Schools & Learning

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The suggested featured examples of the first six sessions begin the long-term process of Forest School and highlight the planning, observation, adaptation and review cycle, which interlinks each session and supports learners to develop and embed their knowledge and understanding progressively each week.

Sackville-Ford (2019) identifies that during this time, learners familiarise themselves with the environment and learn about their place within it, enabling them to take ownership of it.

Trusting relationships are established, supported risk taking is encouraged and the foundations of achievements are being secured.

These are the building blocks on which we at Woodland Explorers facilitate learners to direct their own learning and support them in identifying their next stage of achievement and success.

Focus activities are planned in conjunction with learners and participating school staff, whilst simultaneously supporting explorative opportunities through free play to ensure that we incorporate a holistic approach based on the learners emotional and physical needs.

All learners are encouraged to share their  expectations with us during the planning process, enabling us to  take their individual needs into consideration, thus ensuring that all learning is unique to the groups we work with.

Please do contact us if you have any further questions relating to session learning and development.

• Introduction to behaviour, safety and emergency expectations
• Engage in a mindfulness activity 
• Introducing and practising the 1-2-3 Where are You? game to ensure all learners understand what to do if, in the rare event, they find themselves alone
• Introducing 1-2-3 Base Camp! call and behavioural expectations around Base Camp and the Fire Circle
• Observe how to erect a tarpaulin shelter 
• Opportunities for learners to familiarise themselves with the Forest School site through a range of games and activities and make a connection to the environment
• Creating a simple craft item using natural woodland resources (E.g. Woodland Crown)
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

• Recapping and reviewing expectations related to behaviour, safety and emergencies
• Engage in a mindfulness activity
• Revisit and review learning from the previous session
• Begin developing our Forest School Discovery Book to catalogue flora and fauna unique to the site, in addition to our own 'discoveries' throughout the session, which leads onto further research and future activities
• Observe changes (site, weather, people) from the previous session
• Support in erecting a tarpaulin shelter 
• Participate in a planned focus activity (based on observations from the previous session)
• Collect, identify and compare leaves, leading to learning about specific flora (E.g. Trees)
• Introduce the Treasure Box containing items which will be used throughout the session and/or future sessions
• Continue exploring the Forest School site to strengthen the personal connection through games and activities
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

• Recapping and reviewing expectations related to behaviour, safety and emergencies
• Engage in a mindfulness activity
• Revisit and review learning from the previous session
• Continue developing our Forest School Discovery Book 
• Observe changes (site, weather, people) from the previous session
• Support in erecting a tarpaulin shelter 
• Participate in a planned focus activity (based on observations from the previous session)
• Collect, identify and compare sticks, leading to learning about specific flora (E.g. Trees)
• Introduce the Treasure Box containing items which will be used throughout the session and/or future sessions
• Continue exploring the Forest School site to strengthen the personal connection through games and activities
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

• Recapping and reviewing expectations related to behaviour, safety and emergencies
• Engage in a mindfulness activity
• Revisit and review learning from the previous session
• Continue developing our Forest School Discovery Book 
• Observe changes (site, weather, people) from the previous session
• Support in erecting a tarpaulin shelter 
• Participate in a planned focus activity (based on observations from the previous session)
• Review leaf and stick knowledge from previous sessions, identifying connections to trees on site
• Introduce the Treasure Box containing items which will be used throughout the session and/or future sessions
• Create a woodland paintbrush and engage in a mud mixing and painting activity
• Continue exploring the Forest School site to strengthen the personal connection through games and activities
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

• Recapping and reviewing expectations related to behaviour, safety and emergencies
• Engage in a mindfulness activity
• Revisit and review learning from the previous session
• Continue developing our Forest School Discovery Book 
• Observe changes (site, weather, people) from the previous session
• Support in erecting a tarpaulin shelter 
• Participate in a planned focus activity (based on observations from the previous session)
• Continue to recap and review leaf, stick and mud painting knowledge from previous sessions, identifying connections to trees on site
• Introduce the Treasure Box containing items which will be used throughout the session and/or future sessions
• Introduce binoculars, magnifying glasses and bug hunters (pooters)
• Participate in a minibeast hunt and identify habitats
• Continue exploring the Forest School site to strengthen the personal connection through games and activities
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

• Recapping and reviewing expectations related to behaviour, safety and emergencies
• Engage in a mindfulness activity
• Revisit and review learning from the previous session
• Continue developing our Forest School Discovery Book 
• Observe changes (site, weather, people) from the previous session
• Support in erecting a tarpaulin shelter 
• Participate in a planned focus activity (based on observations from the previous session)
• Consolidate leaf, stick, mud painting and minibeast knowledge from previous sessions, identifying connections to trees and habitats on site
• Introduce the Treasure Box containing items which will be used throughout the session and/or future sessions
• Continue exploring the Forest School site to strengthen the personal connection through games and activities
• Reminding learners that they are the guardians of the environment and show respect towards all life
• Sharing a snack together as a group
• Reflecting on sessional experiences, reviewing learning and agreeing a plan for the next session
• Tidying up the Forest School site

At Woodland Explorers, we believe that Emotional Health and Well Being is central to successful life long learning. 

