FOREST SCHOOL STAFF HANDBOOK - Abbas and...

Updated: March 2016

FOREST SCHOOL

STAFF HANDBOOK

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CONTENTS PAGE

Introduction & background & designated person 3

Our Forest School Mission 4

The History of Forest School 5

Forest School Rules and Countryside Code 9

Behaviour Policy for children and staff/volunteers 11

Forest School Routines 12

Health & Safety 13

Ratios of staff to children for Forest School activities 16

Essential equipment needed at each Forest School session 17

Clothing requirements for Forest School 18

Travel policy for each class (how do we get there safely) & Toileting rules 19

Medical and emergency contact details policy (Children & Staff) 20

Termly Risk Assessments/Risk Management of our Forest School 21

Risk Management of tools and Fire use in Forest School 23

Emergency and serious incident procedure 26

Emergency Lost Child Procedure 27

References

Appendices

Appendix 1 FS designated areas 30

Appendix 2 FS tree/plant identification 33

Appendix 3 FS tree/plant information 34

Appendix 4 Health & Safety policy 50

Appendix 5 Lyme disease information 52

Appendix 6 Hypothermia information 53

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Introduction & Background

The Forest School handbook contains information, policies and procedures relating

to the running of Abbas & Templecombe Forest School sessions. It was developed

by Abi Bedford, Forest School leader for Abbas & Templecombe School. The

Handbook is made available to all staff, volunteers and parents prior to Forest

School sessions taking place. The Handbook is subject to annual review and to

immediate review if an incident indicates the need for this or if any significant

changes are made that would require reassessment.

Designated Person for Forest School: Abi Bedford (Qualified Forest School Leader)

Assistant Forest School Leader: Sam Smith (HLTA)

Our Ethos

We believe at Abbas & Templecombe School that every child should have regular,

long-term access to a woodland or natural environment which provides them with

inspirational and challenging outdoor learning opportunities. Forest School offers a

learner centred approach, where children can learn through self-directed play and

exploration. The Children at our school will be given opportunities to develop their

curiosity, confidence, self-esteem, creativity, empathy, communication skills,

knowledge of the natural environment and ability to assess risk and to have fun.

Activities

Our activities will depend on the ability and experience of the children. All children

will be given training by a qualified Forest School leader prior to using tools.

Examples of Forest School activities include:

• Woodland management and nature exploration

• Building dens and other structures

• Fires and cooking

• Games and invitations for imaginative play

• Natural crafts

• Using tools, such as knives and saws

• Scavenger hunts and adventure and seasonal celebration

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Our Forest School Mission

All the children of Abbas & Templecombe School have participated in a whole school

assembly in which they were encouraged to give ideas on what their Forest School

gives them. The word forest was made into a mnemonic to help the children

remember what forest school is all about.

F u n

O pportunities

R espect

E nvironment

S afety

T eamwork

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The History of Forest School

The history of the Forest School takes its roots from Scandinavia where a Somerset

Nursery (Bridgewater College) visited a Danish pre-school in 1993. This resulted in

the development of the Forest School movement first locally and then nationally

within the UK. This was encompassed by the Forest Education Initiative (FEI, 1992)

The FEI president stated its purpose - “…it’s building confidence in young

people… they can work easily in a woodland setting… team spirit appears...

very often the teachers will find the most unruly child and most difficult will

become one of the leaders” (FEI, 2011:p.1)

This recognition of the benefits to children from learning in a FS environment was

acknowledged by the Forestry Commission who stated “For young children there

is a perceived benefit in teaching most subjects in a natural environment”.

(Forestry Commission England, 2002). In addition to this the commission went

onto define Forest School as:

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“An inspirational process that offers children, young people and adults regular

opportunities to achieve, develop confidence and self-esteem through hands-

on learning experiences in a local woodland environment”. (FSA, 2016:p.4)

This benefit from children learning in a FS environment was to impact significantly on

educational professionals thus filtering into both the Early Years Foundation Stage

curriculum and the National Curriculum.

The EYFS curriculum recognised that the outdoor allows for exploration, for

energetic physical activity and for the development of self-esteem. The use in Forest

School practice of Accelerated Learning, of Emotional Literacy and its inclusive

approach fits the requirements of the EYFS. The content of FS programmes can be

directly linked with the EYFS aims.

In addition to EYFS recognition of FS was the Natural England report (2012) on how

learning in the natural environment supports children’s learning. This report found

compelling evidence to support how learning outdoors has been recognised as a key

principle within the Teaching and Learning Research Programme (TLRP) which

stated that learning outdoors “should be recognised as at least as significant as

formal learning and should therefore be valued and appropriately utilised in

formal processes‟. (NECR092, 2012:p.3). Interestingly within this report evidence

suggested that “exposure to the natural environment can lower the effects of

various mental health issues that can make it difficult for students to pay

attention in the classroom”. This evidence can be directly linked to the original

ideology of Bridgwater College which was to make FS programme available to “their

specialist needs students”, (FSA, 2016:p.4)

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From 2008 to now there have been fast moving talks between practitioners such as -

Institute for Outdoor Learning (IOL), Forest School Special Interest Group (FSSIG)

and resulted in the Forest School Improvement Framework (FSQUIF, 2009) which

was designed to support practitioners assess the quality of their own FS. Finally the

Forest School Association was formed in 2012 which is independent of any

commercial interests, (FSA, 2014). Central to their success has been their

exceptionally well qualified staff, who not only train but also regularly lead FS

sessions.

It is important to consider the overall movement of Forest School and this can be

clearly seen in the diagram below taken from the FSA website. It details key theorists

(Dewey, Montessori and Froebel) all of whom supported the core principle of Forest

School which was to enable the whole child to thrive through the opportunities

provided within a natural environment.

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Key Theorists who

supported the core principle

of Forest School.

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RULES

1. LOOK AFTER EACH OTHER.

2. ALWAYS TIDY AWAY EQUIPMENT.

3. DO NOT DESTROY OTHER’S CREATIONS

(DENS).

