Taking time to consider and understand why and how the Forest School movement started in the United Kingdom helps to contextualise where the main ethos, attitudes and values have come from. I also believe that knowing and reflecting upon the unique elements of Forest School will help to ensure that in the future I will safeguard and preserve the original priorities of this movement. Discovering more about the background of Forest Schools has also given me the chance to reflect upon the validity of starting up a Forest School of my own, in the area and it has been very valuable to assess the needs of potential clients and the best ways of promoting and implementing my own school in the future.
Methodology
To produce this summary I have used a range of sources including; books written about Forest Schools, course material provided by Archimedes Earth-Level 3 Forest School Leadership training, research on the internet, documents and papers written by local authorities, working parties and Government initiatives. I have also used my own experiences of working internationally in Switzerland and Norway in Early Year settings and my experience of leading Outdoor Learning in the United Kingdom. I have referenced all of my resources and can guarantee that my work is authentic and reliable.
A brief History
As Sara Knight (Knight 2010) points out, before the beginning of the nineteenth century and the onset of urbanisation people naturally spent large amounts of time outdoors. It was a normal part of life and knowledge about the natural world was an essential life skill. However, once urbanisation took hold it caused, as Sara Knight suggests,
“…workers and their families to become crowded into urban tenements which soon became slums, access to the countryside, to fresh air and to healthy exercise became the privilege of the middle and upper classes”
(Knight, 2010)
It was this separation from nature that caused (as I remember from long ago in my A-Level history course on Industrialisation) the first movement of rebellion. Activists in the educational and health professional field began to question the state of living of the working classes. During this time pioneers such as Frobel and Petalozzi highlighted the importance of play in children’s development:
“Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul” (Froeweb.org… 2015)
Rudolf Steiner, Maria Montessori and Margaret McMillian all developed learning theories and child-centred pedagogy in the early twentieth century that was very much about nature-based activities. The Baden-Powell Scouting movement also came along at the start of the twentieth century, which aimed to engage boys in the outdoors (Scouts.org.uk, 2020). In 1941 Kurt Hahn and Lawrence Holt launched the “Outward Bound” movement in Wales. Its founding mission was:
“to give young seamen the ability to survive harsh conditions at sea by teaching confidence, tenacity, perseverance and to build experience. (Outward.org- 2020,)
All of these early 20th century movements echo each other as they link ideas of a healthy mind and body to outdoor experiences. They are also all reactions to urbanisation, a perceived dislocation from nature and a response to a human crisis which incited change.
In 1944 the Education Act made education compulsory for most children up to the age of 14, rising to 15 in 1947:
“The Education Act of 1944 was steered through Parliament by the Education Minister, R.A. Butler, and was followed by a similar Act for Scotland in 1945. The Act provided free secondary education for all pupils.” (Liv.Herit.Parli.uk, 2020)
Physical education was part of the curriculum and this included learning outdoor sports. In 1956 The Duke of Edinburgh Awards were founded in the United Kingdom by Prince Philip and this was set up and introduced in many secondary schools whereby young adults complete a series of self-improvement exercises:
“They involve helping the community/environment, becoming fitter, developing new skills, planning, training for and completing an expedition” (DOFE.org, 2019)
Playtimes have also provided school children with the opportunity to be outside playing on fields and hard surfaces. However, health and safety procedures often dispirited schools from participating in outdoor activities:
“School grounds are the first public environment of which many children have any real sustained experience. They may be lucky and escape to the great outdoors, but for too many of them it is the humdrum time spent in some of the most desultory, ill designed, largely tarmac spaces which really matter. It was to try and change this that Learning Through Landscapes was formed in 1990”
(Lucas, 1995)
Meanwhile in Scandinavia and other northern European countries Forest School type activities have always been a normal part of their early year’s syllabus. I know from personal experience that here in the United Kingdom our formal education system starts a lot earlier than most other countries around the world. While working as an international teacher in both Switzerland and Norway I was often questioned and asked why we start school so early in England? I had no real answer to these questions but instead I did see first-hand the real benefits of giving young children more free time and space without the pressure of academic attainment that we have here in the UK.
In 1994 a trip to Denmark by the early year’s department at Bridgewater College brought the philosophy and development of Forest School to this country. What they saw in Denmark was pre-school children using the local outdoor environment as a natural part of the curriculum. In Denmark this play-based and natured centred pedagogy is known as “friluftsliv” (“free open-air life”) (Houghton and Worroll, 2016) and this is found throughout Scandinavia and other parts of Europe.
I lived abroad in Switzerland and then Norway for six years and whilst I was there I became inspired and immersed in their attitude towards nature. Being outside in all weathers is part of the culture, the norm. Most people socialise, exercise, relax and enjoy being outside with family and friends most days. Regular access to nature, wildernesses and wild landscapes is built into social identities. Attitudes to risk-taking, campfires, bush craft camping and clothing are very different to that which is found here in the United Kingdom.
