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'Tree of Life' Forest School Handbook 2015 Produced by Irene Cooper Independent Forest School Practitioner Cover Photo – Adeola Sheely 2013
'Tree of Life'
Forest School Handbook
2015
Produced by Irene Cooper
Independent Forest School Practitioner
Cover Photo – Adeola Sheely 2013
Tree of Life – Child Minding, Forest School Courses & events Course leader: Irene Cooper Contact Information: 07707961576
[email protected] 30 Holly Close, Sarisbury Green, Southampton, SO31 7BW
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Contents Section 1: Forest School Explained Introduction to Forest School approach p 1 History of Forest school; origin, nationally and locally p 1-2 Overview; purpose, aim & objectives of proposed programme/event p 2 Minimising & awareness of environmental impact p 2-3 Guidance on the role of adults within Forest school p 3 Questioning strategies; guiding & supporting learning p 4 Section 2: Legal responsibilities of Health & Safety within Forest School Forest School safe practise: Responsibility of Health & Safety and insurance cover p 4 Section 3: Policy & procedure relating to Health & Safety H&S 1st Aid Regulations (1981) p 5 Sharing information regarding Health & Safety in Forest School p 5 Staff requirements p 5 Ratios of adult: children for Forest School programme p 5 First Aid provision p 5 First Aid kit list p 6 Emergency guidance & information p 7 Accident & Emergency procedure p 7 Reporting procedure for accident & emergency p 7 Child protection p 7 Procedure – disclosure of abuse p 8 Contacts for Safe-guarding p 8 Confidentiality & Data protection p 8 Procedure for confidentiality & data protection p 9 Forest school information/permission p 9 Cancellation p 9 Effective management of cancellation p 9 Equal opportunities p 10 Behaviour p 10 Promoting positive behaviour p 10 Bullying & violence p 10 Procedures followed regarding bullying p 11 Lost/missing children p 11 Procedure for a lost or missing child p 11 Toileting provision & maintenance of hygiene at Forest School p 12 Food Hygiene policy & procedure p 12 Two other relevant pieces of legislation to be considered within FS practise p 12 Section 4: Risk Assessment Explanation of Risk Assessment & Forest School p 13 PPE p 13 Daily Risk Assessment form p 14-15 Simplified Site Risk Assessment p16-17 Safe provision of activities at forest school p 17 Simplified Activity Risk Assessment p 18 Specific Risk Assessment for tree climbing, den building & rope swings p 19 Guidance on knots, fire practise, campfire layout, outdoor cookery p 20-21 Guidance of safe tool use, storage & transportation p 21-24 Section 5: Daily operating procedure
Planned format of sessions p 25 Section 6: Forest School Planning Session 1-6 p 26 Section 7: Observation, records & evaluation
Purpose of observation p 27 Author: Irene Cooper Signature: ...........IC........... Date: 12 / 01 / 15
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Section 1: Forest School explained Introduction to the Forest School approach:
Forest school should be run over a long period of time with the purpose of forming bonds of trust in order to promote social and emotional development. It also benefits physical development through facilitation within a natural environment; usually woodland. Other areas of learning development also benefit through group experiences and the activities experienced.
Outdoor activities provided include building shelters, exploring and discovering the natural environment and wildlife, making things using natural materials, using tools, playing games and outdoor cooking over fire. Fire & tools will only be used when it is considered safe to do so, age, ability and group safety will be assessed prior to use.
The forest school approach emphasises upon the importance of play and child initiated learning within a semi-structured and planned programme that has the flexibility to allow for children to take control of their own learning. Allowing free choice gives a sense of freedom and self expression, the opportunity to explore personal identity. Their enjoyment and the fun they have will result in completion of self motivated tasks & greater depth of learning will be achieved. The strength of character and the social skills developed are transferable to all aspects of life and learning.
Children are more likely to show commitment and as a result succeed if given positive encouragement from adults supporting them to follow their own choices. Forest school practitioners, supporting adults should work toward the idea of facilitation rather than leadership of children. Helping identify steps toward reaching goals, ensure the environment, equipment etc supports their learning.
Holistic development refers to the need to consider how all aspects of child development are interrelated and thus affect the whole. Forest school takes a holistic approach to learners.
History of Forest school; origin, nationally and locally
Forest School Originates from Sweden in the 1950’s. In Denmark it has become integral to an Early Years child care setting and typically children attend 4 hours per day.
Staff from the children’s Centre at Bridgewater College in Somerset visited Denmark in 1993. This led to development of a UK Forest School programme, which has adapted to offer educational opportunities to older children, young people and adults as well as the early years. It was Gordan Woodhall who first used the forest school approach with older children with low self esteem. He went on to work with the Welsh Forestry Commission to create the OCN qualification to provide national professional recognition.
In 2002 the 1st Forest School conference was held where a definition was created and a networking opportunity provided. The Forest Education Initiative FEI was funded and supported by the Forestry Commission and later taken over by ‘Learning Outside the Classroom’, a charity formed after a manifesto supported the benefits of Forest School.
In 2012 the Forest School Association updated the definition and created a dedicated organisation to represent Forest school with the prospects of becoming a regulatory body to maintain standards of care and education offered within Forest School settings.
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Forest school developed in Hampshire with thanks to the Wildlife Trust, who in 2008 started running courses locally. At that time a few only a few private day-care nurseries and schools were practising Forest School mostly within the Early Years age range. An informal support group was set up by Early Years Advisors at the Hampshire County Council. Since then the movement has grown, a wider age range is covered and a formal cluster group (Hampshire FEN – Forest Education Initiative cluster group) has been formed to share resources, knowledge, training and raise public profile.
Further information: http://www.foresteducation.org/cluster_group/hampshire_fei_cluster_group
Overview:
Purpose/aim of the 'Tree of Life' Forest School is to provide activities for children to experience outdoor learning using forest school approach whether attending events, courses or learning provided during child minding sessions.
Objectives:
To promote positive experiences of Forest School within workshops
Good communications, social benefits for all those involved, helping to build upon confidence and self esteem
Promote educational value of Forest School and benefits to all areas of learning through a holistic approach
Provide opportunities to develop knowledge, understanding & responsible attitude for our natural environments, wildlife and each other. Learning about sustainability and deepening knowledge of how to conserve or work with nature.
Create an adaptable approach to session planning & incorporate wishes of parents, interests of children, identify areas of learning and development to be promoted through facilitation of Forest school
Value feedback of parents, children & volunteers, to use contributions, observations and evaluations to benefit future Forest School programmes, sessions and professional development.
