Phillipa chinn
Forest School
Handbook
By Phillipa Chinn (Forest School Leader, Primary
school teacher and scout leader).
WILD WANDERERS
We believe that young people
develop most when they are
‘learning by doing’, when they
are given responsibility, work
in teams, take acceptable risks
and think for themselves
1
Phillipa chinn
Aims:
By producing and adopting this policy for Forest School,
we aim to give all children and practioners a collective
insight into the ethos of Forest School. Forest School
builds on a child’s innate motivation and positive attitude
to learning, offering them the opportunities to take risks,
make choices and initiate learning.
The Forest School learning environment provides
opportunities for children to develop self-esteem, selfConfidence, to form positive relationships with others, to
develop a growing awareness of their emotional needs
and the needs of others, to learn to cooperate and work
with their peers and adults and develop strategies in order
to take risks within the boundaries of safety. The setting
allows the children to engage with the natural
environment. And we all know there is something magical
about a piece of woodland.
Forest School is about exploring and experiencing the
natural world through practical activities. The children go
out in all weathers, all year round, exploring and learning
from the four seasons and environment changes. The
children’s interest along with the varied natural resources
in our woodland are used to stimulate creative thinking,
problem solving and skill development, all in the guise of
play. Most of our activities are child-led but of course some
activities are planned by the practioner.
During the sessions the children have the chance to
develop;
Confidence
Social skills
Language and Communication
Motivation and concentration
2
Phillipa chinn
Physical skills
Knowledge and understanding
New Perspectives
Health and Safety survey of Forest School
site:
The health and safety of the children is our primary
concern. Risk assessment of the Forest School area is
always carried out prior to our visit.
There are two risk assessments that must be carried out.
SEASONAL RISK ASSESSMENT and DAILY RISK ASSESSMENT.
The Seasonal Risk Assessment should be
undertaken every season, and be thorough, looking for
any major issues on the site (please look at the example
that is with the section headed ‘Operating Procedures‘.
3
Phillipa chinn
The Daily Risk Assessment should be done on a
regular basis, preferably the morning the site is being
used.
Check that:
I have assessed our Forest School sites with the thought
that I am going to take children aged 8 upwards into the
site. The adult to child ratio will always be 1 to 6 as this is
the legal requirement. I also like to have an extra adult in
case of an emergency.
All boundaries are clearly marked for children, members of
staff and leaders. Any rubbish is picked up by members of
staff, teachers or leaders using gloves when needed.
The forest school site is always carefully chosen in areas
of maintained woodland which is regularly checked. If any
doubts to tree safety then qualified tree surgeons will
assess and advice. Regular site checks - any hanging
deadwoods is removed or area marked ‘out of bounds’
before children arrive. The woodland will not be used in
high winds and alternate area used.
Children are made aware of boundaries, which are
marked.
The area will be checked for any poisonous plants and if
any are present make all aware of location and not to
touch them.
We are always aware of uneven ground within the
woodland area. Care with bushes/brambles at child’s head
height.
All children have considerable freedom but are always
within view of the leaders, members of staff and teachers
at all times during forest school.
4
Phillipa chinn
Important Regulations:
Main elements of the Children’s Act 2004
In 2003 the government published a Green Paper called
Every Child Matters. This was published alongside the
formal response into the death of Victoria Climbie. The
young girl that was abused by her Aunty and a man and
eventually was killed by them. The Green Paper focused
on strengthening preventative services. They focused on 4
main themes.
These are:
Increasing the focus on supporting families and carers.
Insuring necessary intervention takes place before
children reach crisis point and protecting children from
falling through the net.
Addressing the underlying problems identified in the report
into the death of Victoria Climbie. Week accountability and
poor integration
5
Phillipa chinn
Ensuring that people that work with children are valued,
and rewarded and trained.
The Green Paper prompted an unprecedented debate
about services for children, young people and families.
Following a wide consultation with children, young people,
people that work with children and parents the
Government published Every Child Matters, The Next
Steps and passed the Children Act 2004.