4. DO NOT PICK ANYTHING GROWING.

5. DO NOT PUT YOUR FINGERS OR ANYTHING ELSE IN YOUR MOUTH, EYES OR EARS

6. STAY WITHIN THE BOUNDARY FENCE.

7. DO NOT RUN WITH STICKS.

Thank you

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The Countryside Code:

There are five sections of The Countryside Code dedicated to helping us learn how

to respect, protect and enjoy the countryside.

Be safe, plan ahead and follow any signs.

Leave gates and property as you find them.

Protect plants and animals and take your litter home.

Keep dogs under close control.

Consider other people.

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Behaviour Policy

We promote the idea that everyone including the staff, children and volunteers have

a responsibility to protect their own and other group members' health, safety and

well-being. They should inform the Forest School Leader if anybody's actions are

likely to jeopardise the safety or comfort of others. It is our aim to promote:

• Self-esteem

• Self-awareness of personal abilities and limitations

• Respect and care for oneself, other people and the natural environment

• Co-operation and non-violent communication

Forest School Agreement and Ground Rules

At the start of each Forest School session an agreement will be sought between the

staff and all the children for the conduct of the group. This will include items such as

respecting oneself, each other and the environment and listening carefully to

instructions when they are given. The group will be encouraged to contribute items to

the agreement before it is ‘sealed’.

Ground rules are firmer non-negotiable rules; these are displayed in our Forest

School area. If children break these rules they will be asked to leave the session and

accompanied back to the main school to the Head Teacher.

Behaviour expectations for leaders, assistants and visitors

● Be a positive role model for participants, particularly with regards to respecting

each person and the environment

● Encourage and reinforce caring and nurturing behaviour

● Be vigilant with regards to common sense safety

● Facilitate from an egalitarian and liberal approach, avoiding unnecessary rigidness

or petty rules

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Forest School Routines

Procedures to be carried out before each session:

A thorough safety sweep to be carried out of the Forest School area before

each session to check for any hazards.

A written record will be kept of each safety sweep (see page 22). This should

state if any hazards were found and how they were dealt with.

At the same time boundary ropes, fences and gates and hedges should be

checked to ensure that they are safe and secure.

Trees should be checked for any dead or broken branches which may fall.

Check that there are no dead twigs, etc., protruding at eye level from

bushes/trees.

Check the weather conditions. If it is unduly windy or a thunder storm is

imminent or has commenced, then it is not advisable to carry out a Forest

School session.

Session Plan

Put on Forest School clothes and wellies.

Count children

Delegate jobs – water carrying/equipment/snacks

Collect Walkie-Talkies and Forest School Health and Safety Red Rucksack.

Inform office that session is taking place.

Complete safety sweep on the way – encouraging children to identify any

potential hazards.

Get children to sit down at base camp.

Sit down and discuss rules and any safety issues.

Listening activity.

Introduce activities – remind children that they will have free time.

Split children into groups as necessary.

Children chose activity.

Self/select snack/drink – ensure wet wipes for cleaning hands first.

Discuss session and allow children to choose to feedback.

Count children before exiting – return and change clothes.

Procedures to be carried out at the end of each session.

Tidy everything away and label any creations that are to stay.

Ensure that the fire is completely extinguished.

Count all the tools back into the storage bags and boxes.

Count all the children and adults.

Collect any assessment sheets or observations from the adults.

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Health & Safety Policy

Forest School sessions may include activities that are considered higher risk than

usual for children. It is the general approach of Abbas and Templecombe School to

consider not only the risks of each activity but the potential benefits too. However,

risks will be minimised by following appropriate procedures for more risky activities,

such as tool use and fires, and by carrying out risk assessment covering key hazards

that children may come into contact with during a session. (See Appendix 4 for

School Health & Safety policy).

Legislation

Abbas & Templecombe School fully accepts its legal obligations under the Health

and Safety at Work Act 1974. The 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, but also the health and safety of the general public who may be affected by

the work activities. Please refer to our Health & Safety policy (Appendix 4)

Staff & Training

We have a fully qualified Forest School Leader with relevant qualifications and

experience and have undertaken current DBS (CRB) checks. At least one member

of staff will hold an up to date first aid qualification. We will also aim to provide

adequate training and support to ensure all staff; volunteers are confident and

competent when following the policies and procedures we have set out in this

Handbook.

Insurance

Abbas and Templecombe Primary School are insured under Somerset County

Council.

Reporting: incidents and accidents

Any accidents that involve injury will be recorded into a first aid book. Major injuries

that constitute ‘reportable injuries’ will be reported to the Health and Safety Executive

via RIDDOR. Parents will be notified of injuries in keeping with the ‘Emergency and

Major Incidents’ policy. ‘Incidents’, which include major behavioural incidents and

any major negative occurrence that is not an accident, will also be recorded by the

Forest School leader in an Incident Report.

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Hazardous Plants & Fungi

Part of the risk assessment will be to identify any particularly hazardous plants and

point them out to the group so that all members are aware of the dangers. The sap

or hairs from some plants can cause rashes and blistering when in contact with skin,

or after the skin is then exposed to sunlight. Most rashes are caused by stinging

nettles, though giant hogweed may also be a problem. Both of these plants are

easily distinguishable and if either is seen growing on site all members of the group

will be taught how to distinguish and avoid coming into contact with it.

Giant Hogweed - Giant hogweed (Heracleum mantegazzianum) is a close relative of cow parsley originally

from Southern Russia and Georgia. It can reach over 3m (10ft) in height. Although this striking plant can be attractive

in certain situations, most gardeners will want to eradicate it, as it is potentially invasive and the sap can cause severe

skin burns. It is widely distributed in the wild and poses a serious risk to people who are unaware of its potential for

harm (RHS, 2016)

Serious poisoning from ingestion of leaves, berries or mushrooms rarely occurs,

even when curious children are involved. However, ingesting even small amounts of

some species can cause nausea, vomiting, and stomach cramps; and large amounts

are potentially fatal. Consequently, we disallow all children from foraging and eating

anything that has not been agreed safe by a Forest School leader. If a member of

the group is exposed to a hazardous plant or fungi, so that they have a reaction the

FS leader must be informed and appropriate First Aid given. If the nature of the

reaction is more serious the Emergency & Serious Incident Procedure must be

followed.