Environmental impact:
Our environmental impact within Forest School is the effect that we leave behind upon the environment used during our sessions. It is important that as individuals and as a group we show respect and care, sharing knowledge and understanding to develop our abilities to care for our natural world.
If we reduce the resources we consume, minimise waste, recycle and show awareness for the consequences of our actions we can aim to work in harmony with our environment. It is important to learn about the balance within ecosystems and how we can work with nature to promote biodiversity, becoming aware of our influences both positive and negative, the impact our actions have.
Examples of how our impact can be minimised:
Dead wood is important within the woodland habitat, although also the best wood to be used for creating camp fires. Consider fire site location, availability of dead wood, conservation of dead wood, size of fires and frequency
Fire siting is important, know the soil type. If land is peat they should not be lit as they
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can burn deep into the ground and cause devastating impact. Check with site owners for permission to light fires & also be sure yourself it is safe to do so
Fire can also affect soil PH and therefore affect plants growing in the area
make sure fires are extinguished properly before leaving a site and scatter ashes in a suitable place
Outdoor cookery – waste produce, either litter or food should be removed as it will affect local wildlife & biodiversity
Tree climbing/swinging can cause damage to trees, consider size, strength and impact, teach children & others awareness. Suggest appropriate places to climb & explore.
Trampling/paths – be aware of plants and species within an area, their tolerance, dedicate paths where necessary, help others identify wildlife within the area and to play, be within it with care.
Collecting natural objects/materials from within the site should be done with care to its effect, how many plants/objects are there? Can we simply observe or record instead and leave them to live? Consider collecting items from the floor that have fallen, but still pay attention to not gathering in excess. Use this as an opportunity to explore the diversity and ecosystems within the site, which flora and fauna rely upon each other and are present?
Guidance on the role of adults within Forest school
Offer a sense of safety and security to children through responsibilities for duty of care both physically and emotionally. Read and understand Risk Assessments, Policies & Procedures for 'Tree of Life'.
It is important for adults to act as role models for the children, to play alongside them (parallel play) or to be involved in their play. To facilitate rather than guide play, to create a balance between leader & participant and allow for independence and self initiated/led play.
Facilitation is to assist a process or personal progress through planning or provision of equipment etc rather than an adult taking on the role of ‘teacher’ to impart own knowledge. The emphasis is upon the child’s development of own knowledge and understanding to create a deeper more long lasting influence from the learning experiences provided. Activities for sessions aim to create situations which stimulate imaginative & creative play and engage children’s own interests or the combined interests of the group.
Introduce resources in a manner to children which allows them to know and understand their use. Break down tasks into manageable, achievable steps to set them up to succeed. Make sure that expectations upon children are fair and take into consideration their personal, individual abilities and stages of development.
Encourage children to make their own judgements, decisions and choices. Consider use of language & communication; interactions between adults and children should be positive. Listen to their contributions, recognise their skills and abilities, actively engage their interest whilst aiming not to over influence them with your own agenda. Aim to create equality, a respectful attitude & approach (hold the space without ownership). Be aware of role, influence upon learning and reflect upon conduct for continuous improvement.
Allow children to consolidate learning through repetitive activity (this is one of the benefits of long term Forest School programmes), allowing the time for children to repeat patterns of learning. When time constraints within sessions apply children can re-visit activities at a later date. This is where flexibility within session planning is advantageous and adult feedback of value. It is very important to hold in mind the fact that the process of learning is more important than the product itself, skill is acquired through practise.
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Questioning strategies & supporting learning
Questioning techniques dictate whether learning is child or adult centred. Learner centred questions are intended to share knowledge appropriate to the experience of the child, to encourage them in self discovery of the answers.
Ask thought provoking questions, rather than closed yes/no answers
When children make statements of knowledge ask questions that encourage self reflection/how they reached the idea. This helps develop deeper understanding.
Avoid vague phrasing, be clear, brief and easily understandable
Allow time for response, don’t pressure children into responding or use humiliation as a means for getting a response
Make sure questions serve a purpose rather than encouraging children to guess in their response
Encourage children to share knowledge upon subjects, thoughts and ideas.
Use own observations within surroundings to draw children’s attention to learning opportunities, phrase questions so as to encourage children to make observations of their own
Make sure children have the practical experience to understand the context of questions; provide opportunities for exploration and self discovery
Strategies that support learning:
Encourage children to work together to discover answers to questions
Encourage an attitude that there is no right or wrong answer to any question just different levels of understanding and knowledge.
Ask questions that help to consolidate previous learning experiences
Ask questions that require an active response, line of enquiry and discovery in keeping with their ability
Encourage learners to question and interpret own feelings and thoughts
Section 2:
Legal responsibilities of Health & Safety within Forest School
Health & Safety Executive (HSE) & The Health and safety Act (1974)
The Health and Safety Executive (HSE) and local authorities are responsible for enforcing legislation and the statutory requirements/duties of businesses in promoting positive health and safety practise. The Health and Safety Act (1974) outlines the duty of employers to ensure employees or people affected by their business are not exposed to risk of health or safety as far as is reasonable practicable. Employees also have a duty of care for their own safety, those who they may affect and to co-operate with their employer in regards to H&S.
As Forest School Leader, Child Minder for 'Tree of Life' Irene Cooper holds the overall responsibility for Health and Safety during the Forest School activities acting in accordance with policy, procedure and risk assessment. It is the responsibility of all those in attendance to be aware of these documents and the information they provide
Insurance cover for the Forest School programme provides financial protection against legal proceedings that may occur as a result of the nature of the work carried out. I hold Public/products Liability Insurance from Birnbeck Ltd specifically for Forest School. Indemnity is confirmed for 12 months at a time.
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Section 3: Policy and Procedure relating to Health & Safety
The H&S First Aid Regulations (1981)
Legislation states it's an employer’s responsibility to ensure First Aid & medical attention are administered immediately following an accident or sudden illness. Failure to do so can result in prosecution. This includes making First Aid equipment is available, providing adequate staff training, Risk Assessments reduce hazards and risks to health or injury. Part of this duty is the regular monitoring, maintenance and review of first aid equipment and provision of up to date training relevant to cover all aspect of work place safety.
Sharing information regarding health and safety at FS:
All volunteers, parents, associates will receive Risk Assessments, policies and procedures and given the opportunity to question anything they do not understand. A copy of the handbook will be available for download on the website & be onsite in the First Aid bag during activities. I will remain vigilant to safe practise and make sure that all those in attendance are made aware of risks and how to take appropriate actions.
Staff requirements:
Paediatric First Aid Certificate held by leader DBS checks for volunteers in regular attendance. Volunteers in attendance either have experience in care work, childcare, or wildlife, nature and conservation.
