FOREST SCHOOL. Edge Hill Junior School, Stapenhill, Burton On Trent. Parent Information Pack

Transcription

1 FOREST SCHOOL Edge Hill Junior School, Stapenhill, Burton On Trent. Parent Information Pack 1

2 What is Forest School? Where did it all begin? Forest School began in Scandinavia in the 1950 s. Their philosophy was based upon providing children with an education that incorporated an appreciation and understanding of the natural world and which would foster a responsibility for nature conservation in later life. Bridgewater College in Somerset adapted their philosophy following a visit to Denmark in 1995 and so Forest School was brought to the UK. Later, Evesham College in Worcestershire became involved, (in 2000) and quickly became a national leader in delivering forest school training to many practitioners across the country. Since 2000 Forest School has continued to go from strength to strength; with many hundreds of settings across the UK providing forest school to children, mainly with the support of a local education authority. Sessions are delivered as part of the Early Years Foundation stage in pre-school settings and school reception year, right through to Key Stage 3 as part of complementing the national curriculum. There are some forest schools which are privately run and some which are part of the Forest Education Initiative, which was set up in 1992 as a partnership of a number of organisations such as the Woodland Trust, The Forestry Commission, and The Tree Council etc. Forest School has also grown where practitioners recognise the value of the experience for young adults or those with learning difficulties. Gloucestershire has over 80 leaders practising in various settings across the county. This figure is growing steadily, with more practitioners from all sectors wishing to join the leader training themselves. Forest School is growing rapidly in popularity as a way to complement the curriculum and implement the government s plans for children to be spending a lot more of their time in the outdoors. The whole ethos is about allowing children the freedom of choice over their learning, to take appropriate risks and by participating in outdoor activities to enrich their learning in all areas of the National Curriculum. Supporting Research Since 2000 there have been more and more research projects commissioned to study the practice and benefits of Forest School. One such study was commissioned by the Forestry Commission in 2006 entitled A Marvellous opportunity for children to learn A participatory evaluation of forest school in England and Wales. It was undertaken by Liz O Brien and Richard Murray. As with many other pieces of research, it highlighted the many benefits forest school has on children and why it has fast become the preferred choice for outdoor education. There were significant improvements in behaviour, social skills, self esteem and self confidence in the children that attended forest school sessions. The impact of forest school on children s physical development has meant there are also positive health benefits with their participation. This research paper details the close links where forest school delivers on the government s green paper, Every Child Matters : In terms of wider context, there is an important link with the Green Paper, Every child matters (Chief Secretary to the Treasury, 2003) which outlines five outcomes identified in consultation with children as key to well-being in childhood and later in life. These are: 2

3 1. be healthy 2. stay safe 3. enjoy and achieve 4. make a positive contribution 5. achieve economic well-being DfES goals in Every child matters: change for children in schools (Department for Education and Skills, 2004) Be healthy Physically healthy Mentally and emotionally healthy Healthy lifestyles At Forest School children are physically active a lot of the time, and their stamina improves as they go through their sessions. Their experience can also help to lead to the development of healthier lifestyles as children ask parents to take them on trips to woodlands outside school times. As the children gain confidence and improve their selfesteem, this can increase their emotional and mental well-being. Stay safe Safe from accidental injury or death Security, stability and being cared for The wild and yet controlled safe environment of Forest School ensures that children taking part naturally learn to assess risk. They are encouraged to make sensible and informed decisions about how to deal with unfamiliar and unpredictable situations (such as exploring or climbing trees, using tools to build shelters and dens). Much of the learning comes as a result of the opportunities they have for testing their own abilities in a real-life context. Enjoy and achieve Achieve stretching national educational standards Achieve personal and social development and enjoy recreation Forest School sets learning in a different context for children, in which they can undertake a range of practical activities and carry out small, achievable tasks. Children can develop their team-working skills and also learn to become more independent. Those who are unfamiliar with woodlands can become confident in using them, and this can form the basis of a life-long relationship with, and enjoyment of, natural spaces. Making a positive contribution Develop self-confidence and successfully deal with significant life changes and challenges Develop enterprising behaviour Forest School helps children to develop their confidence. As they become familiar with Forest School they can take their new-found confidence into school and into other areas of their lives. Forest School can be particularly effective for children who do not do well in the classroom environment. Children learn to solve problems and be creative and imaginative, thus showing enterprising behaviour. 3