The hazardous plants in our Forest School area are:

Name Part of plant Side-Effects

Oak Tree Foliage/Acorns Affects kidneys gradually. Symptoms appear after several weeks. Takes large amount for poisoning.

Daffodil Bulbs Nausea, vomiting and diarrhoea. Maybe fatal.

Ivy Leaves Affects breathing, causes convulsions, vomiting and coma

Hazel Tree Hazel nuts Harmful to those that suffers from a nut allergy. Can cause anaphylactic shock – Fatal.

Elder Tree Berries/flowers Harmful if eaten raw, Cause severe sickness.

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Biting & Stinging Insects

Insect bites and stings can be common, particularly in spring and summer, and

usually cause only minor irritation. In rare cases, people can have a serious allergic

reaction to a bite or sting that requires immediate medical treatment - if this is the

case then a leader will refer directly to the Emergency & Serious Incident Procedure.

If there is prior knowledge to suggest that a child will have an allergic reaction if

bitten, then the Forest School Leader must be informed before any activities take

place on site. If ticks are known to exist in proximity to a site then all participants

need to check or be checked for ticks as soon as possible following any activity on

site. Where a tick is found on a participant, a plaster should be placed over it and

parents/carers informed at the end of the session so that they can remove it safely.

Information on safe removal of ticks can be found at

www.tickbitepreventionweek.org/tick-removal (See Appendix 4 for Lyme disease

information)

Safe Lifting

Forest School activities can be physically demanding for children and staff, for

example when handling heavy objects, so it is wise to be aware of best practise. One

of the greatest causes of back injury is lifting or handling objects incorrectly. Here are

some tips:

● Think and plan where and how you are going to move an object before you lift

● Keep the load close to your waist and the heaviest side of the load next to your

body

● Adopt a stable position with feet apart and one leg slightly forward if possible

● Ensure a good hold on the load; hug it close to your body if possible

● Avoid bending your back, only bend at your hips or knees if possible

● Avoid twisting the back or leaning sideways especially if bending at the back

● Keep your head up and look ahead, not down at the load once it is held securely

● Move smoothly

● Know your limits - don’t lift or handle more than you can easily manage without

help

● Put the load down if you need to adjust it

● Where possible, use ropes to drag objects such as trees

http://www.tickbitepreventionweek.org/tick-removal

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Ratios

The following minimum adult ratios will ensure appropriate support and supervision

of children at all times:

For children Foundation Stage: 3 adults: whole class (excluding 1:1 staff)

Key Stage 1: 3 adults: whole class

Key Stage 2 (Ruby Class) 3 adults: whole class

Key Stage 2 (Sapphire/Topaz class) 2 adults: whole class

These ratios are for guidance only for groups of children and suitable levels of

support should be determined in advance depending on the types of activity and

needs of the group.

The ratios will differ when children are participating in activities involving

tools.

For tool use the ratios are:

1. Knife use 1 adult: 1 child

2. Potato peelers 1 adult: 5 children

3. Bow Saw 1 adult: 2 children

4. Conker drill 1 adult: 3 children

5. Mallets 1 adult : 4 children

6. Wood files 1 adult: 3 children

7. Hacksaw 1 adult: 2 children

8. Short handled loppers 1 adult: 2 children

For fire lighting 1 adult: 2 children

For campfire cooking 1 adult: 8 children

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Essential equipment needed at each Forest School session.

Register with emergency numbers/contact numbers.

Medical forms.

Walkie-Talkie

First Aid kit/Health and Safety rucksack (children’s medicine/inhalers)

Sleeping bag/Thermal wrap sheet.

Pamphlet on hypothermia and first aid.

Newspaper

Matches

Wet wipes

Water – drinking and washing

Protective gloves

Sun cream

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Clothing requirements for Forest School

Woolly hat/sun hat

Gloves

Jacket/waterproof coat

Fleece/sweat shirt with long sleeves

Long trousers

Spare socks

Boots/wellies or walking boots

An emergency change of clothes – if we go off site.

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Travel Policy to on-site Forest School

We encourage all children from each of the five classes (Diamond, Emerald. Ruby,

Sapphire and Topaz class) when walking to the Forest School area to follow the

following rules:

1. To ensure that they use the toilet before leaving the school.

2. To show respect and consideration for other classes who are working

by keeping their voices down – no shouting/screaming.

3. To not run, but walk sensibly. Children are not expected to walk in a line.

4. To be vigilant for any risks to health and safety on the way down to

Forest School by participating in the Safety Sweep.

5. On reaching the gate to the Forest School area, to wait for an adult to

help open the gate.

7. On entering the Forest School area to go and sit round base camp and

wait for further instruction.

Toileting Arrangements

There is a toilet located near the Forest School area. This is in Topaz class. The

rules for children needing the toilet are:

Foundation Stage children to be accompanied by an adult

Key stage 1 children to be accompanied by a friend or adult

Key stage 2 children can go by themselves

All children must ask permission from an adult before leaving the boundary of

the Forest School area.

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Medical and emergency contact details.

Parents/guardians will be asked to fill in a consent form before their child begins a

forest school programme with Abbas and Templecombe School. The completed

consent form will give relevant medical details of the child, consent for the child to

take part in the forest school activities and permissions to administer medicines and

creams and to admit the child to hospital for emergency treatment. The form also

provides emergency contact details and optional permission to take and use

photographs of the child for promotional purposes and reports. The Forest School

leader will keep copy of this form with him or her at all sessions attended by the

child.

In addition to children’s consent forms will be the necessity for all adults to complete

a Forest School medical form. (See Appendix 5 for these forms.)

It is the responsibility of the Class Teacher to ensure that the Forest School

leader is made aware of any children that have health conditions requiring

medication to be taken to Forest School.

The records of those children that have emergency health care plans will be

kept in the Emergency Red Rucksack along with staff consent forms. For

those children who do not have emergency health care plans their consent

forms will be kept in the school office and made available on request.

All medical information will be updated in line with the school policy.

Hypothermia and Lyme disease

In the event that you suspect a child is suffering from hypothermia or has been bitten

by a tick, please refer to Appendix 6 for Lyme disease information and Appendix 7

for hypothermia information.

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Risk Assessment and Risk Management of the Forest School site.