Ratios of adults to children for FS Programmes:
There will be a minimum of 2 adults present for larger group activities
Parents may be in attendance to support younger children
Specific ratios & group safety will be considered during planning of activity provision with age, abilities, equipment use, environmental influences taken into consideration.
Tools and fire will initially require 1:1 or small group ratios depending
Safety will be paramount activities may be post-phoned or re-organised to make sure ratios ensure safety.
First Aid provision:
First aid kit as recommended for outdoors use by St John’s Ambulance and an emergency bag containing additional items. List held in the First aid bag of its contents, review date set to monitor use and stock to be replaced after use
Parents will be responsible for making any medical needs of children or themselves known to Irene Cooper; if necessary they should accompany their child.
An emergency procedure sheet with contacts for organisers/site management will be recorded in the event of an accident occurring.
A charged mobile phone with credit will be carried at all times during each session. Mobile network coverage is good at the site.
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First Aid Kit – Forest School
Contents No. of items
Date contents is checked & restocked
Date contents is checked & restocked
Date contents is checked & restocked
Date contents is checked & restocked
First Aid booklet 1
Assorted waterproof plasters (10 pack)
2
Finger dressing 3
Medium island dressing 4
Large island dressing 2
Gauze swab 1
Sterile small dressing 2
Sterile medium
dressing
4
Sterile Large dressing 2
Microporous tape 1
Strip sutures 1
HSE medium dressing 1
HSE large
dressing
1
Triangular bandage 2
Pack 6 safety pins 1
Eye pads 2
Eye wash phials 3
Cleansing wipes 10
Tweezers 1
Thermometer 1
Hand gel 1
Face shield 2
Space blanket 1
Disposable gloves & clinical waste bags
2
Dressing scissors 1
SOS whistle 1
Emergency bag also to contain: Torch, thermal roll matt, Emergency bivvy bag, tarp, hot or cold water, hat
Fire kit (newspaper, cotton wool, Vaseline, lighter, fire strike
Charged mobile phone with credit, emergency contact numbers
Register, accident book, medical consent forms, grid reference for site, risk assessments
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Emergency guidance & information:
In the event of an Emergency ring the Emergency Services on 999 stating your name and the grid reference or location details.
Accident & emergency procedure:
An emergency bag will be accessible at all times during workshops. All minor accidents and incidents will be reported within the accident book and parents asked to sign and date the form. Site management will be notified of any accidents it is deemed appropriate to do so and their procedures followed when necessary.
Procedures in event of a serious accident or incident:
1. Assessment of the situation
2. All participants unaffected will be moved or protected from further injury or danger.
3. 1st Aid administered as appropriate
4. Non-affected members may go into shock –appropriate action/1st aid given as
required.
5. Call emergency services on 112
6. Phone site management contact as soon as possible.
7. Remove the remainder of the group to a secure location and protect from the attention of the media. (If young people involved, ensure adequate supervision ratios or return to an indoor environment if possible.
8. Retain all equipment involved in an unaltered condition.
9. Do not make statements to the media or allow anyone else to make statements where at all possible.
10. Keep a log of all people contacted/involved in the management of the incident as possible and the timing of actions taken in relation to the incident.
Reporting procedure for Accidents & emergencies:
Contact the Health & Safety Executive as soon as reasonably possible on the following
Tel: 0845 300 9923
In accordance with Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1985 government legislation an accident repost must be made within 10 days. This can be done online at www.hse.gov.uk
It should be investigated why the incident occurred. It may be necessary for those involved in any traumatic event to seek counselling and support.
Failure to report a death, serious injury or occurrence is an offence punishable by law. An accident or incident which causes a person to be absent from work for more than three days should also be reported.
Child protection
The Children Act 1989 states children’s services have a legal duty of care; they are accountable for safeguarding and sharing information. Safe guarding is the actions or procedures followed when abuse is suspected or known, it protects children and their basic human rights.
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Procedure - disclosure of abuse:
If a child makes a disclosure it is important to act appropriately. Listen to what is said without interrupting or guiding the child, do not ask questions and record exactly what’s said/ key phrases that cause concern. Refrain from passing personal judgement however offer reassurance by telling them that you will do all you can to protect them from harm. They need to feel they can trust you and that they have done the right thing to confide in you make sure they understand that as a child, as the victim they have done no wrong, it is not their fault. If signs and symptoms of abuse are obvious the matter should be discussed with parents or carers in a sensitive manner. Awareness that it is not necessarily they who are the perpetrator, they may not be aware or may be in denial, they may in turn need support or be suffering abuse themselves. If there is significant cause for concern a report should be made as soon as possible to prevent the child from coming to harm. Any discussions, observations, disclosure or contact made for support or guidance should be recorded, signed and dated as proof of action taken. Systematic observation over a period of days and descriptions of signs, symptoms or indicators will help to clarify the situation. If abuse appears to be continuing action must be taken. Records can be used in a court of law to represent staff if a false accusation is made. If an accusation is made the staff should not work with children until the matter is resolved. Staff should avoid being alone with children. Before a report is made it is essential that the suspicion of abuse is valid, allegations of such nature are taken seriously and justly so, once made it can have significant influences upon the child, their family and the Forest School. Once a report has been made there is a legal duty of care for the child to and an investigation will be completed, this may result in legal proceedings in a court of law. Contacts for Safeguarding:
Hampshire County Council Social Services
Children’s Services (8:30-5pm) 0845 603 5620 Out of hours 0845 600 4555
Emergency situation call 999
Abuse of position of power – call Local Authority Designated Officer (LADO) 01962 876364
LSCB Portsmouth, Southampton, Hampshire & the Isle of Wight umbrella partnership 4LSCB – investigate abuse allegations, offer advice & guidance
Web address: www.4lscb.org.uk/hants Telephone: 01962 876230
NSPCC – Advice, support, Authorised Person status gives the charity statutory power to intervene when a child is at risk, they can issue a Child Assessment Order, Emergency Protection Order, Care Order and Supervision Order.
www.nspcc.org.uk 0808 800 5000
Confidentiality & data protection
The process of confidentiality is when access to information is restricted & kept private. Information about a person should only be held for reasons to fulfil a lawful purpose and with their consent. It may only be shared with others if permission is given and there must be a valid reason to do so. Measures must be taken to prevent loss, damage or transfer without consent. Confidentiality may only be breached if a situation arises that causes concern for the welfare or safety of another and appropriate guidance should be sought & followed.
