🌳 Our Forest Schol journey officially began in September 2022! Over the course of the Autumn term, Year 5 and Year 3 will access this provision. In Spring term, Year 4 and Year 1 will begin their sessions!

Our aim is to adopt the ethos surrounding Forest School by providing our children with experiences that will enhance their minds while exploring together the difference forest school can have on a child's life.

🌳 Pupil Voice 🌳

Blake Y3: I find my forest School time calm and I've enjoyed making spears.

Leo Y3: I am calm and happy in forest School. Being outside has inspired me to make spears and axes and care for the environment. 

Ella Y3: My favourite part of Forest School is the climbing tree! I liked using the potato peelers too.

Sophie Y3: I feel warm inside when I'm outside at Forest School.

Ava Y5: I like being outside for Forest School. I like the games we play and that we can make things with sticks and leaves!

🌲 Parent's Voice 🌲

My children are both absolutely loving the programme, they are so lucky to be able to have Forest School as part of
their curriculum. Where else would they be able to make an axe, a bow and arrow and create paintings on slate? It just shows that no matter what their age they do still cherish opportunities to play in new environments and discover new ways of learning whilst developing new relationships with their class mates.

FOREST SCHOOL Principles - 

1. Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one off visit. Planning, adaptation, observations and reviewing are integral elements of FS. Although the majority will be child-led, there will be a focus for the sequence of sessions and opportunities to establish physical and behavioural boundaries, while encompassing each season accordingly.

2. Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and natural world - our 'wildlife and nature' area has been adapted to accommodate FS sessions! The space has been suited to the programme to provide space and environments in which to explore and discover. Relationships with the area will be built over a long-term approach for staff, children fromBelle Vue and our wider school community as it will not just be a FS area.

3. Forest School aim to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners - In Belle Vue, the aim where appropriate is to link experiences of FS to home and other areas of education, ensuring children's physical, social, cognitive, linguistic, emotional, social and spiritual skills are developed through adult led and child initiated play.

4. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves - In Belle Vue, children will be supported as time goes on using unfamiliar tools and participating in activities such as den building, tree planting and climbing. 

5. Forest School is run by a qualified FS practitioner who continuously maintains and develops their professional practice - In Belle Vue, Kelly Devlin has completed her Level 3 accredited training. She will be fully supported with both planning, delivery and evaluation of sessions by Karen Martin, who is qualified to Level 2.

6. Forest School uses a range of learner-centred processes to create a community for development and learning - In Belle Vue, the needs and interests of the learners will be at the forefront of our approach. Play and choice will play an integral role in our FS, as we see it as a vital aspect to learning and development of a child. Observations and reflections by FS leaders will support learners in developing their time in FS and also be able to see and recognise their achievements, develop emotional intelligence and plan for their own FS future.

Our Pedagogical approach of Forest School - the Forest School leader will create and provide opportunities for children yet without making it apparent. They will foster an observatory role where the children feel they have the choice to explore, discover yet know the leader is there for support or clarity if required. Pedagogy will play an important role in developing the children's communication through making links and holding discussions with each other through self-reflection allowing them to utilise their oracy skills linked to our whole school Oracy project. Other adults who become involved will be encouraged to facilitate learning rather than leading it, therefore promoting independent learners who can manage their own development.