4 This sets out very clearly why forest school is important and why it is being accepted more and more as a fundamental part of mainstream education. The National Foundation for Education Research has produced a report entitled Engaging and Learning with the Outdoors The Final Report of the Outdoor Classroom in a Rural Context Action Research Project. It looks at the growing decline in opportunities for outdoor learning and the low levels of children s understanding about food, farming and sustainability issues. The report comments on how the concept of greater emotional intelligence increases confidence and self esteem. The children embraced the methods of learning in an unrestricted and holistic way, bringing memories of actually doing things outdoors that would help them to learn. This was sighted as being preferable to them than just being told in a classroom environment. They are still able to benefit from established routines and structures within the outdoor environment, thus meeting their basic needs as well as emotional ones. Maintaining routine gives the children stability and trust, so that they are able to explore and learn with all their senses in the outdoors. This has a greater impact upon their learning potential. The report gives the following as their explanation of this One of the main benefits of outdoor activities, identified during focus groups of outdoor educators, and in interviews with teachers and students, appeared to be the development of social and interpersonal skills. Interviewees highlighted the general lack of outdoor experience amongst many of the young people they encountered; some children were not used to being outside or going for a walk in woodland, for instance, whilst others had only seen pigs and chickens on television. Being in an unfamiliar environment was acknowledged as challenging for some students, but interviewees also felt that these new experiences were enriching and were helping to broaden students horizons. These novel experiences, in addition to the freedom and encouragement that children were given to try new activities, were also thought to be helping to increase students confidence and self-esteem. Moreover, one teacher emphasised that such enhanced self-esteem could have knock-on effects on students academic performance, as he felt that when students were happy and confident, they became more effective learners. If a child s emotional development is nurtured they will have increased self confidence and self esteem and be more receptive to learning. 4

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6 Emergency & Safety Routines and Procedures to be carried out At the commencement of each term the Forest School Leader will identify hazards, record, retain and take action upon the appropriate Risk Assessments for the journey to the site and the site itself. These will be updated and reviewed every term. At the commencement of each session the Forest School Leader will carry out a safety sweep of the route and site, in order to ensure the area is safe for the session to take place, and inform the other staff and children where care is needed. If the situation is all clear, then this information will be passed on and recorded in the same way. This is carried out in order to minimise risk to all participants. The Forest School Leader will ensure there is always an emergency rucksack taken on site. This bag will contain the following essential items of equipment: First Aid Kit/Pamphlet on hypothermia and first aid Personal Medical Record Forms/Permissions (for all children and adults present) Mobile Phone Appropriate spare clothing Location Details (stored in the top pocket of the bag) Wind Up Lantern Sun Cream (at appropriate season) Protective Gloves Matches/Newspaper (for fire sessions) Wet wipes Emergency Blanket Energy Food & Drinking Water Water for First Aid Warm Blanket Map of woodland area (if not on school site) Sleeping bag/survival bag (if not on school site) Container for inhalers Carry bag for dirty/wet clothing Disposable Gloves and bag The bag will always be kept at the edge of the base camp area where it will accessible to all Forest School staff/helpers. The Forest School Leader will check the weather conditions. If the weather is particularly windy, or a thunder storm is due/or has started then the Forest School Leader would not allow the session to take place for Health & Safety reasons. In addition to these there are specific risk assessments carried out for specific Forest School activities, such as Fire Lighting and Tool use. The same pattern of rules, routines and responsibilities is followed at each session, whether on or off site. Children know what is expected of them and comply with the rules, even those children who you think may not! To maintain an important part of their Health & Safety the school has a set of waterproof trousers and jackets, but this is in addition to the following requirements: 6

7 Clothing List for ALL participants Warm hat / sun hat Warm Gloves / Gardening Gloves Jacket / Waterproof Coat Fleece / Sweatshirt / Long sleeved t-shirt Long Trousers Spare Socks Sturdy shoes / boots / wellies 7