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Data protection is the means by which data is protected; preventative measures to restrict unauthorised access. Confidential information in the form of written or photographic records must be stored in a locked cupboard, any data held on a computer system must be password protected. Procedure for confidentiality & data protection: Sensitive data held during sessions include the emergency contacts list and session register. This will protected by being kept in a folder within a bag on or near my person at all times. Access will be monitored and restricted. Sensitive data will be stored in a locked cupboard in between sessions or on a computer with password protection. The importance of maintaining confidentiality & data protection: The Data Protection Act (1998) is the UK legislation relevant to data protection and confidentiality. Failure to comply with the duties set out within this legislation is an offence punishable by law. Understanding the duties and responsibilities it presents is important in being able to perform the role of a child care provider in a professional manner and fulfil legal responsibility.
FS Programme information/permission
Parental consent recorded for photographs to be used for advertisement of forest school business. It also states that they may be used to prompt memory of successful activities and to remember events observed for future planning.
A medical needs and First Aid administration consent form for adults & children.
Information available to parents and guardians about Forest School:
Medical needs & consent for administration of First Aid form
Consent form for photography
On request parents will be welcome to view a current DBS check and other relevant certification; Paediatric First Aid, Child Protection training, Early Years NVQ Level 3 & Diploma.
Volunteers, festival organiser & site management will be sent a copy of this handbook
Cancellation
Only in extreme circumstances will a session be cancelled. If weather conditions are severe it is up to the Forest School Leader, Irene Cooper and ultimately site management, event organisers. The weather will be monitored and weather forecasting for the site area followed. If concerns arise about holding the planned activities site management may be consulted prior to the session commencing. If it is deemed unsafe to use the designated area for Forest School this would result in cancellation. If insufficient volunteers are available to run the sessions they will not be able to commence. In the event of a cancellation every effort will be made to make alternative arrangements.
Effective management of cancellation: If it's possible to predict cancellation prior to the event all those involved to be informed before their arrival. If cancellation occurs during the forest school and parents are present they will be informed that for safety reasons the session is to end and they are advised to leave the site. If parents are not present they will be immediately contacted and I shall wait for them to be collected, a safe place will be arranged.
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If weather conditions are poor, however it is not deemed necessary to cancel plans may be adapted for the comfort of participants. Waterproof clothing can protect people from wind and hard rain however it maybe that the duration of time they are happy to participate is limited; their welfare should not be compromised.
Equal Opportunities
Equality is promoted by aiming to meet individual needs of each child. To ensure they are all given opportunities to grow and develop through Forest School provision. Inclusive practise where diversity is celebrated and differences are valued helps develop understanding and respect. Direct or indirect harassment or victimisation as a result of age, sex, sexual orientation, gender reassignment, marriage or civil partnership, religion or belief, disability, or race will not be tolerated it is a legal obligation to promote equality under the Equality Act 2010. Behaviour
Promoting positive behaviour management creates a happy and caring environment for children. Having realistic expectations of children sets them up to succeed and achieve, aids their self-esteem and confidence. Offering the child guidance and breaking down steps toward meeting a learning goal prevents a perception of failure and challenging behaviours. Instead the child’s independence and pride can be fostered in a nurturing, and caring way using positive reinforcement and role modelling. Strategies used to promote positive behaviour:
Clear boundaries and guidelines, discuss within group. Adults present to role model positive behaviour to children and remain calm. Encourage & support students to take responsibility for own behaviour by seeking to help them develop individual coping strategies (this can only be achieved through developing trust & working relationship over time). They will be encouraged and supported to act respectfully toward others, their environment and show self respect. A non-judgemental attitude, valuing the individual, their personal skills and creating a flexible/adaptable learning environment which is always inclusive to all students is important in creating inclusion. This may include allowing students to opt out of full participation or to work with them to enable inclusion that they are comfortable with.
Bullying & violence:
De-escalating aggressive situations:
Gain attention, ask everyone to be calm and speak kindly, keep own manner as calm and respectful as possible
State factually what happened refraining from giving judgement
Listen to feelings, own accounts, give each party chance to speak, seperate if possible or allow time to calm down
Identify why needs were not met, why upset, what are the needs of the whole group what are our boundaries/rules
Support positive expression
Suggest approaches or 'coping strategies' for future situations
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Bullying and violence will not be tolerated. As such it is defined by behaviour that is deliberately hurtful and repeated over time. It may be in the form of physical aggression, verbal (name calling or intimidation), or indirect (exclusion or lies). Children may display signs of bullying by becoming clingy, being absent, feigning illness, changes in their behaviour (either aggressive or withdrawn). Procedures to be followed regarding bullying:
Participants should be encouraged to approach adults or staff about bullying. All those in attendance encouraged to act in a positive, respectful and inclusive manner. Adults encouraged to role model appropriate conduct. Incidents of bullying should be dealt with immediately and positive behaviour encouraged at all times. A clear account should be recorded and how the situation was dealt with, it should be monitored to ensure future action is taken if necessary. Occurrences should be discussed with all those involved. If attempts to resolve repeated issues related to bullying continue a child or adult may be asked not to attend for the wellbeing and emotional welfare of others in attendance. Physical intervention may be used to prevent any person involved within forest school from being harmed or put at risk in any way. Any such incidents will be recorded & parents/carers will be informed. Every effort will be made to avoid such instances, incident reports will be monitored for frequency, cause, how they are dealt with so any cause for concern may be dealt with and problems resolved. Lost/Missing Children
Parents are responsible for knowing the whereabouts of their children whilst in attendance of Forest school activities. Children will be encouraged to inform their parents of their whereabouts. Young children should be accompanied by their parents. All activities will remain within the boundaries specified. Either attendance of parents or appropriate adult to child ratios will reduce the risk of children becoming lost. Boundaries of area established with group and discussions held around what to do should they become lost; children told to stand still and shout. Procedure for a lost or missing child:
If it is suspected that someone is missing from the group they will be called to re-group and a head count conducted, the missing person identified
Call their name
If there are sufficient adults one should back track to where last seen whilst others stay with the group, if not the whole group should go.
At least a pair of adults should remain at the search site and continue looking, they should refrain from use of language which threatens punishment or blame
If they remain lost then the emergency contact for the site should be contacted & the police 101 or 0845 045 4545, advise will be given whether to report a lost person by dialling 999.
The time elapsed between noticing the missing person and contacting the police depends upon the location in which they become lost and the value judgement upon the posed risk.
A serious incident should be reported
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Toileting provision & maintenance of hygiene
Site dependant, parents will be informed as to location of nearest toilets & hand washing facilities. If necessary appropriate equipment will be provided for use by those attending. It is advisable to ensure children 'go' before leaving to attend Forest School.