Risk / Benefit Analysis

We believe that, while there are risks that must be considered, there are also a wide

range of potential benefits that can be gained by those involved. We also recognise

that taking risks is an important part of learning and developing and we want to

provide a safe and supportive environment in which children can learn about risks,

challenges and personal safety. Consequently, we will use a risk/benefit analysis in

our assessment of our Forest School sessions.

On Site Risk Assessment Procedure

The Forest School area must be safe and easily accessible, so before every session

we will assess the area before activities take place. During our assessment we will

seek to identify significant hazards and take action or precautions to reduce the risk

to a safe level. The location of the site and its post code are noted in the Emergency

Incident Procedure (page 26) of this Handbook.

All staff and volunteers will have access to this information in case the leader is

unable to attend to an incident. This procedure will be kept in the Emergency Red

Rucksack. All staff will have a Walkie-Talkie so that in an emergency the school

office can be contacted.

We will ensure all staff are provided with a copy of the risk assessment prior to an

activity. Changing weather conditions can create new challenges, such as fallen

branches and litter. These will need to be assessed and may alter previously

arranged activities. There are five steps to risk assessment:

1. Look for the hazards, such as windblown trees or litter

2. Decide who might be harmed and how

3. Evaluate the risks and decide whether the existing precautions are adequate or

whether more should be done

4. Record the findings

5. Review the assessment and revise if necessary

All Risk Assessments will be reviewed termly.

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ABBAS AND TEMPLECOMBE Church of England V.C. PRIMARY SCHOOL

School Lane, Templecombe, Somerset BA8 0HP

SAFETY SWEEP EVIDENCE

Before each Forest School session there will be a safety sweep of the Forest School site to look for and assess immediate risks. All safety sweeps will be recorded and filed by the Forest School Leader. Safety sweeps will be recorded and stored in the Forest School Folder.

Date: Time: Weather:

Name of Forest School Leader:

Checklist Yes/No Comments

Fallen branches

Low branches

Protruding thorns

Base camp

Brambles/nettles

Tool area roped off

Emergency Rucksack

Slippery areas

Broken glass

Standing water

Equipment ready

Spare clothes

Available clean drinking water/washing

Other hazards identified:

Action taken:

Tools, Fires & Activity Guidance

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Tool use will take place during some planned Forest Sessions. This is considered

an important part of our Forest School ethos as it enables children to develop new

practical skills that help develop self-confidence.

Abbas and Templecombe School Forest School aim to ensure that all children

participating in sessions with tools do so safely and with as little risk to their health as

possible. Tools that may be used include potato peelers, bow saws, loppers, knives

and drills. The following guidelines are to be followed when using tools:

● The forest school leader will check all tools are fit for continued use before the

session

● Only tools that are in safe working order shall be supplied for use

● Correct and safe use of sharp tools will be demonstrated to all staff and children.

● Tools should be counted when handed out and counted back in again when

finished

● All children are to be supervised closely by competent leaders until deemed

competent to work with limited supervision.

● Tools should be kept in a designated safe area when not in use - none should be

left unattended outside this area. This is in the reception class outside locked shed.

● All knives will be closed/ sheaved immediately after use

● Saw guards will be replaced immediately after use

● Walking around with open/ unmasked tools will not be permitted

● Safe working distances and suitable ratios must be maintained at all times. All

children will wear suitable boots/shoes and outdoor clothing for the activity they take

part in. Where any cutting or felling is taking place, helmets should be worn, and

gloves provided for handling brash etc.

Guidance on Knife Use

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Designate a specific zone for those using knives – Basecamp area.

Always carry knife with blade folded into handle lock (ensure the safety lock

is twisted into locked position)

Always pass knife to others in a locked position.

Always keep knife in locked position when not in use

Leader to count knives out & back in

Ensure children have had demonstration before use (& leader is confident of

children’s ability) including grip and body position. Knife work is always

supervised by a responsible adult.

Each person to sit well out of reach of other (blood bubble)

Penknife Handling

Forest School Leader must supervise this activity

All children must sit down when using a penknife

Open the penknife away from you sitting down with plenty of room around you

(arm’s length/blood bubble).

Always use the penknife away from your body.

Ensure penknife is closed and locked when not in use.

Always ensure the children ae supported on a 1:1 ratio.

Bow Saw Handling

Forest School Leader must supervise this activity.

Talking with the children about the way you hold a bow saw.

Always use in the designated tool area – Basecamp area.

Always use the bow saw with a saw horse.

Always wear a glove on the non-sawing hand.

Ensure guard is in place when not in use.

Ensure saw is put back in tool bag when not in use and kept safe by Forest

School Leader.

Fire Procedure

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Fires and the use of a Dutch Oven are an important part of Forest School and other

sessions. Abbas & Templecombe School aims to ensure that all children/adults

participating in sessions with fires and/or Dutch Ovens will do so safely and with as

little risk to their health as possible. Fires will only be used where it is appropriate to

do so and where there has been an agreement with the Head Teacher.

● Leaders will explain to children the importance of using only dead wood for fires

and also of the importance of dead wood as a habitat

● Smoke inhalation will be reduced by burning dead wood. Those in smoky areas

will be encouraged to move to less smoky areas

● Fires will only be lit in suitable defined spaces or in a fire wok - Fire Pit area.

● Participants will only be allowed to light fires under direct supervision of a trained

leader using suitable materials and equipment

● All participants will be given clear guidelines about how to behave and move

around the area when the fire or kettle is lit

● A lit fire will be supervised by an adult at all times, as will all cooking activities

● Related safety equipment, including heat-proof gloves, a fire blanket, a burns kit

and water will be kept within close range of fires

● All fires should be fully extinguished and all traces removed at the end of a

session, except where the landowner has agreed that a designated fire pit may be

used repeatedly

Food Hygiene & Eating

All children/adults participating in cooking activities will be encouraged to wipe their

hands with antibacterial wipes which will be provided, before eating food. During

some sessions, we may cook items such as popcorn, damper bread or

marshmallows over the fire. At least one member of staff will hold a current Food

Hygiene Certificate and will ensure that safe procedures are undertaken accordingly.