The Children’s Act 2004 was designed with the guiding
principles in mind for the care and support of children
These are:
To allow children to be healthy.
Allowing children to be safe in their environments.
Helping children to enjoy life.
Assist children in their quest to succeed.
Help make a contribution - a positive contribution to lives
of children.
Help achieve economic stability for our children’s futures.
(Department for children, schools and families, Every
Child Matters, 2008)
Health and Safety at Work Act 1974
The purpose of this act is to promote, stimulate and
encourage high standards of health and safety at work. It
protects not only all people at work - weather employers,
employees or self employed - but also the health and
safety of the general public who may be affected by work
activities.
(Please see extra information in the last section of the log
book).
Health and Safety at work regulations 1999 require a
general risk assessment of all risks in the workplace. They
require employers to look at all hazards and assess them
accordingly.
6
Phillipa chinn
Policies, Documents, Operating
Procedures and Charters:
Child Protection Policy:
It is the policy to safeguard the welfare of all members by
protecting them from physical, sexual and emotional harm.
Do put young people first guidance in to practice
Do treat everyone with respect.
Do provide an example you wish others to follow.
Do plan activities that involve more that one other person
being present, or at least are within sight or hearing range
of others.
7
Phillipa chinn
Do respect a young person’s right to personal privacy.
Do have separate sleeping facilities for Leaders and
young people.
Do provide access for young people to talk about any
concerns they might have.
Do encourage young people and adults to feel comfortable
and caring enough to point out attitudes and behaviours
they do not like.
Do avoid situations that compromise your relationship with
young people and are unacceptable within a relationship
of trust.
Do remember that other people might misinterpret your
actions, no matter how well intentioned.
Do recognize caution is required even in sensitive
moments of counselling, such as when dealing with
bullying, bereavement or abuse.
Do not play physical contact games with young others
without checking facts.
Do not have any inappropriate physical or verbal contact
with others.
Do not jump to conclusions about
Do not show any favouritism to individuals...
Do not make suggestive remarks or gestures even in fun.
Do not let suspicion, disclosure or allegation of abuse, go
unrecorded or unreported.
Do not rely on just your good name to protect you.
Do not believe it could never happen to you.
www.devon.gov.uk/ews-modelchildprotectionpolicy
Procedure in the event of a lost child:
Ensure remainder of the children have been head
counted, secure and with their leader, members of
staff/teachers.
Remainder of relevant staff to undertake an immediate
search of the Forest School area and then the other
outside areas and wider perimeter.
8
Phillipa chinn
Notify Leader that there is a missing child (by mobile).
Notify the parents of the missing child.
If necessary, notify the Police that there is a missing child.
The Forest School Leader/teacher gathers as much
information about the circumstances surrounding the
incident.
Behaviour Policy:
We believe that challenging behaviour is something
someone does, not someone is or has. This means under
the right conditions we can help them with different coping
strategies. By creating these conditions and helping with
these strategies we are taking part in an intrinsic part of all
Forest School programmes. We also work from a personcentred perspective which can help individuals develop
emotionally.
Practioners model positive behaviour.
Create a positive site atmosphere.
Agree mutual behaviour guidelines.
Reward positive behaviour.
Create time for participants to discuss their feeling/issues.
Ensure small ’ACHIEVABLE’ tasks which do not set
participants up to fail.
Reducing Challenging behaviour is a vital section in
our Behaviour Policy.
Coping strategies are developed with participants.
Sanction procedures are clear and open.
Ensure more praise towards the children’s achievements
than negative ones.
Teaching methods need to be well matched to the child’s
needs both academically and socially.
Whole group rewards can encourage positive peer
pressure.
Practioners and participants are aware of the mutually
developed behavioural guidelines.
Practioners separate the behaviour from the person.
9
Phillipa chinn
Restraint:
There is no place for violence. I have been trained to
restrain but this does not mean I should use this training. It
is really important to emphasize the importance of never
handling the children and using different techniques.
Restraint should only be used if….