Food Hygiene
Hygienic practise will be observed and encouraged throughout activities involving food preparation Guidance will be given where appropriate to ensure safe practise. Good personal hygiene maintained at all times: tie long hair back, cover cuts with blue, waterproof dressings, minimise touching the food. Opportunities for hand washing will be provided. Procedures to enable good practise in regards to food hygiene:
Hand washing water carried to site, bowl, towel & soap provided
Spare hair ties carried and blue waterproof plasters within the first aid kit
Food chosen that pose least risk in regards to food hygiene, e.g. refrigeration is not possible avoid storing raw meats over long periods of time.
Portion sizes/quantities considered; food should be transported, cooked and eaten, waste avoided as FS environment makes it difficult to dispose of rubbish which can pose a health risk.
Equipment for food will be kept separately from other Forest School equipment to maintain hygienic standards and will be transported in a sealed container or bag.
Food to be kept in containers, uncooked, cooked meats, vegetables and other food items kept separately and different utensils used.
Food will be checked to ensure it is cooked properly before it is consumed. All cooking equipment will be thoroughly washed in hot soapy water once used.
Adults to read food hazard analysis hand out to be aware of safe practise and guidance offered.
Relevant Legislation which should be considered within FS practise:
1. The UN Convention on the Rights of the Child (UNCRC) (1989) protects the rights of children and promotes their safe guarding. It covers issues such as identity, nationality, discrimination, equality, protection and care, freedom of expression and thought, education, guidance, justice and rehabilitation, governmental provision for life; health, well being and social security (financial support).
2. The Human Rights Act 1998 is the UK legislation of the rights and freedoms guaranteed under the European Convention on Human Rights (ECHR). It deems it unlawful practice for any person to prohibit or violate the human rights of another, giving judicial power to hold any person including authorities or organisations responsible for their actions.
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Section 4: Risk Assessment
Risk assessment are carried out by Irene Cooper as Lead practitioner, it is her duty of care to ensure Health & safety in the workplace. There is a value in learning to take a risk safely. It is the practitioner’s responsibility to ensure they have managed and reduced risks likely to cause undue harm. Making children aware of potential hazards and risks and teaching them to assess risks for themselves empowers them and makes them more able as they grow older to be safe.
Risk assessments conducted:
Daily Risk Assessment – carried out each day in case of sudden changes
Site Risk Assessment – surveys potential risks within the site
Activity Risk Assessment – Risks associated with activities provided during sessions and materials or equipment bought on the site
Visual Risk Assessment – the ongoing/constant assessment of risk, value judgements made inform decisions regarding safety of group & individuals
Strategies that used to assess risk with children:
Beating the bounds/marking boundaries & remaining within the area
Using hazard flags to mark potential hazards or risks
Discussing what poses a risk and why, how the risks can be avoided, reduced or removed; informing children.
Personal Protective Equipment (PPE):
PPE is available to reduce the risk to participants or staff of personal harm or injury & must not impeding their ability to perform a task.
PPE must be fit for purpose and also be the correct size for the user to protect their safety; be used appropriately and as intended by the manufacturer.
Use of PPE should either be a spontaneous value judgement based on a need arising through unplanned activity or to have been planned in as an element of session planning to reduce risks in accordance with Risk Assessments in place within the programme.
It may be necessary to consider how best to perform a task without using PPE by reducing risks, for example children do not have safety boots and it is recommended to wear them for axe work. However if shown safe stances the risks are reduced making the activity fine to perform without the need for PPE.
Item of PPE Comment on the use of this item at Forest School
Gloves
For handling rough materials, clearance of brambles & such like, trees where sap/resin or thorns could cause irritation or harm.
Should fit the user so as not to hinder safe practise
Should not be worn when using tools (on tool hand) or lighting fire
Safety Boots
Sawing, axe use
Activities should be appropriate to age and so younger children should not be undertaking in tasks where this is necessary.
If activities are planned with older students where it is considered appropriate to wear safety boots as a precaution to prevent personal harm or injury sufficient planning needs to allow for equipment to be provided or made available.
Hard Hat Coppicing, thinning or felling
PPE must fit the user, the nature of the activity and the potential dangers would require high levels of concentration and other abilities such as following instruction, listening, as well as physical strength and size. For this reason young adults and adults would only be able to wear this equipment and so it would not be a suitable task for younger children to participate in. However they may be able to watch from a safe distance.
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Daily Risk Assessment for Forest School
Venue: Assessment carried out by:
Postcode:
Location Grid Reference:
Signature:
Date:
Ratios: adults : children : Weather today:
Areas to check New Hazards New Risks Level New Control Action New Level
Access to the site:
Public rights of way
Roads & Parking
Barbed wire, streams & ditches
Group using site:
Staff & helpers
Students, parents
Other people
Groups, contractors
walkers, cyclists
Canopy layer
deadwood overhead
leaning, dead trees
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Shrub layer
deadwood hanging
deadwood standing
Field layer
eye level branches
poisonous plants
thorns etc
Ground layer
hidden logs in grass
broken glass & rubbish
holes, ditches etc
slope, fungi, dog faeces
Structures
Shelter, benches,
Fire pit
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Generic Simplified Forest School Site Risk Assessment Completed by: Irene Cooper Date:
Venue:
To check Hazard Risk Control Action
Boundaries around the site:
Sites used are large, there are usually no immediate boundaries to forest school areas.
There maybe/may not be fencing around site parameter.
Lost children
Harm from traffic accidents
Keep children in sight or be aware of their location at all times, conduct head counts regularly to account for children
Give verbal guidance to boundaries, beat bounds or use boundary flags make it clear to children & adults area to be used
Ensure adequate ratios of adults to children. Maintain good communications with parents/adults & clear responsibilities of care
Inform children what to do if they become lost; stay still and shout, don’t cross roads
Barbed wire, electric fencing
Electrocution, Injury Physical harm
Remain visually aware, look for signs of its use, warn children if observed & not to touch, what harm it causes
Presence of Water; streams, rivers, lakes, the sea
Drowning Physical harm or death
Take appropriate precautions depending upon activity, depth of water and current, distance from water, age & abilities of individuals and groups.
Check for trip /slip hazards, uneven surfaces
Maintain appropriate ratios & adult supervision
It may be necessary to carry buoyancy aids, rope or give clear instructions to children & adults regarding hazards, behaviour and conduct to remain safe
Canopy layer
Branches hung up in trees
Unstable/dead trees
Personal/group injury harm
To assess site every time it is used as the environment may change between use.
Be aware of weather conditions
Do not enter if deemed unsafe and take action to remove danger. Contact site staff to inform them.
