The philosophy of Forest School is rooted in the same pedagogy as Early Years practice, hence the approach dovetails wonderfully with the Early Years Foundation Stage. There is a growing bank of research in this area, please follow links to find out more;

 

• Forest School & the Early Years Foundation Stage – A Exploratory Case Study, by Rowena Kenny,          Bath Spa University

• Forest Schools: an evaluation of the opportunities and challenges in Early Years , by Sue Waite,           University of Plymouth

• The Benefits of a Forest School Experience for Children in their Early Years, by Sam Massey,                  Worcestershire LEA

 

Within the primary curriculum Forest School can provide space and time for children to apply concept they are currently learning about to the real world. First hand experiences at Forest School can be drawn on to support understanding during lessons and therefore raise achievement. The development of social and emotional skills at Forest School will impact on all other areas of learning, as well as attitudes and dispositions to learning. In Norfolk a number of practitioners have evaluated how Forest School has impacted learners, please view documents via links below:

• Attitudes and Disposition – Surlingham Primary School

• Speaking & Listening – Hopton First School

• Key Stage 2 writing – Erpingham Primary School

 

Ofsted are looking for quality Learning Outside the

Classroom and have commented favourably about

Forest School programmes enriching the curriculum,

improving spiritual and moral understanding and

supporting social, emotional needs.

 

Within the secondary sector Forest School can provide

a low stress and inclusive environment, where all skills

are valued equally. It has been used successfully with

nurture groups, special educational needs, those at risk of

exclusion or learners who are in alternative education. Forest School can build self esteem, develop a supportive community and provide a safe platform from which understanding and skills can be developed. Over time, an individual’s interests and skills can be supported and guided to potentially gaining qualifications, experience, work experience and potentially open career options and pathways for learners. In Norfolk a project was undertaken to support Forest School leaders working with the secondary sector to see how Forest School can apply to learners gaining vocational qualifications.