The child is in an imminent life-threatening situation where
to do nothing would be in breach of our duty of care.
To prevent a serious assault on another child or adult.
Learning styles and links to challenging behaviour.
Challenging behaviour is any form of behaviour that
interferes with children learning or normal development: is
harmful to the child, other children or adults; or puts a child
in a high risk category for later social or school failure.
Studies have shown that pupils learn in different ways,
visually, orally, kinaesthetically etc. If only one teaching
style is constantly used the children that cannot identify
that learning strategy soon become bored. A good
practioner should use all teaching strategies so a less
disaffected and bored group is likely.
By using this approach and offering a well differentiated
activity that is designed to meet individual needs most
children if not all can participate in the activity.
There seems to be four styles of learning, identified by
Cole et al (1998), Rayner and Riding, (1998). These were,
’abstract conceptualisation’, ’reflective observation’,
’concrete experience’ and ’active experimentation’. It
would seem that Daniels et al (2003) and Cole et al (1998)
found that pupils with challenging behaviour preferred the
last two learning style. As Ofsted (1999) stresses the
importance of giving pupils with challenging behaviour,
’real materials and situations in which to practice newly
gained skills’. Ofsted reported (1999, para 51) that a
balanced approach, ’the achievement of a good mix of
desk-top work and more practical or active work was
10
Phillipa chinn
found in the best schools’. In this situation all children
have the opportunity to use different learning strategies to
continue successful learning.
Please look in the final section of the ‘Log Book’ at Ofsted,
Managing Challenging Behaviour, 2005.
Special Education Needs
The Forest School aims to have regard to the DCSF code
of practice on the Identification and Assessment of Special
Educational Needs. The Forest School area caters for
children with ‘Severe Learning Difficulties’, Autistic
Spectrum and ’Challenging Behaviour’. The forests
provide an ideal vehicle for the sensory curriculum. It is
also an inspiration for children to learn about themselves,
each other and the natural world. The Leaders and
helpers work in liaison with the local school, therapists,
health visitors etc in order to meet individual specific
needs. Children that require one to one supervision will
always have this requirement. All activities will be inclusive
but appropriate differentiation will be planned and
specialized equipment supplied if required.
Equal opportunities:
The Forest School is committed to:
No young person should receive less favourable treatment
on the basis of, nor suffer disadvantage by reason of:
Age,
Class,
Sexuality
Ethnic origin, nationality or race,
Family status,
Disability, mental or physical ability,
Religion or Political Belief,
Forest school opposes all form of racism.
We also believe all who wish to work in, or volunteer to
work within the forest school unit have an equal chance to
do so as long as they have a CBR check and are ok.
11
Phillipa chinn
Policy for volunteers and students:
All adults, volunteers and students must be CRB checked
if they are to attend ‘Forest Schooling’
Volunteers and students will always be working with
another trained Forest School leader and will never be left
alone with any child or given responsibilities that they have
not had adequate training in. All volunteers will have the
chance to read the ‘Forest School Manual’ and become
familiar with the everyday running of the school.
Woodland management policy:
The sites will always have their seasonal site risk
assessments and general site risk assessments (carried
out before each visit). The woods all have enough fallen
wood for activities and fire lighting. Wood that is not
appropriate for burning is removed from the stock before
putting in dry wood shelter. We have designated fire pits
on all sites and these allow the rest of the area to flourish
with each season. Wood that is poisonous is not used for
wood crafts. Fortunately the sites do not have any trees
that pose this threat.
Any area of the woodland that needs attention is reported
to Phillipa Chinn and dealt with accordingly. If any tress
have become dangerous, loose branches or trees that
need to be felled a tree surgeon is called in. The area is
constantly assessed for poisons plants and fungi (these
plants are not removed but all involved in Forest Schooling
are made aware of their whereabouts and told not to
remove, touch and certainly not consume. In some cases
the area would be marked with boundaries.