Shrub layer
Brambles, nettles, thorny plants, low branches, fallen wood
Injury to exposed skin, face
Verbal warning to be aware
Cover skin on arms and legs
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Field layer
Ticks in long grass
Fungi
Harmful natural plants/materials/
organisms
Lymes Disease
Poisoning
Poisoning, sickness
Verbal warning, checking medical attention
Verbal warning. Do not collect or eat.
Educate group on potentially harmful or hazardous natural plants/materials
Wash hands prior to eating & drinking
Ground layer
Rough, uneven or slippery ground, exposed tree roots
Faeces
Slip, trip or fall
Sickness, infection, disease
Verbal warning of danger, appropriate behaviour encouraged and suitable footwear worn.
Check site for faeces & remove
Warn children not to touch
Wash hands prior to eating or drinking
Structures
Tarps not secured adequately, framework is not stable, supportive and likely to collapse.
Flapping, whipping ropes about in wind could cause harm to body
Weather conditions are suitable
Supervise structure building & ensure safe practise, technique, advise & guide where necessary.
General considerations for safe provision of activities at Forest School:
The area chosen to conduct an activity should be suitable and safe
The activity should also be suited to the needs of the group and their abilities. Safety checked via Daily Risk Assessment.
A flat and open area must be used for games involving running to avoid potential trip hazards
Weather conditions should be taken into consideration as it can affect the suitability of the environment for particular activities, session plans may need to be adapted to account for this
If behaviour displayed by the group is not productive, it may suggest the activity is unsuitable, they may not be interested in participating or a calmer activity may be more suitable, it could be adapted or a new activity introduced.
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Generic Simplified Activity Risk Assessment
Hazards Risks Control Action
Parking, group assembly Large numbers of attendees General Public, dog walkers, cattle contractors/ workmen, other users of area Exposure to weather Medical emergencies Use of paints, glue, hand cleaning products Active games
Harm from accidents involving vehicles Personal harm as a result of insufficient supervision & safe practise Verbal or physical confrontation, aggressive or uncontrolled dog Physical injury, harm, accident, distress, attack from animals Hypothermia, sun stroke, heat exhaustion Access to emergency services care for group Irritation to skin Harm or injury to self or others
Arrange safe parking and meeting point in advance. Give directions as to access points and how to travel to site Constant supervision & verbal guidance or instruction on appropriate behaviour; sensible walking, looking and listening Always ensure sufficient staffing to allow for safe ratios. Make arrangements to divide large groups into separate sessions Follow safety instructions, redirect activities if necessary or remove group from the situation. Remain calm at all times and avoid confrontation. Inform group of appropriate behaviour around dogs and animals & politely ask owners to put dog on lead or avoid contact if possible Brief all those attending on suitable clothing, footwear for expected weather conditions prior to events occurring Check weather forcast in lead up to Forest School, Cancel events in extreme weather conditions. Avoid pro-longed periods of inactivity in cold weather conditions, too long spent in direct sunshine in hot weather. Be aware of how individuals and the group are faring, whether they need to drink, eat, warmth, cooling down etc. It may be necessary to alter plans for activities to suit weather conditions, to alter location/environmental effect or to make a session shorter Be aware of any medical conditions of those present, any needs of individuals Ensure a qualified First aider is present Carry First aid kit & mobile phone Be aware of map co-ordinates, safe access routes for emergency services Ensure product is appropriate to age, safe for use & used as intended Sufficient space & suitable terrain That the behavioural conduct is appropriate
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Forest School Specific Activity Risk Assessment
Den building:
Hazard Risk Action to reduce risk
Carrying den building materials Completed den
Trapped fingers, splinters, being knocked over, dropping timber on feet, muscle strain Collapse, falling timber; injury or harm
Demonstrate good practise No running with wood Be aware of movement of self and others when carrying wood Select appropriate sized wood no thicker than arm Don’t use thorny materials Don’t cut bracken between August and September because of spore inhalation Safe construction adults to monitor check for rotten wood & remove Ensure only natural materials are used. Shallow excavations may be allowed but deep tunnels could collapse and cause serious harm.
Tree climbing
Hazard Risk Action to reduce risk
Rotten or loose branches Child’s ability & confidence
Harm or injury, potential serious injury from falling, slipping
Visual check prior to climb to ensure safety, clear area surrounding including floor (sharp objects, spikes etc) Height restriction 5 meters awareness of child’s capability, how, when to offer guidance support. Constant supervision
Rope swings:
Hazard Risk Action to reduce risk
Rope attachment Dead or rotten branches Tree stumps, sharp branches, spikes, other trees, litter or debris
Harm or injury from falling Branch collapses, child falls mid swing causing harm, injury & shock Crashing into other trees, bushes causing harm or injury, falling onto objects potential to impale body.
Make sure rope has no fraying, is not damaged, replace of necessary. Rope is securely fixed into place, pull firmly & put weight through rope to test Branches to be used look for signs of fungus growth and health of tree Measure fall height from swing make sure lower than 2m Carefully site, make sure area is clear Remove any sharp or hazardous objects check shrub and ground layer
It is also important to consider the impact upon the tree itself? Will it ring the tree? If so it may kill it. How strong it the bark? Is the tree protected?
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Knot-work guidance:
Every effort should be made to use appropriate knots for tasks where ropes are used and children or adults may come to harm. Examples of identifiable risks include use of rope swings & rope ladders with poorly tied knots causing a fall, harm and injury. If needs be sessions on tying knots or knot reference materials will be used as well as knowledge passed from person to person.
