Evaluation: Forest School Qualification - Level 3 Assignment 4

Rhonda Mitchell-Barrett

Evaluation of Forest Schools

As a primary trained teacher and school leader with over sixteen years of experience, I am fully committed and energised about the Forest School ethos and approach, and the value that it can bring to today's education system.

Experience of Forest Schools

I first encountered the Forest School philosophy during my degree in Educational Studies at York University, through an optional model which explored alternative education systems and styles. Even at this early stage of my career, I was intrigued by the idea of learning outdoors and in a woodland environment. Sadly as a newly qualified teacher in 2002, I discovered that very little curriculum time was indeed spent learning outdoors or even enjoying playtime outdoors. Such was the school culture at that time that 'wet play' was often the most commonly heard cry at breaktimes and lunchtimes, given the first drizzle of rain. However, over the first five years of my teaching career, the value of outdoor play was becoming recognised across the UK and I was delighted to benefit from much training for outdoor practice, promoting the importance of taking the learning outside of the classroom, particularly in the early years' sector.

Then in 2008 as an Assistant Headteacher and Foundation Stage and Key Stage 1 Leader in County Durham, I had the privilege to become involved in a Forest School programme running at my school. The school I was working in was in a deprived area and had a significant number of children on the Special Needs Register. Each week we brought Reception class (P1) to Forest School and the positive impact of these sessions was instantaneous. Children, who had been quiet in the classroom, came to life in this new environment. It was an epiphany to see the ethos of Forest School come to life in practical terms.

On my relocation to Northern Ireland, I was still enthused about the power of outdoor play and in particular the model of Forest Schools. However, on taking on my first Principal role in a primary school in Northern Ireland, I was dismayed to discover how little time was spent outdoors and how common a wet playtime indoors still was. On taking up my second post as Principal of a Nursery School, I was keen to build on the importance of outdoor play and the school I work in currently spends 50% of the day learning outside (whatever the weather) and one day a week is spent at our on-site Forest School woodland area.

Forest School Journey

Moving to a model of outdoor play being equal in balance to indoor play has been a five year action plan. Incorporating weekly Forest School sessions and developing an on-site woodland area suitable for Forest Schools, has been a three year plan. There have been challenges to overcome; changing mindsets based around the Northern Irish weather and not allowing the weather to determine outdoor access, developing the outdoor provision so that it does not just take indoors outdoors, ensuring appropriate clothing for pupils and staff and of course, resourcing the outdoor environment.

When developing a model for regular participation in Forest Schools, there were a number of factors which had to be carefully considered and some of these were unique to the pre-school year group. Due to the strict adult/ pupil ratios for taking Nursery pupils out of school, it seemed impossible to commit to the Forest School model if the school had to access a shared park space which included transport. This would have meant 1 adult for every 2 pupils (to meet Health and Safety best practice for early years' trips) and this would not have been a sustainable model due to limited finances. Therefore, it was decided to develop the existing outdoor space which was used as a Sensory Garden into a woodland area which would be suitable for regular Forest School sessions. Now in its third year, there remains work to be done to develop this site further but there is no doubt that having instant and ready access to this area on site has helped to establish the importance of Forest Schools within the curriculum at our Nursery School and to ensure it has prominence within our weekly timetable.

The impact of Forest Schools on our Nursery pupils

The Nursery School in which I work has above average levels of Special Needs and as a school which values outdoor provision, it is often chosen as a first preference of pre-school setting, by parents, for this reason.

With the support of staff, our session model builds in daily outdoor play with weekly sessions at Forest School for all 52 pupils, in all weathers. There is no doubt that all children respond positively to the weekly Forest School sessions and look forward with anticipation to their weekly visit, but in particular those children who have special and additional needs. It is well documented that Forest School sessions provide freedom, flexibility, connection with nature and stimulation of the senses enabling natural curiosity in a relaxed outdoor environment http://www.outdoorrecreationni.com/wp-content/uploads/2015/11/Forest-School-and-its-impacts-on-young-children_OBrien_Murray-2007.pdf.

All of which allows, the children to be creative, imaginative and to enjoy freedom in their learning and questioning, which is just not possible with a closed classroom environment. Some of our children with special needs do not communicate during play in our indoor session but will choose to communicate when taking part in our Forest School sessions each week. This could be attributed to the fact that being outdoors can help to alleviate and reduce stress levels and by simply moving to an outdoor classroom, without walls, we have given some of the control back to these students who may perhaps feel over controlled in the indoor environment due to their specific or additional needs. https://www.theguardian.com/teacher-network/2016/may/01/nature-nurture-pupils-special-educational-needs-outdoor-education

In our current society where mental health is at the forefront as a key challenge for both public health and education, I cannot argue strongly enough to promote the value of Forest Schools as an exercise in mindfulness and a strategy for helping to promote positive mental well being. This could be attributed to the impact of being outdoors and how it can instil a sense of calm and reduce levels of cortisone which in turn reduces blood pressure. https://nestinthewoods.co.uk/forest-school-research/

Most certainly, connecting with the woodland environment, observing the changes in the seasons first hand and exploring the nature around us has proven to be restorative and stress reliving at our Nursery School. The children themselves sum this up when they ask 'it is Forest School today?' and when the response is positive, they cheer in approval! However, this experience is not only beneficial for the children who participate in Forest Schools, but also for the staff who also look forward to their Forest School days and the power of reconnecting with their outdoor environment.

Summary

This assignment has provided the opportunity to evaluate my experience to date of the Forest School programme and the overwhelming benefits which I have observed firsthand through participation in this approach.

Undoubtedly, there have been challenges to overcome in the planning for the organisation, preparation and development of our on-site woodland provision, but the positive impact of the children's involvement in this programme has made all efforts worthwhile. With continued hard work, improved knowledge and commitment, I hope to ensure that the Forest School approach becomes embedded within the curriculum at my Nursery School and continues to benefit future generations of children who attend our setting.

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