All fences will be checked and well maintained and areas
that could cause accidents will be well marked ’Out of
Bounds’ or fenced off and well maintained. The pond area
is checked on a regular basis to ensure the platform and
paths are safe and clear of overgrown brambles and roots.
12
Phillipa chinn
We will ensure that all flora is well maintained and fauna is
respected. Our aim is to keep or Forest School sites as
wild as possible so nature can flourish and be nurtured but
of course it must be safe for Forest Schooling to be run
effectively.
POLICY FOR ‘HOW TO LEAVE WORK AREAS
CLEAN AND TIDY’.
Cooking area:
All pots and pans must be washed up after each session.
Separate chopping boards should be used for specific
jobs, (meat, fish, vegetables, and dairy).
Cups, plates, cutlery must be washed up and put in
appropriate storage area.
Any sharp utensils must be washed up by an adult or
supervise this activity.
Sharp utensils must be accounted for and stored in a safe,
secure place.
The washing up area must be left clean and tidy.
Water should be emptied and all cleaning liquids should
be stored appropriately.
All food should be removed and stored appropriately.
Cloths should be kept clean and replaced when required.
All waste should be recycled properly or composted.
No rubbish should be left on site.
Fire Pit area:
This area should always be free from rubbish.
All cooking equipment should be removed from the fire.
The fire must always be put out properly by the Forest
School Leader.
The Tool area:
This should be left tool free.
All knives, axes and equipment should be accounted for
13
Phillipa chinn
by a Leader and then stored in the lock up storage area.
Chippings can be stored in appropriate containers as they
are really useful as tinder for five minute fires.
The area should be left as found.
No litter.
Woodland activity areas:
These areas should always be rubbish free.
Remember the Woods are a home for all sorts of animals
and when we go home it must be left as if we had never
been their.
OPERATING PROCEDURE
Please see the first part of my Forest school Log
book as it mentions our aims and objectives.
14
Phillipa chinn
Forest School ethos.
The 4 distinct overlapping factors are;
Practitioner – Qualified Level 3 Forest School practitioner, with their
Own speciality and value judgements that facilitate appropriate and safe
learning experiences.
Learners – A group of individual learners who have unique needs,
abilities and interests and are at different stages of development.
Time – Regular (at least weekly) sessions of an appropriate length
throughout the year (at least 1 year). Children are allowed the time to
revisit, build on and consolidate learning.
Space – Appropriate, secure and safe physical space, social space and
emotional space. Learners are able to choose to work alone or with others.
Adapted from www.norfolkesinet.orh.uk
The forest school leader will carry a daily site risk
assessment and ensure that all the members of the group
have the appropriate clothes and footwear.
15
Phillipa chinn
The leader will give a safety brief pitched at the
appropriate level for your group and make sure the adults
accompanying know the site entrance and emergency
evacuation point.
The daily risk assessment will make sure there have been
no major changes since the last visit that could be
dangerous and cause problems. This must be recorded
and action taken if necessary.
Clothing For Forest Schooling Days
Warm Weather Gear:
Sensible walking shoes that are preferably waterproof
Wellies or boots.
Warm socks in the winter.
Warm under garments (thermal is the best)
Hard wearing trousers.
Snug long sleeved T/shirt.
Sweat shirt/jumper.
Good winter coat.
Full wet weather gear, coat and trousers.
Hat.
Gloves.
Change of clothes.
Bottle of water.
Warm Weather Clothes:
Sensible sturdy close toed shoes.
Wellies
Socks.
Light weight trousers.
Light weight long sleeved T/shirt
T/shirt.
Sun hat.
Change of clothes.
Sun cream protection.
Bottle of water.
16
Phillipa chinn
Off on our adventure:
We always let the children become comfortable in the
environment and with an outdoor approach to education
and play whilst in familiar surroundings. Relationships
between leaders and children slowly develop based on
trust and self-exploration. This is of course the best way to
introduce a child led outdoor curriculum. When the group
first visits the site they will explore the woodland site
establishing physical and behavioural boundaries, safety
procedures, hygiene and routines.