Two Applications for each One Advantage
Knot 1 Timber Hitch
Dragging a log Tying a bundle of branches (add in half hitches)
Can pull heavy logs & undo easily Holds together large bundle easy to tie
Knot 2 Bowline
Tie up a tarp for shelter Use it to hang things from Another rope
Can tie it through an eyelet of a tarp and secure to standing part so it doesn’t move Doesn’t constrict
Knot 3 Clove Hitch
rope ladder rope bridge
Can use it to tie rungs into place if ends are secures won’t move Same as above but closer together
Guidance on safe fire practise within Forest School
Staff should be competent in fire lighting, management and extinguishing
All adults involved with the use of fire should read the Fire Risk Assessment
Fire should not be lit in unsuitable dry or windy conditions and should be a suitable size, there should be no overhanging branches
Fire wood should be collected from a wide area to avoid depletion of dead wood in any one area and awareness of wood available, impact of group use
A fire surround and seating circle should be demarked
Long hair, dangly items of jewellery or clothing removed or tucked in
A fire guardian or keeper appointed and permission to enter the circle sought
To cross the circle walk around the outside, no running in the fire area
Fire wood should be kept a safe distance away and not pose a trip hazard
Sufficient water should be available to extinguish the fire
The fire should be put out if behaviour is unsuitable and unsafe around the fire
Scatter or remove all trace
Fire will only be used to serve a purpose with adult involvement & leadership Diagram of safe campfire layout:
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Outdoor cookery
Food hygiene considerations need to be put in place with regard to snacks and food preparation/consumption within Forest School. Close supervision & clear instruction or guidance to ensure safe practise. Hygienic practise will be encouraged throughout activities involving food preparation and hand washing opportunities provided. Follow appropriate personal hygiene at all times: tie long hair back, cover cuts with blue, waterproof dressings, minimise touching the food. Food should be chosen that poses the least risk in regards to food hygiene e.g. where refrigeration is not possible it is best to avoid storing raw meats over long periods of time. Items stored in a cool box or bag; the lid should remain closed & only opened as necessary to keep it cool. Consideration of the time and affect of weather upon temperature of foods stored inside. It is also important to consider the portion sizes/quantities needed and the organisation of the activity; food should be transported, cooked and eaten, waste avoided as the environment makes it difficult to dispose of rubbish which can pose a health risk. Rubbish and waste to be taken off site and disposed of appropriately. Equipment for food will be kept separately from other Forest School equipment to maintain hygienic standards and will be transported in a sealed container or bag. Food to be kept in containers, uncooked, cooked meats, vegetables and other food items kept separately and different preparation areas, equipment or utensils used. Food will be checked to ensure it is cooked properly before it is consumed. Lids are to be kept on cooking pots as much as possible to prevent contamination. Food to be served without delay & are not left for long periods before consumption. All cooking equipment will be thoroughly washed in hot soapy water once used. Guidance on safe use of hand tools, appropriate storage & transportation
Potentially dangerous tools to be stored safely between use, counted before, after sessions, in and out during a session to ensure they are accounted for
Consider weather conditions – can affect ability to perform task e.g. wet or cold can result in a less firm grip
Safe working area, sufficient space for activity, good visibility/light, flat and even surface with no nearby trip hazards. Inspect canopy for overhanging or dangerous branches.
Area may be demarked using flags or verbal instruction given as to designated area. The entire group will be made aware of tool use & risks, a walking zone introduced.
Safe working distances should be employed, concept of ‘blood bubble’ taught (area around you within arms reach plus length of tool & potential distance it could travel)
Safe stances should be used
Gloves should not be worn on a hand whilst holding a tool
All those teaching children use of tools should have training in tool use and safety and be aware of the Risk Assessment in place for the particular tool.
Those teaching children tool use should be competent in their own practise and use
Tools should only be introduced to children when they display the skills needed for safe practise; concentration, listening, following instruction, calm attitude and actions
Tools should be introduced on a 1:1 ratio
Once the child displays competence the ratio may be increase but it is the Leaders responsibility to be able to sustain the safety of the group and ensure sufficient supervision.
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Appropriate conduct is required at all times if a situation is deemed to be dangerous an activity may be stopped immediately.
Tools should be well maintained, checked regularly for any damage and kept sharp
Those selected for use should be suited to the purpose and appropriate for the age stage and ability of user
They should be kept in a waterproof sealed bag or box and transported safely to forest school. It may be necessary for there to be a lock to restrict access or for them to be kept in a visible position during sessions
Tools to be counted before a session, in & out during and after use to ensure they are accounted for
Fixed Blade Knife Tool used for: Whittling, peeling bark, cutting string, pivot cut
Transporting to FS:
Secure, lockable, waterproof, safe box
Safety Checks:
Sharp, undamaged & sheath fits properly, no movement between blade & handle
PPE needed (and for whom):
n/a
Additional Safety Equipment to be used:
Sheath to prevent harm to others whilst not in use
Ratio Adult/Child Preferably 1:1, dependant on attitude & ability
Safe Body Stance:
Stable position, 3 point stance is suitable, other safe stances include; sit on a stump/stool, feet spread shoulders width apart in stable position and lean with elbows on knees and hands pointing toward each other, knife facing down toward ground. Being aware that elbows don’t come in toward body as this increases the risk to the femoral arteries. Or to sit in a stable position, to hold working arm straight (knife hand) and stabilize work to side of body working down toward the ground.
Safe Action: Working away from the body, taught 1:1, supervise to develop competence & safe practise
How to Clean: On wood, with rag & oil
Storage: Lockable and secure cupboard/storage unit
Bow-saw Tool used for:
Cutting lengths of wood too large to be cut using secateurs or loppers. There are two types of blade; raker blade for greenwood or peg tooth blade for seasoned/dry wood
Transporting to FS:
Blade cover is in place, carried in a sturdy, waterproof bag, if transported by a vehicle must be in the boot, access must be restricted and monitored.
Safety Checks:
Ensure blade is sharp and in good condition, the best way to do this is check effectiveness through use. Check handle is not bent or damaged, rivets where the blade is attached are in place and not loose, blade is not warped.
PPE needed (and for whom):
If A-frame is used and hands carefully positioned so that the blade is separated from the hand holding the wood firmly into place then there is no need to wear a glove. Dependent upon age, activity and size of wood being handled it may be deemed appropriate to wear steel toe cap boots.
Additional Safety Equipment to be used:
Use of an A-frame makes sure the wood is held securely whilst being cut. Florescent clothing or marker flags to denote work areas & draw attention to tool users
Ratio Adult/Child
Taught 1:1 supervise to ensure competence & safe practise
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Safe Body Stance:
Spread feet to stabilise stance, one foot slightly in front of other, dominant arm needs to be able to take saw full length of blade over wood, other arm to hold wood still.
Safe Action:
Two man sawing using 24” blade person either end of saw, only needs to pull. This helps student to get an idea of the motion needed to saw effectively. Individually – cuts on the push & pull of the whole length of the blade To start a cut off and minimise the chances of the saw jumping out the cut draw the saw toward you three times to create a groove.
