Evaluation: Starting out

I first heard about Forest School when teaching in West Sussex during my time as a teacher in England. The school itself was set in an idyllic, rural location with a copse perfect for outdoor learning opportunities across a nearby field. Each child had their own pair of wellies at school and the school, with a very generous budget, was able to provide each child with a set of waterproof trousers and a coat. Suffice to say that the school was in a perfect position to promote and implement Forest School. It was the perfect environment for me to see excellent Forest School practice, making full use of the natural space. The benefits were immediately evident, proving that even the least 'outdoorsy' child reaped such benefits from Forest School learning. Upon returning to teaching in inner city Belfast and hearing of another Forest School opportunity, I was so happy to hear that despite a possible restriction on outdoor space, that schools were adopting the programme and making it work for them. I was initially apprehensive about how it would work in a very different context but remembered the clear advantages I had seen for the children and I planned to make some adjustments to my provision.

Our Space

I quickly learned that the outdoor space we have at our school is completely underestimated and underappreciated and that we were in no way lacking in resource. I attended the school myself and never experienced its full potential. I was unaware of the potential it held and wanted to ensure that the children in my class did not miss out on this area of the learning environment on their doorstep as I had. For the children at our school, there are not many forest areas near their homes. Forest School gives them the chance to be absorbed in nature within a in a safe and familiar environment.

Teething Problems

In our first few sessions, we had many children complaining of being cold. Many were not dressed appropriately despite being informed of appropriate clothing. Perhaps this is because they were not used to being outside for long periods. As well as this, the unfamiliar learning environment left them finding it difficult to focus their attention the way they do in the classroom. Their listening would wander and they would chat during instructions and miss them. As a result, the children's ability to remain persistent at a task was low and learning satisfaction started out low also. Another problem we experienced at the beginning was that children were not used to being so free in their learning. This led to some children becoming demotivated as they had no idea where to start. Some children wanted to know exactly how to compelte a task. Many children would bring me what they thought I wanted to see, (after copying another groups idea) and say "We're finished". Others found it very frustrating that they could not come up with ideas of the their own and would slip into misbehaving behaviour, veering off task.

Progress

However, as time passed the children learned how to rely on each other to share and verify their ideas. They learned that there is no wrong answer and that they needed to test their ideas themselves to see if they worked instead of assuming or getting an adult to tell them outright. They realised that it was more fun to compete the task and then go and inspect other people's work, pinch some ideas and improve their own. The began to see that it wasn't me who was there to tell them when they were finished but that they needed to decide that for themselves. Did they want that to be it completed? Did they want to think of more things to add to their Fantastic Mr. Fox den? They learned who best they worked with on differing tasks and that they weren't cold if they moved around more! The children became so familiar with the space that it was no longer a distraction and formed another aspect of their classroom. They learned were to go for really large leaves or berries and that certain trees were perfect from hiding small things or large things, which areas were comfiest to sit on when meditating in nature. Their learning became more focussed and effective as the space became their own. The children transitioned into a Forest School class who couldn't wait for Forest School Fridays and were deeply disappointed when the weather was not in our favour.

Curriculum Links

Forest School has allowed me to consolidate many aspects of classroom teaching that are better experienced in the outdoors. Shape problem solving, finding lines of symmetry in nature, writing contractions in the snow are just some of the lessons we enjoyed outside this year. Particularly for us this year as there are 32 girls in a small classroom, we have utilised the outdoor space as much as possible to allow the children breathing space.

Future of Forest Schools at Mercy Primary.

It is my aim to hold a staff training day in order to show the other staff member the benefits of Forest School. I would love to develop a series of Outdoor Learning and Forest School lessons linked with the curriculum for EYFS, KS1 and KS2 to give teachers a starting point for their teaching. I would also be keen to develop a handful of lessons relating to each of our WAU topics for each year to allow children to experience their topic work outdoors. I am aware that some teachers will be apprehensive and want to develop a school program that they can lean on for support. Following on from this, I would love to have our school dedicating a set period of teaching time each week to Forest Schools/Outdoor Learning so that each child is being given the opportunity to grow in their Forest School from Primary 1 up to Primary 7. I feel that this would have a significantly positive impact on the well-being of the girls at Mercy Primary.

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