It is really important that all members’ fundamental needs
are met in order for any one to approach higher learning.
(Maslow’s Pyramid of Hierarchal Needs).
WARMTH correct clothing provided.
FOOD
healthy snacks and meals.
DRINK
hydrated water/ hot drinks.
SAFE
each individual feels safe both physically and
emotionally
(Adapted from www.forestschools - What are Forest
Schools?).
All sessions will be designed around the needs of the
group and are learner-led. All sessions designed and
planned around a theme. The activities will be set up so all
children can succeed at the activity set (achievable tasks).
Teamwork skills will develop through appropriate games
and activities. Individual skills and self-esteem are
encouraged and develop through shelter building, fire
lighting, and outdoor cooking. The list is endless. Each
activity encourages intra and inter-personal skills. As well
as practical and intellectual skills the children will get the
opportunity to use tools but in a woodland traditional
manner. The children will be introduced slowly to the skills
required and will have a structured safety base that the
17
Phillipa chinn
children become familiar with.
As a Forest School Leader I and others will constantly
evaluate individuals’ progressions and re-adjust
throughout the day. At the end of the day the leader will
carry out a final review. This is really important as these
skills can then be used in their every day lives.
The walk to the site
We always have to walk to our sites so we must always
think of the individuals and their specific needs.
Once at the site the group will have the chance to go to
the loo (different processes are used for different sites) but
all children will wash their hands. After hands have been
cleaned the group will sit down and have a snack and
hot/cold drink. This is usually a good time for the group to
discuss the previous activity and what is expected in the
session ahead. It is always important to start observing
and appreciating the woodland from the start of the walk to
the site, talking, observing and noting the changes that
have occurred since the last visit.
Ground Rules:
Stay within The Forest School boundaries.
Listen carefully to the leader and adults.
No running unless specific areas are designated to ‘fun
and frolic’.
No throwing.
If rubbish or glass is found an adult must pick up with
gloves.
Be aware not to touch nettles and poisons plants, watch
out for brambles and holly that have sharp thorns/leaves.
Fire ground rules - no walking in the circle around the fire,
no throwing things in the fire or poking with sticks. See
more details in ‘fire etiquette
HEALTH AND SAFETY POLICY AND
SAFEGUARDING POLICY
It is the policy to provide Forest School activities in a safe
manner without risk to health, so far is reasonably
18
Phillipa chinn
possible. To ensure that:
All activities are conducted in a safe manner without risk to
participants.
The provision and maintenance of equipment and
structures for members and others is safe and without risk
to health and adequate for their welfare.
Information, instruction, training and supervision with the
object of ensuring the health and safety of all those
involved in activities or who may be affected by them.
Appropriate arrangements are made to ensure safety and
the absence of risks to health in connection with the use,
transport, storage and handling of equipment, and
substances that are inherently or potentially dangerous.
We try or best to use environmental products, cups, towels
etc on the sites and always take litter bags with us. We are
also lucky that all sites have loos which are regularly
checked to ensure they are safe for humans and also for
wild habitants that sometimes take up home in them.
Rule 2.3 Responsibilities within the Safety Policy:
All persons involved in the Forest school are responsible
for the operation for the Safety Policy.
It is the responsibility of all persons to ensure that;
They do not endanger the health and safety of themselves
or others.
They observe the rules established for the safety of those
involved in the Forest School activities.
All applicants for adult appointments are fully aware that
they will be required by their personal example to
implement the Safety Policy.
Forest school leaders must be satisfied that all those they
invite to assist in Forest School activities are competent
persons to carry out the tasks given to them and are
aware of their responsibilities under the Associations
Safety Policy.
19
Phillipa chinn
Should any child have an accident whilst in the care of
Forest School Leader and helpers, the Forest School
Leader and helpers are paediatrics first alders who will
attend the child’s needs accordingly. Any accidents that
occur while in the care of the Forest School will be
recorded in the Accident Book, which parents will be
asked to sign
The Forest School staff are committed to ensuring that
ours is an environment in which children are safe from any
sort of abuse. Any suspicion of abuse will be promptly and
appropriately responded to. Voluntary adults will not be left
alone for long periods with individual children or small
groups. Appropriate CRB checks are carried out on all
staff and only staff that have been registered ‘fit‘ will
accompany children to the loo if required.