How to Clean: Paintbrush to clean off and wipe with oily rag
Storage: Water tight, lockable and secure cupboard/storage unit
Axe Tool used for: Splitting timber & pointing posts
Transporting to FS:
Tool bag (waterproof & secure), safety cover on head of axe, locked in boot of vehicle
Safety Checks:
Look for cracks in head, that is not loose, handle is firmly in place and doesn’t wobble, handle has no split in it, pin in head is in place, check sharpness of blade and for chinks out of metal
PPE needed (and for whom):
Safety boots should be worn if standing whilst working with an axe, these aren’t available in children’s sizes. 3-point stance reduces risks
Additional Safety Equipment to be used:
Chopping block keeps wood stable and prevents harm to the body
Ratio Adult/Child 1:1
Safe Body Stance:
3-point stance in-front of chopping block or standing legs apart, shoulder width, so axe swings between legs (using a long handled axe
Safe Action:
Make sure no-one is behind or in-front and a safe distance away Inform the group Clear area nothing likely to catch during swing Hold head straight down, raise to shoulder height and strike straight down. Don’t over stretch, have work at back of block, test swinging in right place before you strike. If it is required that someone helps you to hold the wood whilst you use the axe, they should stand to the side (opposite to which you are holding the axe) you should stabilise the wood with your spare hand holding underneath and away from where the axe will fall.
How to Clean: Oil and rag, in woods use wood
Storage: Locked, secure cupboard with restricted access
Loppers & Secateurs Tool used for: Pruning twigs and small branches
Transporting to FS:
Waterproof, strong & secure tool bag, or locked in boot of vehicle Apply safety lock on secateurs
Safety Checks:
Check handles are secure, mechanism joining two handles is secure, bolts are not loose, shuts and opens as it should, brace against body to check blade is in good condition
PPE needed (and for whom):
Hard hat if cutting above head height, if user is too small or they are unavailable remove risk
Additional Safety Equipment to be used:
Gloves can be used if materials are rough or thorny but not whilst cutting only to move things
Ratio Adult/Child Initially 1:1 until competence is established within the group
Safe BodyStance: Feet shoulder width apart for a stable stance, work raised off the ground
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Safe Action:
Don’t cut anything larger than thumb with loppers or little finger with secateurs. Carry with blade facing the ground using bottom handle. Cut with blade on the top Stand with arms forward so body is not trapped
How to Clean: Oily rag
Storage: Locked and secure cupboard with restricted access
Mallet Tool used for: Assist splitting wood with a knife or to bang in pegs
Transporting to FS:
Strong secure bag
Safety Checks: Head is firmly attached to handle, check for splits in wood
PPE needed (and for whom):
None if 3-point stance is used
Additional Safety Equipment to be used:
Ratio Adult/Child 1:1 to introduce then 1:2 children
Safe Body Stance:
3-point stance
Safe Action:
Fingers away from hitting area If working in pairs; good communication and eye contact Gloves should not be worn Be aware of surroundings and ‘blood bubble’ no one should either be in-front or behind the user as a swinging action is used.
How to Clean: Keep dry and wipe with a rag
Storage: Locked and secure cupboard
Storm Kettle Safety Precaution:
Ensure all parts are in good condition especially handle is secure and not loose & chain is secure and cork out of spout when in use. No one looks into chimney whilst lit or covers it
Safe Siting:
Flat, clear ground with no trip hazards Group is aware of it being lit Demark a walking area around siting Safe distance away be seated
Ratios: Introduce 1:2 children, then 1:4 once competent
How to add fuel:
Light a small fire using pencil thickness sticks in base, put kettle on top, then add pencil thickness sticks through chimney once lit one at a time.
Instructions on how to safely lift kettle once boiled:
Hold handle horizontally to lift with hands under handle to take weight of the water All those not lifting or moving water should be seated
Instructions on how to safely pour:
Use chain from cork to safely pour by slowly and gently pulling it backward to tip kettle, cups placed on the floor to avoid burns in-case of spillage.
How to extinguish:
Use two sticks to tip fire bowl out onto an area of ground clear of leaf litter or debris. Sprinkle with water until no heat is felt with back of hand.
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Section 5: Daily operating procedure
Planned format of sessions
Before the session
Review of site & activity Risk Assessments
Daily Risk assessment to identify potential hazards or risks (this may involve a visit to the site in preparation)
Equipment check & preparation
Session Plan for activities
Attending volunteers to understand planned activities and associated roles & have been provided with risk assessments
Be aware of headcount, number of participants due to attend
During the session
Meet children & parents at designated meeting point, complete register of attendance, any other necessary forms
Circle time; forest school name, getting to know one another games, introduce the workshop, planned activity
Ensure opportunities for child led, free play
Observe and be vigilant to whereabouts of all participants, conduct head counts
Ongoing visual risk assessment; change, adapt or stop activities in order to protect safety and welfare
Observe children’s learning and development to inform future session plans; identify individual/group interests and how best to facilitate learning
Annotations or photographic records of observations
After the session
Collect equipment together, Count in and check ready for storage
Tidy and clear the site to be left as found
Provide an opportunities for feedback on session to help inform future sessions and observations of children’s learning
Staff feedback on delivery
Formative evaluation
Activities may be modified or adapted for wet weather provision
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Section 6: Forest School Session Plan
Date: Time:
Staff:
Number of Children:
Age Range:
Aims of the session:
Resources:
Approx Timings: What we are doing:
Evaluation of Session - What went well & what to remember for future sessions:
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Section 7: Observation, records & evaluation
Observations may be recorded using photography, these will inform future planning and events based on learning from this event. Parents will be asked to sign a form giving permission for the use of photography. It will be useful if any observations made by other adults; parents or volunteers are given as a contribution toward planning. For example things a child is enjoying or has done well at. Positive criticism, any comments or recommendations regarding the conduct of activities, staff or volunteers will help to improve the provision. Methods used
Photography provides a simple and quick means of recording events, activities which prove popular, and show progression of development.
Annotations, written records, this can be quick notes made during sessions or afterwards
Feedback from children and parents, staff
Observation should be factual and non-judgemental
Observation should not be purposeful and remove the adult from the forest school environment or be overt but be literally what is observed, a narrative. Example: 'Johnny spent most of the session participating in den building and tied knots without help' From this we know he enjoys den building and can tie knots so will plan for building different types of structures and maybe look at introducing knots for different uses. Or if there is something he needs help with like he is not interacting well with others maybe get him to help someone with knots. Purpose of observation Observation allows identification of children’s learning and development to be recorded, sessions are evaluated to determine whether they are of benefit to the children and are meeting their needs and interests, what to provide in future sessions, identifying how to offer useful support. It is necessary to record this information to prompt memory, be aware of progress & make planning more effective. Feedback from the participants themselves is very important in informing planning of sessions, making sure the approach is child centred. It’s important to emphasise that the recording of observations, planning and written element of Forest school doesn't dictate what happens in sessions. It is intended to be flexible, to help leaders and staff to be aware of each child’s needs and those of the group whilst allowing them to make choices for themselves. To know what they are interested in and provide the tools or equipment or situation/location/environment needed to have a go & develop their own interests or ideas.
