"Forest School helps children to grow in confidence as a result of the freedom, time and space they are given in their learning. This allows them to demonstrate independence at each individual child's rate."

(Muddy Days Blog)

Curriculum Intent

At Minster-in-Sheppey Primary School, our vision is for every child to be the best they can be – best learner, best friend, and best citizen. Our forest school intent is simple but closely linked to our over-arching values. Through our forest school curriculum, we wish to develop our children's personal, social, and emotional skills by providing hands-on experiences in nature, challenging them to take risks, learn new skills and work collaboratively. It is our intent that through play, a well-resourced environment and adult initiated sessions that the children are given the opportunity to develop their curiosity, confidence, self-esteem, creativity, empathy, communication and physical skills, knowledge of the natural environment and ability to assess risk. The curriculum also creates a connection with nature that is on the child’s own school grounds, encouraging a lifelong appreciation for the outdoors.

Curriculum Implementation

Our youngest children take part in forest school weekly, and the rules and routines are firmly embedded throughout their first year of school. As the children continue through the school, they are set termly challenges which build on the foundations of their EYFS experiences, such as explorative play, basic tool use, use of creative skills and using their problem-solving abilities. Children participate in sessions outdoors, regardless of the season, engaging in practical tasks like identifying plants or minibeasts, building bird feeders, ‘Hapa Zome’ using found leaves and den building.

We are lucky enough to have two onsite forest areas that have some wonderful natural resources, a diversity of trees and plants, a variety of wildlife and the opportunities to take risks, such as tree climbing. We have enhanced this area with talking circles, low-level balance walks and our large outdoor classroom. Teacher enhancements provide opportunities for creative or problem-solving activities. As the children move through the school their skill development is matched and opportunities for knot tying, and more difficult tool use is provided.

Forest School is dominated by free play; however, inputs and activities are planned and linked to different themes. These planned activities allow the adults to introduce new knowledge, vocabulary and model the safe and appropriate use of tools, such as peelers or secateurs. Inputs can also fuel the children’s imaginations and impact on their independent play.

Our activities are progressive, dependent on the ability and experience levels of the participants, but importantly we ensure that Forest School is accessible for all, following our school SEND across the curriculum document.

Curriculum Impact

We measure the impact of our curriculum through images and videos of the children’s practical learning alongside observations and talking to the children about their learning during reflection. These photos and observations are shared with the forest school lead each term and shared on the school website for parents and other adults to see the fun the children have during their forest school sessions.

All staff members involved in the forest school termly challenges are conscious that it is an exploratory experience for the group. They allow the group to play and learn as independently as possible, often without demonstrating or suggesting, unless invited to provide support. This allows the experience to be largely learner directed. The success of forest school can be seen not only when outside during sessions but also in other areas of the children’s school life.

• Physical development: improved gross and fine motor skills, coordination and balance.
• Social and emotional development: enhanced communication skills and teamwork, increased confidence in decision making and emotional regulation.
• Cognitive development: improved concentration, creativity and reflection.
• Environmental awareness: a greater sense of care, respect and understanding for nature.
• Well-being: a stronger sense of self-worth and a calming effect.

It is the role of the forest school leader to plan and evaluate the forest school programme. Yearly evaluation is carried out through a questionnaire and discussions with class teachers and pupils to discover what went well, what was enjoyable, what did not go well and could be improved on.

Our Duke of Minster scheme encourages children to use the skills learnt outside of school. Ideas are shared with the children, such as going for nature walks, putting up bird feeders in the colder months, building bug hotels and using their learnt skills in a new way in their local environment.