Evaluation:

Hazelwood Integrated Primary School is fortunate to have direct access to adjacent woodland. The convenience of this close proximity to The Throne Wood makes the delivery of Hazelwood's class-based programme of forest school learning activities from nursery through to Year 7 more readily deliverable. The ability to literally step in to another world, which is virtually no more extant than stepping through the door of a wardrobe, puts use of this woodland resource on a par with any weekly school routine such as physical exercise in the hall or choosing a book in the library. Excepting the extremist of weather, each class has a weekly session of woodland experiences. These are teacher-led and directed at a class of up to 30 pupils, fulfilling the expanded opportunity afforded to children in a structured learning exercise.

The accessibility and the character of the woodland have also allowed Hazelwood Integrated Primary to envelop Forest School activities into its Extended School Programme in the form of an after-schools woodland club. Being an after school activity, supervised by trained non-staff facilitators in the guise of parent and grandparent volunteers, provides the participants with a less formal environment to explore, enjoy and experience the woodland in ways that simply are not available in class-size-based Forest School activities. The higher adult to child supervision ratio allows the introduction of equipment and activities not feasibly employed with the larger number of a full class.

Guided by fundamental Forest School principles (whatever the weather, have fun, safety and learn), the delivery and range of activities of the Woodland After-Schools Club has developed over the course of the three years it has been running. The activities offered are influenced by the demand of those participating, what works within the time constraints and (to a limited extent) cost. I say to a limited extent because really once some basic equipment is obtained, the expense for each weekly session is somewhat less than £5.

The children should have a sense of freedom, the chance to get mucked up to the eyeballs should they wish and, in our experience that most important of elements, -refreshments. Fresh air, mud and food. Each week we enhance the perception of risk in a controlled environment by teaching the children about the responsible creation, management and legitimate purpose of fire.

For ourselves as a school, we believe that we have developed a programme that will also support and enhance our children's development as citizens. To that purpose, the after-school scheme is very much about creating a sense of ownership of the natural environment, a stewardship that rewards responsible use of, and respect for, commonly owned environments.

At Hazelwood we made a decision to focus availability of the after-schools programme on Year 7 pupils. Historically, demand for places, necessary supervision ratios and the school calendar shaped a pattern whereby groups of six children get to experience a programme of activities for one hour on one afternoon a week, spread over 4-6 weeks.

Each session follows a pattern:-

• Facilitator preparations, inspections and risk assessment. Simply an essential part of the process: - making sure necessary equipment, materials and consumables are ready together with site inspection to identify and ameliorate any potential hazards and complete the required documentation.
• Gathering and registration, briefing the children on behaviour expectations and the activity for that day. This can be a bit like herding ducks, but with only an hour available it is essential to get moving.
• Progression into the woodland. Nicely convenient
• Activity. This varies week to week. The initial sessions are intended to develop a sense of stewardship of the woodland by the children. It is amazing to witness the enthusiasm children can introduce to a litter pick or the lumber jacking of ivy to free choked trees. Later sessions will, to an extent, be chosen by the group but range from blindfolded tree hugging to a very practical introduction in measuring the height of trees without instruments or simply learning to tie different knots and learn about their uses. Pheasant Berry pipes can be musical or weaponised for target shooting with dried peas.
• Refreshments. Without fail the favourite: - water heated in a Kelly Kettle, hot chocolate and a biscuit. We also take time to introduce flint and steel and the requirements of responsible campfire building. The final session activity invariably is an open fire cookout of precooked sausages or marshmallows, reheated using Grandpas Forks on canes. A simple enough experience but one that is novel for many.
• Return. Feedback.

So far so good. Feedback from the children has been encouragingly enthusiastic, the experiences as a facilitator fulfilling and enervating- whatever the weather.

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