Evaluation: Evaluation of Forest School

My Forest School journey started a couple of years ago in England. I was lucky enough to receive training in the importance of 'Outdoor Learning' by 'SOUL' and this spurred me on to explore other opportunities for learning outside the classroom. A working party was created at my school at that time (Haberdashers' Aske's Boys' School) to explore ways in which this could be achieved and subsequently it was decided to train teachers to be Forest School Leaders and Assistants and this became part of the schools Development Plan. Consequently my training was funded by my school and I attended a week long training course run by Archimedes in October 2017.

This was an inspiring week and made me evaluate my teaching and the direction in which I wanted my career to go. I started assisting in weekly Forest School sessions which allowed me to build my confidence and knowledge in the Forest School ethos. I found these session powerful as I could see the direct impact they were having on the learners. I gained a great deal of knowledge and understanding of outdoor play and self-regulating, and their intrinsic importance to a child's development. Having observed the boys in my care I came to see that time spent reflecting enabled the boys to learn about others in the group and their emotional needs. When the boys became increasingly confident they were more able to move out of their comfort zone and challenge themselves.

Personally, I gained a huge amount from knowing that I was enabling the boys to develop as people. The growth in their self-esteem and sense of purpose was clearly evident in my conversations with them. Some even started knot tying at home and brought frames in for me to see. The boys become more aware of the plant life around them and would go out of their way to avoid standing on a budding daffodil.

My own skill set has been enhanced as I gained knowledge and confidence in the practical aspects of Forest School. I also acquired a greater understanding of our environment and therefore have a heightened awareness of its importance. I gained my Level 2 Assistant Forest School Leader qualification in July 2018 and therefore when I relocated to Northern Ireland in July 2018 it didn't take me long to start looking for opportunities to pursue Forest Schools.

Having gained a temporary contract as a teacher at Campbell College I could immediately see the opportunity that their extensive ground presented. I entered into discussions with my head teacher and it became apparent that Forest Schools was something that they had considered but had not yet pursued. With Campbell's support I made contact with Brian Poots at NIFSA who offered fantastic support and encouragement. He gave me the confidence to see how Forest Schools could work at Campbell and I am now completing my Level 3 qualification and hope to roll Forest School out across Key Stage 1 and 2.



I have now undertaken 6 sessions with my P.4 class and what has struck me most is their love of being outside. One child described the 'feeling free' whilst another child called it 'fun learning'. At the end of the 6 week programme I can see a change in the boys' motivation. They have become intrinsically interested in what they are doing and there is a real sense of being part of a community. Positive behaviour and learning are embedded in Forest School and through planning and dialogue relationships are built. I found that some of quieter members of my class grew in confidence. In week one I observed one particular child who was reluctant to contribute to the wider group and stayed well within sight of the adults, but by week 3 he was asking inquisitive questions about the flora and contributing more to the different experiences. His self-esteem seemed to have been boosted through his achievements in the various activities. He no longer worries about what his peers are doing and whole heartedly engages in the different opportunities. I've watched the boys in my class become better at managing risks. They are encouraged to use their initiatives, work as part of a team and problem solve. They have been allowed to explore and make choices and accordingly they are self-directing. This is key in the development of the 'whole' child as they are self-motivated. As a consequence they will care more about others, be at ease with the natural world and develop their ability to fulfil their potential.



Ultimately in my experience I've observed how Forest School builds children's self-esteem by allowing them to achieve. They develop their confidence by making choices and interacting with others. They develop respect for others and their environment. Practitioners guide their students and allow them to self-regulate, this in turn means that an individual can push themselves and their learning forward. It allows each individual to develop at their own pace and therefore self-esteem is built because there isn't failure. The opportunities to work with different tools and materials allows for the development of fine motor skills, coordination, communication, concentration and independence. The end product (if there is one) isn't measured in success but rather in what has been achieved -- perhaps developing resilience by not giving up. Forest School allows for individuals to see their own progress and to develop meaningful relationships with each other. This in turn allows for the growth of self-esteem which will have an enormous impact on an individual's ability and desire to learn. They will become more open to challenges and realise that there is much to be gained from the process of learning rather than defining success in an end product.



My Forest School journey has been and exciting one so far and I hope that this is just the beginning!

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