Emergency & Serious Incident Procedure

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All Forest School staff and volunteers will be aware and familiar with appropriate

emergency procedures. Most emergencies can be resolved on-the-spot by the

leader removing the group from potential threat and providing first aid. However, in

the event of a serious incident, which could arise as a result of an injury, illness or

threat, emergency services should be contacted and the following procedures

followed:

1. Secure safety of whole group from further danger. Stop all work/activities if

safe. If possible, remove whole group from any further danger or threat of

danger.

2. First Aider to attend to any casualties with adult helper and with regard for

maintenance of required supervision ratios for the rest of the class. At least

one first aider must be on site at all times. A record of changes in casualties’

state and anything administered to them to be made if possible.

3. Emergency services contacted as necessary, ideally by an adult helper.

Walkie-Talkies are carried by staff. Despatch a designated person to meet

emergency vehicle at the entrance where possible/necessary. Give following

post code references to 999 operator: BA8 0HP – Abbas & Templecombe

Primary School.

4. Safety of the rest of group will be maintained by the remaining staff and

adults away from the scene of the incident – Take children up to school hall.

5. Informing next of kin should be carried out as soon as practicable after the

incident by the designated member of staff of Abbas & Templecombe School

according to our health and safety policy.

6. Incident report and/or first aid book should be filled in on site if possible.

Legislation

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Ensure that all equipment involved in an accident or incident is retained in an

unaltered condition in case it is required by the police. Do not focus on who is at

fault. In all cases keep a careful written record i.e. a log, of all facts, events, times

and circumstances and retain this record until all matters are finally settled. If

possible take photographs. Do not allow anyone to interview any party member

without an independent witness being present. An incident report or entry in the first

aid book must be completed, signed and dated (located in First Aid room in main

school building)). Incidents leading to admittance to hospital for more than 24 hours

or resulting in an injury preventing a person working for three or more days

afterwards need to be registered with RIDDOR within 24 hours Tel 0845 3009923

(HSE - Monday to Friday 8.30am to 5pm).

First aid kits must be restocked after use and a stock check carried out every 6

months. Any incident or near miss must be subsequently investigated by staff team

to review existing controls and procedures.

Lost or Missing Person Procedure – Off-site at other woodlands

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Unknown woods can be disorientating, especially if a child is unused to this kind of

environment. Many woodland sites are not surrounded by walls or fences, and whilst

we appreciate this sense of freedom can be beneficial to all, there is also the

possibility that a participant may get lost. There are a number of ways we can

prevent this:

● We encourage all our children to take an interest in their surroundings so as to

help them find their bearings. Ultimately we would like to inspire all who are able to

become responsible for their own safety with respect to staying close to the rest of

the group.

● Boundaries will be chosen clearly marked and made known to the group. Going

outside the boundaries will require all of the group to go or a sub group, with at least

one leader – allowing at least two leaders to stay with remainder of group.

● The group will be counted in and checked at start and end of day, then at other

relevant points in the day – particularly after activities that include members splitting

up.

● Good communication within the group will encourage collective responsibility for

each other’s’ safety.

Missing Person Procedure

In the event of leaders fearing that a member of the group has gone missing:

1. All the group will be immediately called back in, by prearranged call or whistle and

counted and missing member determined. The time will be noted.

2. The Group Leader must ensure the safety of remaining pupils. At least two adults

must stay with them at all times.

3. One or more adults should immediately start searching for the missing group

member – calling and whistling as appropriate.

4. If the missing group member is not found within 5 minutes, the group

Leader must contact police by telephoning 999 (this will result in the

emergency plan coming in to action). Leaders must recall and write down a

description of what the missing person was wearing and any distinguishing features.

Any information on their last known location and time should be noted. Also if they

have any special medical or learning needs then these need to be noted down. All

information then must be passed to police or other agencies.

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References

Dunn.R (1990) Rita Dunn answers questions on learning styles. Available from

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_dunn.pdf [Accessed

February 2016]

Forest School Evaluation Project: A Study in Wales, (2012) Available from:

http://www.forestry.gov.uk/pdf/ForestSchoolWalesReport.pdf/$FILE/ForestSchoolWa

lesReport.pdf[Accessed Feb 2016]

Forest School Association (2016) Available from:

http://www.forestschoolassociation.org/ [Accessed February 2016]

Forest School Initiative (2011) Review of the Forest School Initiative in Britain

Available from:

http://www.forestry.gov.uk/pdf/SERG_FEI_review_summary.pdf/$FILE/SERG_FEI_r

eview_summary.pdf [Accessed Feb 2016]

Knight. S (2013) Forest School and out-door learning in the Early Years. London,

SAGE.

NECR092 Kings College London report commissioned by Natural England (2012)

Learning in the natural environment: Review of social and economic benefits and

barriers. Available from: file [Accessed February 2016]

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_dunn.pdf

http://www.forestry.gov.uk/pdf/ForestSchoolWalesReport.pdf/$FILE/ForestSchoolWalesReport.pdf

http://www.forestry.gov.uk/pdf/ForestSchoolWalesReport.pdf/$FILE/ForestSchoolWalesReport.pdf

http://www.forestschoolassociation.org/

http://www.forestry.gov.uk/pdf/SERG_FEI_review_summary.pdf/$FILE/SERG_FEI_review_summary.pdf

http://www.forestry.gov.uk/pdf/SERG_FEI_review_summary.pdf/$FILE/SERG_FEI_review_summary.pdf

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Appendix 1: The designated Forest School Areas.

Base Camp Fire Pit area

The blackboard butterfly – for recording Café/kitchen area

vocabulary and ideas (den making construction)

Mini-beast habitat Mini-beast home construction

area

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Musical instrument area Den making sticks/logs

Model/games making area Swing area

Storage sheds Storage area

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Meadow area Den making area

Digging/construction area Construction area

Contruction pallets The Pyramid hut – study/research area

Woodland path surrounding hazel saplings Hazel saplings

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Appendix 2: Forest School Tree Identification In Our Forest School

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Appendix 3: Tree/Plant Information

Tree Information

Our Forest School area has 8 species of tree.