A healthy and positive mindset enables learners to realise abilities and develop talents, effectively manage the regular stresses of life and work constructively to make a worthwhile contribution to society.

Participating in Forest School sessions will enable learners to:

• Feel valued and value and respect the contribution of others
• Form relationships by working together
• Communicate effectively
• Influence and act on informed decisions
• Take manageable risks safely
• Become healthy and fulfilled individuals

• In conjunction with our clients, we lead on planning, so that provision can be regularly reviewed to ensure we are meeting the needs of all our learners
• All our learners are encouraged to take ownership of the Forest School environment and become autonomous learners, who make key decisions to enhance their learning

• Our unique approach ensures that all learners develop the skills to become effective citizens now and in the future
• We ensure that disadvantaged and vulnerable learners are supported in accessing the full range of opportunities we offer, through bespoke planned learning opportunities, specific to the individual client
• Our approach is holistic in nature, therefore, we develop the whole learner by viewing each area of learning as equally important

We are therefore committed to:

• Creating an open and inclusive environment 
• Promoting opportunities and respect for all learners
• Developing resilience to enable learners to be the best they can be
• To work collaboratively with all our clients

• All Forest School sessions begin with a mindfulness practise, to enable learners to reflect on their own thoughts and feelings
• Learners are encouraged to talk about and demonstrate their ideas 
• Manageable risks and challenge are at the core of our learner led approach

• We provide a complimentary information meeting to discuss your specific requirements
• We work closely with all our clients to safeguard learners
• We participate in the local Outdoor Learning Network

Woodland Explorers plan and build a Forest School site according to your specifications and provide three maintenance sessions throughout the year.

Our aim is to work in conjunction with nature . We therefore use sustainably sourced wood for all our structures, in addition to a range of recycled materials.

All aspects of planting aim to reflect a biodiverse environment for flora and fauna. Learners are supported  to become autonomous protectors of this unique environment, through the development of understanding of how to care effectively and appropriately for all elements on site.

A typical Forest School site is comprised of... 

• All Forest School sessions start and finish at Base Camp, as well as acting as a central gathering point
• Comprising of logs and/or sustainably sourced timber benches
• Fire square complete with fire basket (to raise and contain the heat source, thus protecting growth at ground level)

• Teaches learners to experience and observe safety expectations when using tools
• Encourages focus, concentration and to follow instructions accurately
• Learners are invited to work with the Forest School Leader in the tool area
• Comprising of a small secure storage shed placed on concrete slabs, thus enabling insect habitat to develop
• Woven willow fencing area boundary

• Enabling learners to participate in first hand experiences and observe flora and fauna in their natural environment, thus developing a better understanding of living things
• Encouraging biodiversity of fauna through the positioning of  a natural puddle, minibeast motel and/or log pile and stumpery, therefore guaranteeing a home for vulnerable species 
• Encouraging biodiversity and sustainable usage of flora based on native ancient British woodland planting (E.g. Beech, birch, oak, ash, willow and hazel)
• Providing shading, privacy and security through the planting of evergreen species (E.g. Holly, conifers)
• Planting of woodland flowers encourages a range of pollinators to visit the Forest School site throughout the year
• Learners work alongside the Forest School Leader and Woodland Explorers staff to master simple sustainable maintenance techniques such as coppicing and pollarding, of which the wood will be used for building projects at Forest School
• Opportunities for field work through the Understanding of the World, Design & Technology, Science and Geography curriculum programmes of study

• Guided by learners interests and needs
• Develops gross motor skills, risk taking and resilience
• Enables learners to work beyond their boundaries and build confidence
• Suggestions include a tyre and/or free standing swing, climbing boulders, sunken pipe slide, wooden see-saw, balance beams and stepping stones
• Storage area for loose parts play, enabling learners to create their own elements

• Encourages language development, imagination and social skills, such as listening and turn taking
• Support first hand exploration, leading to developing an understanding of the natural world
• Comprising of building pallets and a range of recycled materials, pots and pans and kitchen utensils

The benefits of Outdoor Learning are numerous and effect every element of life. 

Opportunities to learn outdoors enables children to develop positive attitudes towards school, seeing an improvement in behaviour,  leading to a rise in achievement.

At Woodland Explorers, we provide a range of bespoke Outdoor Learning INSET, Training and Team Building events.

We welcome enquiries from Schools and other organisations interested in exploring these possibility further. 

Research has shown that active learning outdoors increases physical, mental and social health.

It decreases stress levels of all learners and supports emotional, behavioural and intellectual development.

Learners develop a sense of self, independence, confidence, creativity, decision making, problem solving skills, empathy towards others, motor skills, self-discipline and initiative - vital to living and learning competently and successfully throughout life.

Learning outdoors increases understanding of natural and human communities, leading to a personal sense of place in the world.

Learners display stronger environmental attitudes and civic behaviours, particularly poignant during this time of dramatic and alarming climate change.

Learning outdoors builds strong foundations of understanding for the next generation to take an active part in sustaining natural environments and communities.

• Full day or half-day sessions 
• Personal meeting to discuss requirements
• Forest School taster session and activities
• Support provided to implement and embed outdoor teaching and learning into the curriculum