind.Our motto is, ‘RESPECT THE ANIMALS THAT LIVE IN THE FOREST SCHOOL SITES’.A risk assessment is always done seasonally and before every visit to the site. I can identify where animals live, for example badgers and foxes. These areas can then be assessed and a decision made weather to make ‘an out of bounds area’ or fine for appropriate observations and interesting discussions.Rabbits and mixamatosis is checked on all sites and appropriate measures taken.The children will then be told to respect these areas and not to play noisy rowdy games around these areas. They will of course be told not to touch or pick up animal poos.If the children see any wild animals in the woods they must not go near them. The best idea is for the child to return to the leader and then a decision can be made weather to observe the animal or animals from a distance. All bird boxes are kept in good condition as we promote a productive habitat in our woods.In the summer the children are told about the different snakes that are around and not to touch any. Let the

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leader identify the species. It is better to look and not touch.In the winter I always tell the kids that a lot of animals hibernate and we must be careful not to disturb their homes which are often in warm cosy areas. Remember never touch any animals that are injured.The wood is the habitat for all sorts of animals. We must respect this and leave the woods as we find them.

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ENJOY THE OUTDOOR EXPERIENCE‘LISTEN TO THE WORLD AROUND US, TO THE SUBTLE LANGUAGE OF SOUND, TO THE LANGUAGE OF THE BIRDS, THE FLOW OF THE GRAIN IN THE PIECE OF WOOD YOU ARE CARVING, TO THE TELLTAIL SILENCING OF THE CRICKETS AS SOMEONE CREEPS THROUGH THE GRASS. IT’S ABOUT LISTENING TO OUR HEARTS, AND TO THE CALL OF THE WILD.‘Holland. C, I Love my World, Wholeland Press, Otterton, 2009‘.