1. Oak Tree Information

What does it look like

English Oak is a large deciduous tree up to 20-40m tall. Oak tree growth is rapid in youth, but slows at around 120 years. Leaves: around 10cm long with 4-5 deep lobes with smooth edges. Leaf burst occurs mid-May and the leaves have almost no stem and grow in bunches. Flowers: are long yellow hanging catkins which distribute pollen into the air. Fruits: its fruits, commonly known as acorns, are 2-2.5cm long, and held tightly by capsules (the cup shaped base of the acorn). As it ripens the green acorn takes on a more autumnal browner colour, loosens from the capsule and falls to the canopy below.

Value to wildlife

Oak trees support more life forms than any other native trees. They host hundreds of species of insect, supplying many British birds with an important food source. In autumn mammals such as badgers and deer take advantage of the falling acorns. Flower and leaf buds of English Oak are the food plants of the caterpillars of purple hairstreak butterflies. The soft leaves of English Oaks breakdown with ease in autumn and form a rich leaf mould beneath the tree, supporting invertebrates, such as the stag beetle, and numerous fungi like the oakbug milkcap.

Mythology & Symbolism

In England the oak has been for centuries a national symbol of strength and survival. It has played an important in our culture – couples were wed under ancient oaks in Oliver Cromwell’s time, the festive yule log was traditionally cut from an oak. The oak feature on the 1987 pound coin and is the inspiration for the emblem of many environmentally focused organisations, including the woodland trust.

How we use oak

Oaks produce one of the hardest and most durable timbers on the planet, even its Latin name, Quercus robur, means strength. However, it takes up to 150 years before an oak is ready to use in construction. It was primarily ship building material until the mid-19th century. Tannin found in the bark has been used to tan leather since at least Roman times.

Threats Acute oak decline (AOD) and chronic oak decline (COD) are serious conditions affecting Britain’s’ Oaks. Key symptoms include canopy thinning, branch dieback and black weeping patches on stems.

Deciduous means "falling off at maturity" or "tending to fall off", and it is typically used in

order to refer to trees or shrubs that lose their leaves seasonally (most commonly during

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autumn) and to the shedding of other plant structures such as petals after flowering or fruit

when ripe.

Oak Tree Plant identifiaction and the wildlife it supports.

Oak Tree bark Oak Leaf Acorn

The oak Tree twig The oakbug milkcap

The purple hairstreak caterpillar and buterfly

The Stag beetle The Badger The Deer

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2. Sycamore Tree Information

What does it look like Can grow to 35m and live for 400 years. The bark is

dark pink grey and smooth when young, but becomes cracked and develops small plates with age. Twigs are pink brown and hairless. Leaves: palmate leaves measure 7-16cm and have 5 lobes. Leaf veins are hairy on the inside. Flowers: small, green-yellow and hang in spikes or racemes. Fruits: after pollination by wind and insects, female flowers develop into distinctive winged fruits known as samaras. Identified in winter by: twigs are pink-brown and have no hairs.

Value to wildlife Sycamore is attractive to aphids and therefore a variety of their predators, such as ladybirds, hoverflies and birds. The leaves are eaten by caterpillars of a number of moths, including the sycamore moth, plumed prominent and maple prominent. The flowers provide a good source of pollen and nectar to bees and other insects. The seeds are eaten by birds and small mammals

Mythology & Symbolism There is very little folklore associated with sycamore, as it is an introduced species. However, in Wales, sycamore trees were used in traditional craft making of, ‘love spoons’. In some parts of the UK the winged seeds are known as helicopters and used in flying competitions and model making by children.

How we use Sycamore Sycamore timber is hard and strong, pale cream with a fine grain. It is used for making furniture and kitchenware as the wood does not taint or stain the food. Mature trees are extremely tolerant of wind. They are also tolerant of pollution and therefore tend to be planted in towns/cities.

Threats Sycamore is susceptible to sooty bark, which can lead to wilting of the crown and death of the tree. It may also be affected by horse chestnut scale insect, which appears as fluffy white spots on the trunk and branches during summer.

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Threats to Sycamore Tree

Sooty Bark Horse chestnut scale insect

Sycamore Tree Identification

Sycamore Tree. The leaves have 5 lobes In autumn leaf colour changes

and younger leaves have to distinctive orange brown.

red stalks.

Very small green flowers Leaf buds are smooth The winged seeds are

also appear in spring. and green with orange tints. as samaras.

When young the bark is a dark pink-grey Sycamore trees can be

colour and smooth to touch. Identified in winter by

their hairless twig.

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3. Ash Tree Information

Ash thrives best in fertile, deep and well-drained

soil in cool atmospheres. It is native to Europe, Asia and Africa. It

dominates British woodland.

What does it look like Ash trees can reach a height of 35m. Tall and graceful they often grow together, forming a domed canopy. The bark is brown to grey. Leaves: pinnately compound, comprising of 6-12 opposite pairs of light green, oval leaflets with long tips – up to 40cm long. The leaves can move in the direction of the sunlight. Another characteristic of ash leaves is that they fall when they are still green. Flowers: Ash is dioecious, meaning that male and female flowers typically grow on different trees, although a single tree can have male and female flowers on different branches. Both male and female flowers are purple and appear before the leaves in spring, growing in spiked clusters at the tip of the twigs. Fruits: once the female flowers have pollinated by wind they develop winged fruits, or ‘keys’ in late summer and autumn. They fall from the tree in winter and early spring, and are dispersed by birds and mammals.

Value to wildlife

Ash trees make the perfect habitat for a number of different species of wildlife. The airy canopy and early leaf fall allow sunlight to reach the woodland floor, providing optimum conditions wildflowers such as dog violet, wild garlic and dogs mercury. Insects: the rare and threatened high brown fritillary butterfly. Bullfinches eat the winged seeds and woodpeckers, owls, redstarts and nuthatches use the tree for nesting. They support deadwood specialists such as the lesser stag beetle. Ash bark is often covered with lichens and mosses. The leaves are an important food plant for the caterpillars of many species of moth, including the coronet, brick, centre-barred sallow and privet hawk moth.

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Mythology & symbolism The ash tree was thought to have medicinal and mystical properties and the wood was burned to ward off evil spirits. In Norse Viking mythology, ash was referred to as the ‘Tree of Life’. Even today it is known as the ‘Venus of the woods’. In Britain we regard ash as a healing tree.