8 Session Plan Participants prepare by putting on appropriate clothing and footwear. Forest School Leader carries out and records her safety sweep. Minibus and walk to the area, (or just walk if on site), discussing things to be seen on the way (part of the learning journey) At the gate; counting of the children (sticky elbows). Discuss any safety issues. Go to Base Camp. Sit down; discuss the rules of Forest School and any safety issues of the day again to reinforce them. Listening Activity Introduce an activity/remind of previous activities on offer. (These will cover many subject areas, such as being Science, Numeracy, Art, Physical Development, Geography, History, Literacy, Design & Technology and Music). Children choose activities (sessions are more adult directed at beginning of the programme or for those without previous Forest School experience) Self select snack/drink, ensure wet wipes or hand gel is used for cleaning hands first (depending on group participating) At the end of the session return to base camp to discuss session. Allow children to choose to feedback. Exit Forest School, count the children (sticky elbows) Return to the school building to remove outdoor clothing 8

9 Forest School Rules 1. Do NOT pick anything growing unless an adult asks you to look after your Forest School 2. Do NOT put your fingers or anything else in your mouth 3. Stay within the boundary, we don t go over it, under it or through it. If there is a gate you wait! 9

10 The Countryside Code Beware of dangerous things in the area Take all rubbish home with you Wear light coloured clothes Close gates behind you Keep noise levels low Never force your way through fences, walls or hedges Only light fires in designated areas Keep your dog on a lead Always walk around fields if there is no footpath Never pick leaves or pull up plants 10

11 Emergency Procedures for a Forest School Session The Forest School Leader is the qualified first aider in the outdoors and responsible for the patient until professional assistance takes over. Should an emergency incident occur then the following routine/procedure should be adhered to: 1. Forest School Leader to obtain the attention of all the children and adults present by blowing the whistle three times. This will indicate that they need to stop and immediately to return to their seats. 2. Depending on the nature of the incident, all children will be held at base camp under the supervision of the Teacher/TA and Adult Helpers. In the meantime the patient will be assessed, monitored, and treated if necessary, by the Forest School Leader. 3. If necessary, the remaining children will be counted by the Teacher/TA and Adult Helpers and returned safely to the school building. If off site, they will await instructions from the Forest School Leader once the Casualty has been attended to. 1. The Teacher or Teaching Assistant will inform the emergency services, if necessary, and/or the patient s parent/guardian or next of kin. If the situation is of a life threatening nature, this will be done as first priority, 112 can be dialled from the mobile phone on site and access the emergency services instantly. The school postal code of GL2 4QG will be used as the location reference if on site. Off site is GL2 3SQ (Grove End Cottages) 4. Following any incident or emergency the Forest School Leader will ensure that the full details are recorded in the Forest School accident book. 11

12 Staffing Procedures Forest School Leader Responsibilities To comply with the contents of the Staff Handbook Wear appropriate clothing positive role modelling! To fulfil the role of responsible person for Health & Safety keeping the children safe To provide appropriate Forest School activities according to the age, stage of development of the children, season and weather To lead a facilitative group of adults in observing the children and recording those observations in an appropriate way To appropriately brief other adults participating in Forest School at any given time Teacher/Teaching Assistant Responsibilities To comply with the contents of the Staff Handbook (Summary) Wear appropriate clothing positive role modelling! To assist the Forest School Leader in observing the children and recording those observations in an appropriate way To assist in keeping the children safe To assist the Forest School Leader in any Forest School activities as directed, according to the activity, season and weather Parent Helper/Volunteer Responsibilities To comply with the contents of the Staff Handbook (Summary) To wear appropriate clothing positive role modelling! To assist the Forest School Leader and other staff in keeping the children safe To assist in observing the children and recording those observations in an appropriate way To assist the Forest School Leader in any Forest School activities as directed, according to the activity, season and weather Additional adult volunteers are always welcome, providing they have been CRB checked/submitted their check paperwork. 12

13 If you ever have any queries or concerns please do not hesitate to contact our Forest School leaders, Mr Mark Lloyd or Mrs Sally Hall, via the school office on