As a safe guard all children must wait for their parents or
carers to pick them up at the end of a Forest School
session. A permission slip must be signed by a parent or
guardian when someone, hitherto unknown to the staff is
collecting a child.
RISK ASSESSMENTS
Please look at the next pages for relevant risk
assessments.
20
Phillipa chinn
FIRE ETIQUETTE
No objects are kept within the fire circle.
No one walks within the fire circle.
Fire Pit is secured with logs around.
Appropriate shoes are always worn.
Nothing is ever thrown into the fire.
No poking of fire with sticks.
Water is always close by.
What goes in the fire stays in the fire
Keep long hair tied back.
Keep fire area free of leaves.
Talk to children about fire, how we light fires, how fire is
dangerous and that the fir pit is the only place fire is made
unless 5 min fires are an activity (this activity will always
be supervised with relevant child to adult ratio)
21
Phillipa chinn
The fire is always put out properly by a leader or volunteer
or children are appropriately supervised
PPE AND SAFETY EQUIPMENT REQUIRED FOR
WORKING OUTDOORS:
Full First Aid Kit including plasters, bandages, sterile
water, sterile wipes, plastic gloves, bag to dispose dirty
tissues and debris, antiseptic wipes and micro-pore tape.
Also include survival kit.
Register with children’s names and contact numbers.
Mobile phone fully charged.
Inhalers and medicine for those children who require
attention.
Relevant medical information and emergency contact
numbers for all children
Piraton for the child with the allergy.
Risk assessment for the day
Parental consent forms.
22
Phillipa chinn
Shelter, sheets and ropes.
Fire blanket and cling film.
Water for putting out fire.
Pen and accident book.
Torch.
Scissors.
Plastic bowl.
Spare clothes.
Blanket and survival blanket.
Please see children’s clothing requirements in previous
section.
Bin bags.
Adapted from www.norfolkesinet.org.uk - Forest School
Manual and From Forest School Training Co. Ltd.
Extra Equipment and Tools:
Session plan
Whistle or fog horn
Camera
Fire equipment including matches
String and rope
Two penknives for the leaders
All equipment required for planned activity including safety
equipment.
23
Phillipa chinn
Accident Policy
You must:
Keep a record of accidents ad first aid treatment in an
accident log.
Tell parents of any accidents or injuries sustained by the
child while in your care and any first aid treatment given.
Make sure the carer or parent signs the accident log book
when they collect the child.
Use individual sheets for each child to ensure
confidentiality.
Use safety gloves when dealing with blood, saliva or any
other body fluids.
Make every effort to contact parent or carer.
Make sure the First Aid Kit has everything the paediatric
first aid course suggests.
Be aware of the procedures for calling an ambulance.
Discuss the procedure for children who are ill or infectious
24
Phillipa chinn
with the parents or guardians, including the possibilities of
exclusion.
Discuss the protocol for contacting parents or carers if the
child becomes ill or receive minor injuries while at the
Forest School
Refer to Spotty Book, (If you ring this umber they
will send one - 01803861833)
You should always ensure that any animals on the
premises threat no health risk.
Where possible comply with RIDDOR (The Reporting of
Injuries, Diseases and Dangerous Occurrences
Regulations 1995).
Please see The Accident Log format I have decided to
use on the following page.
(Adapted from Devon early Years and childcare service,
October 2009).
INCIDENT POLICY
What happens if you think a child is being abused?
Immediately inform your group leader or teacher
Record the facts as you know them and give a copy to the
Leader and/or teacher.
Ensure the child has access to an independent adult.
Ensure that no Forest School situation arises which could
cause further concern.
If a child tells you about abuse from someone else?
Allow the child to talk uninterrupted, accepting what is
said.