How we use Ash It is one of the toughest hardwoods and absorbs shocks without splintering. It is used for making tools and sport handles, including hammers, axes, spades, hockey sticks and oars. As coppices well and traditionally provided wood for firewood and charcoal.

Threats The main threat to Ash is Chalara dieback of ash, a disease caused by a fungus. The disease causes the trees to lose their leaves and the crown to dieback and usually results in their death.

Ash Tree Identification

The pinnate leaves can move in Buds on as Ash tree are distinctively black and

the direction of sunlight. velvity.

The flowers on the ash tree grow in spiked After pollination the female flowers

fruits clusters at the tips of the twigs. Develop into winged fruits clusters.

Any fruits that fall from the tree are dispersed The bark ranges in colour from

by birds and mammals pale brown to grey.

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Value to wildlife

Dogs Violet Dogs Mercury Wild Garlic

Fritillary Butterfly Lesser Stag Beetle Coronet Moth

Privet Hawk Moth Brick Moth Centre-barred Sallow

Woodpecker Bullfinch Nuthatch Redstart

Threats to the Ash Tree

Ash dieback disease

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4. Hazel Tree information

Hazel is a deciduous broad-leafed tree native to the UK.

What does it look like Hazel is often coppiced, but when left to grow, trees can reach a height of 12m, where it can live for up to 80years.. It has a smooth, grey brown bark, which peels with age, and bendy hairy stems. Leaf buds are oval, blunt and hairy. Leaves: round to oval, doubly toothed, hairy and pointed at the tip. Leaves turn yellow before falling in autumn. Flowers: Hazel is monoecious, meaning that both male and female flowers are found on the same tree, although hazel flowers must be pollinated by pollen from other hazel trees. The yellow male catkins appear before the leaves and hang in clusters, from mid-February. Female flowers are tiny and budlike with red styles. Fruits: once pollinated by wind the female flowers develop into oval fruits, which hang in groups of one to four. They mature into a nut with a woody shell surrounded by a cup of leafy bracts (modified leaves) Leaves are soft to touch as a result of the downy hairs on the underside.

Value to wildlife Hazel leaves provide food for the caterpillars of many moths, including the large emerald, small white wave, barred umber and nut tree tussock. Coppiced hazel also provides shelter for ground nesting birds such as the nightingale, nightjar, yellow hammer and willow warbler. The hazel nuts are eaten by dormouse to fatten up for hibernation. The dormice also eat the caterpillars that feed off the hazel leaves. The hazel nuts are also eaten by woodpeckers, nuthatches, tits, woodpigeons, jays and a number of small mammals. Hazel flowers provide early pollen for bees. The trunks are often covered in mosses, liverworts and lichens and the fiery milkcap fungi grow in the soil beneath.

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Mythology & Symbolism Mythology & Symbolism

Hazel has a reputation as a magical tree. A hazel rod is supposed to protect against evil spirits, as well as being used as a wand and for water-divining. In some parts of England hazel nuts were carried as charms and used to ward off rheumatism. In Ireland hazel was known as the ‘Tree of Knowledge’.

How we use hazel Hazel wood can be twisted or knotted, and as such it historically had many uses. These included thatching spars, net stakes, water-divining sticks, hurdles and furniture. Hazel was also valued for its nuts. Today hazel has become an important management strategy in conservation of woodland habitats for wildlife. It is used as pea sticks and bean poles by gardeners.

Threats Hazel is not known to suffer from any particular pest or disease. It occasionally may be attacked by aphids, gall mites and sawflies. Coppiced hazel is susceptible to deer damage if not protected. This is done by spreading a layer of earth/dirt over the coppiced stem.

Hazel Tree Picture Identification

Leaves are rounded/hairy. Female flowers have red styles. Yelow male catkins.

Hazel nuts Leaf buds are oval & blunt

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Value to Wildflife

Large Emerald butterfly Nutree Tussock Moth Nutree Tussock Caterpillar

Nightingale Nightjar Willowwarbler

Woodpigeon Jay Bee

Milkcap fungi Lichen Liverworts

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Hawthorn Tree Identification

The Hawthorn is a decideous tree native to the UK. It is also known as the May-tree due to it’s flowering period. It is the only British plant named after the month in which it blooms.


Mature trees can reach a height of 15m and are characterised by their dense thorny habit, though they can grow as a small tree with a single stem. The bark is brown grey knotted and the twigs are slender and brown covered in thorns. Leaves: Leaves are 6cm in length and comprised of tooth lobes, They turn yellow before falling in the autumn. Flowers: hawthorns are hermaphrodite, meaning both male and female reproductive parts are contained within each flower. Flowers are highly scented, white or occasionally pink with 5 petals and grow in flat topped clusters. Fruits: Once pollinated by insects, they develop into deep red fruits known as ‘haws’. Identified in winter by: the spines emerge from the same point as the buds; distinguishing them from blackthorn in winter which has buds on the spines.

Value to wildlife Common Hawthorn can support 300 insects. It is the food plant for caterpillars of many moths, including the hawthorn, orchard ermine, pear leaf blister, rhomboid tortrix, light emerald,lackey, vapourer, fruitlet mining and lappit moths. Its flowers are eaten by dormice and provide nectar and pollen for bees and other pollinating insects. The haws are rich in antioxidants and are eaten by many migrating birds, such as redwings, fieldfares and thrushes, as well as small mammals. The dense thorny foliage makes fantastic nesting shelter for many species of bird.


In Britain it was believed that bringing hawthorn blossom into your house would be followed by illness and death. It was said that in medieval

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Mythology & Symbolism times the hawthorn blossom smelt like the Great Plague. Botanists learned that the chemical trimethylamine in hawthorn blossom is also one of the first chemicals formed in decaying animal tissue, so it is not surprising flowers are associated with death.

How we use Hawthorn Common hawthorn timber is a creamy brown colour, finely grained and very hard. It can be used in turnery and engraving and was used to make veneers and cabinets, tool handles and boat parts. It makes good firewood and charcoal and has a reputation for burning at high temperatures. It is used as a hedging plant.

Threats

Hawthorn may be prone to aphid attack, gall mites and the bacterial disease fireblight.

Hawthorn Tree Picture Identification

Leaves are 6cm & have tooth lobes Hawthorn flowers Deep red fruit – ‘haws’.

A bunch or hawthorn berries/haws Hawthorn buds Bark is brown/grey & knotted

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Hawthorn Tree - Value to wildlife

Orchard ermine moth Fruitlet Mining Moth Lappit Moth

Fieldfare bird

Threats to Hawthorn

Hawthron Fire blight

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Elder Tree Information

Elder is a small decideous tree, native to the UK. It is thought that name elder comes from the Anglo-saxon ‘aeld’ meaning fire, because the hollow stems were used as bellows to blow air into the centre of fire. It often grows near rabbit warrens or badger sets, where the animals distribute the seed via their droppings.


Mature trees grow to a height of 15 and can live for 60 years. Elder is characterised by its short trunk (bole) and grey brown corky, furrowed bark. Leaves: Pinnate (resembling a feather) with 5-7 oval and toothed leaflets and smell bad when touched. Flowers: Flowers are creamy coloured, 10-30cm across, highly scented and have 5 petals. Fruits: after pollination by insects, each flower develops into a small, purple black, sour berry, which ripens from late summer to autumn. Elders are hermaphrodite. Could be confused with: Walnut, however, elder has oppositely arranged leaves whereas walnut has alternately arranged leaves. Identified in winter by: the green unpleasant smelling twigs are hollow and have a white pitch inside. Buds have rugged appearance often with leaves showing through the bud scales.

Value to wildlife The flowers provide nectar for a variety of insects and the berries are eaten by birds and mammals – dormice and bank voles eat the berries and flowers. Many moth caterpillars feed on elder foliage, including the white spotted pug, swallowtail, dot moth and buff ermine.


It was though if you burned elder wood you would see the devil, but if you planted elder by your house it would keep the devil away.

How we use Elder

Mature wood is used for whittling and carving, while smaller stems can be hollowed out to make craft items. The flowers and berries are mildly poisonous, so should be cooked before eating. The leaves are also poisonous.

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How we use Elder

The flowers are often used to make wine, cordial or tea or fried to make fritters. The vitamin C rich berries are often used to make preserves and wine and can be baked in a pie with blackberries. They are also used to make natural dyes. Elder is a popular tree for gardens.

Threats

Elder may be susceptible to black fly and sap suckling red spider mite.

Elder Tree Picture Identification

Leaves are pinnate with 5-7 leaves. Cream coloured flowers

Small purple black berries Corky grey/brown furrowed bark.

Value to wildlife

Swallowtail butterfly Spotted pug moth Dot moth

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Value to wildlife

Bank vole Dormice

Dormice

Threats to Elder

Sap & suckling red spider black fly

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Appendix 4 :School Health & Safety Policy

Abbas and Templecombe

Church of England Primary School

1. THE GOVERNORS OF ABBAS & TEMPLECOMBE SCHOOL will

1.1 Provide as far as reasonably practicable a safe and healthy environment for all persons who work at, attend or visit the school.

Health &

Safety Policy

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1.2 Ensure, as far as reasonably practicable, the health and safety of pupils, staff and volunteers on off-site visits and activities.

1.3 Endorse and support the safety policy of Somerset County Council, and to assist the Council to discharge those responsibilities, which it holds as employer.

1.4 Seek improvement to working conditions according to priorities within existing

resources. 1.5 Recognise their responsibilities when they make available premises or

equipment for hire, and will ensure that risks to the safety or health of hirers and other persons are adequately controlled as far as possible.

1.6 Ensure that Risk Assessments are carried out within the school using an

identified method for recording and to review as appropriate.

1.7 Encourage informal meetings and ensure time is made available in staff meetings where health and safety issues can be raised.

1.8 Ensure that staff can access training to ensure their competence for their

tasks.

1.9 Accept the duties that they may hold as a client where they arrange for work through contractors or volunteers. Follow the Council’s guidance for the selection of competent contractors and will seek assistance from the Council’s Property Services when necessary. Ensure that volunteers receive adequate instruction and supervision to work safely.

1.10 Report all incidents/accidents and ensure appropriate follow up action has

been carried out.

1.11 Review on an annual basis, all accidents and incidents reported to identify trends.

1.12 Consult with the school council and inform pupils of their responsibilities for

Health and Safety. 1.13 Recognise the role of safety representatives appointed by recognised trade

unions and co-operate with them so that they may undertake their health and safety related functions, including reasonable paid time off for consultation inspection and investigations.

For informing parents of first aid incidents complete a school first aid form

and follow schools procedure.

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Appendix 5 : Lyme disease information

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Appendix 6: Hypothermia information

Hypothermia happens when someone’s body temperature drops below 35°C (95°F). Normal body temperature is around 37°C (98.6°F).

Hypothermia can become life-threatening quickly, so it’s important to treat someone with hypothermia straight away. Severe hypothermia, when the body temperature falls below 30°C (86°F), is often fatal.

Hypothermia is usually caused by being in a cold environment for a long time. This could be from staying outdoors in cold conditions, falling into cold water, or from living in a poorly heated house. Elderly people, babies, homeless people and anyone who is thin and frail or not able to move around easily are particularly vulnerable.

What to look for - Hypothermia

These are the four key things to look for:

1. Shivering, cold, pale, and dry skin 2. Tiredness, confusion, and irrational behaviour 3. Slow and shallow breathing 4. Slow and weakening pulse

Mild Hypothermia Symptoms Action

35°C Shivering, cold pale skin DO something about it! Add more clothes or a blanket, hat and scarf.

33°C Muscle stiffness Severe shivering

Put in a sleeping bag. Use survival bag. Insulate from ground.

Irritability withdrawing fromn the group. Mood changes Clumsiness Confused

Drink warm sweet liquid (not hot) Do not put close to fire.

SEEK MEDICAL HELP

Severe Hypothermia Symptoms Action

28°C Shivering stops Slow weak pulse Slow shallow breath

No liquids Monitor pulse and breathing Raise feet slightly

Unconscious Breathing stops Cardiac arrest

Perform CPR until help arrives

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