Alleviate feelings of guilt and isolation, while passing no
judgement.
Advice that you will try and offer support, but that you must
past the information on.
Same steps as 1 - 4 as in suspecting a child is being
abused.
25
Phillipa chinn
If you receive an allegation about any adult or
yourself?
Immediately inform your group Leader/teacher.
Record the fact as you know them.
Try to ensure that no one is placed in a position that could
cause further compromise.
You must refer, you must not investigate.
Please use this Incident log (Devon Early Years and
Childcare Services).
MANUAL HANDLING PROCEDURES
Please remember manual handling is fine if you are
sensible and the weight you are lifting is appropriate for
the child or adult doing the activity.
Leaders should explain how to carry and lift objects so the
risk of injury is reduced. When the children are shelter
building it would be advisable to explain the procedures.
When dragging objects always have the object behind
you, (lightweight objects like twigs/branches).
Do not bend or lift unnecessarily - use aids where
possible.
Lifting objects takes just as much time to do it properly as
doing it correctly.
Consider in advance how you are going to move any load,
and where to so you can minimize any potential hazards.
Determine the weight of the load; do not lift too much at
the same time. Ask help from someone else is the load is
too heavy. The more hands the merrier.
Always face any load directly; never lift while twisting and
turning your back. Move your feet if you have to turn.
Determine the centre of gravity of the load and get
properly balanced before you lift.
Use both hands to lift: let your body bear the load
symmetrically by carrying roughly the same weight in each
hand, keeping the load as close to your body as possible,
26
Phillipa chinn
avoid having to reach or lifting above the shoulders.
Move slowly and smoothly when lifting. Bend your knees
and keep your body straight when lifting, as this reduces
the load on the spinal column. By lifting with bended knees
you can keep the object closer to your body. However the
load will not be reduced if you hold the object in front of
your knees.
If you have to walk while carrying the load, make sure that
the area you will be walking is clear of obstacles and that
appropriate footwear is being worn.
ANIMAL SAFETY PROCEDURE / POLICY:
We do not allow dogs on site unless it is a dog for the
blind.
Our motto is, ‘RESPECT THE ANIMALS THAT LIVE IN
THE FOREST SCHOOL SITES’.
A risk assessment is always done seasonally and before
every visit to the site. I can identify where animals live, for
example badgers and foxes. These areas can then be
assessed and a decision made weather to make ‘an out of
bounds area’ or fine for appropriate observations and
interesting discussions.
Rabbits and mixamatosis is checked on all sites and
appropriate measures taken.
The children will then be told to respect these areas and
not to play noisy rowdy games around these areas.
They will of course be told not to touch or pick up animal
poos.
If the children see any wild animals in the woods they
must not go near them. The best idea is for the child to
return to the leader and then a decision can be made
weather to observe the animal or animals from a distance.
All bird boxes are kept in good condition as we promote a
productive habitat in our woods.
In the summer the children are told about the different
snakes that are around and not to touch any. Let the
27
Phillipa chinn
leader identify the species. It is better to look and not
touch.
In the winter I always tell the kids that a lot of animals
hibernate and we must be careful not to disturb their
homes which are often in warm cosy areas.
Remember never touch any animals that are injured.
The wood is the habitat for all sorts of animals. We must
respect this and leave the woods as we find them.
28
Phillipa chinn
ENJOY THE OUTDOOR EXPERIENCE
‘LISTEN TO THE WORLD AROUND US, TO THE
SUBTLE LANGUAGE OF SOUND, TO THE LANGUAGE
OF THE BIRDS, THE FLOW OF THE GRAIN IN THE
PIECE OF WOOD YOU ARE CARVING, TO THE
TELLTAIL SILENCING OF THE CRICKETS AS
SOMEONE CREEPS THROUGH THE GRASS. IT’S
ABOUT LISTENING TO OUR HEARTS, AND TO THE
CALL OF THE WILD.
‘Holland. C, I Love my World, Wholeland Press, Otterton,
2009‘.
29