The teaching style and philosophy that was observed in Denmark began to form what we now know as Forest School here in the UK. Key features of Forest Schools began to be established as Liz O’Brien and Richard Murray stated in their action-research paper for the Forestry Commission in 2006:
“These key features can be identified as:
· the use of a woodland setting
· a high ratio of adults to pupils
· learning linked to the National Curriculum and Foundation-Stage objectives
· the freedom to explore using multiple senses
· regular contact for the children with Forest School over a significant period of time.”
(O’Brien and Murray, 2006)
Courses were soon developed to teach and share the ethos of Forest school and the Level 3 Forest School leader course soon became established as the standard qualification for those wishing to run Forest School sessions. Forest Schools have been increasing in numbers in Britain. Some are privately run, while others are supported by local education authorities and /or Outdoor Education Centres. Today there are at least 300 training organisations that:
“…train practitioners in Forest education with over 11,500 practitioners who are delivering Forest School programmes and sessions to a range of audiences”
(Blackwell, c1988-2020)
Archimedes Forest School Model
Archimedes was set up in 2001 as one of the first organisations to deliver Forest School teaching and training courses. Sarah Blackwell is the Chairman of the Archimedes group of companies and for the past 20 years she has developed Archimedes Forest Schools learning and training programs. At the heart of the Archimedes Forest School model is:
“the value of the natural world as an educational resource and its powerful potential for creating positive transformational behavioural changes in the participants who experience it” (Blackwell c1988-2020)
This journey and the transformation that takes place on this learning pathway is very much the core of the Archimedes model. This applies to the professional learning process that takes place for the trainee “Forest School Leader” to the impact that their teaching has on the children and families who attend sessions. It is the process, not the product that is important and a genuine vision to influence the lives of those who go with them on a Forest School journey as stated on the website:
“Learning and educating in the way a child sees the world, with just one goal…
“To transform the lives of children on every continent around the world”
(ArchimedesEarth.com 2020,)
Developing and nurturing internal mental processes such as wellbeing, resilience, confidence, responsibility and resourcefulness are the long term goals that last a life time. Learning takes place in naturally relaxed, unrestrained and inclusive spaces such as woodlands or wild areas.
The “experience” (Blackwell, c1988-2020) of being in the woods is adapted to fit the needs of the learner rather than being directed through a series of tasks of activities. Experiences such as mud play, den building, fire lighting, woodcraft, campfire cooking and environmental art and storytelling are just a few opportunities available within a Forest School programme. Play and child-directed learning is used to explore imagination and the freedom to play ignites curiosity. Being part of a Forest School community is about developing a sense of place and building positive relationships with nature, ourselves and others (Blackwell, c1988-2020). Sessions take place over blocks of time, ideally 10 weeks as often as possible but usually once a week in all weathers.
Forest Schools in Hampshire and my local area
Having delved into the history of Forest Schools and identified the key ideas that have been adopted throughout the United Kingdom I would now like to discuss the types of Forest Schools and outdoor learning provisions that exist in Hampshire. To do this I have researched Forest Schools and Nurseries in my area and other Outdoor Learning provisions that exist (appendix 1). I have also explored recent Government and local council authority initiatives and have drawn on my knowledge as a Primary School teacher to help me.
Many local county council authorities are now engaging in Forest School and I know that Hampshire County Council are supporting and encouraging outdoor learning in many different ways. “Trailblazers” is one such initiative and last year I went on a course about setting up the “Trailblazer” scheme within the school I work. “Trailblazers” has been around for many years and changed and adapted over time but essentially it:
“….supports and develops your work in outdoors learning with training, ideas, resources and experience sharing opportunities” (,Hants.gov.uk, 2020)
Within the school I work, I am trying to develop and implement as much outdoor learning as possible. I am encouraging teachers to take everyday lessons outside especially during their maths and phonics warm-up or starter sessions. I also have set a school challenge whereby every class has been challenged to spend 50 hrs of learning outside a year (Chandlers Ford.gov, 2020). Hampshire “Evolve” is also run by the Outdoors Team and provides resources for getting children outside and physically active.
Other council run activity centres include, Itchen Valley Country Park which has its own Forest School and many pre-school clubs and activities as well as providing teaching services for schools, holiday clubs, parties and is a Youth Options run centre (youthopions.co.uk, 2020) Other country parks in the area, which are council owned, are: River Hamble (River Hamble, 2020), Royal Victoria (Royal Victoria Park, 2020), Queen Elizabeth (Queen Elizabeth, 2020), Lepe (Lepe, 2020), Staunton (Staunton,2020) and Sir Harold Hiller Gardens (Hiller, 2020) however many of these do not have their own Forest Schools but may have private Forest Schools running within their grounds.
Last year I went to an “Outdoor Learning Conference” (2019) that was hosted by Hampshire County Council for all individuals in schools who were interested in developing outdoor education. While I was at this conference I found out more about local National Parks that schools can tap into and use such as: New Forest(New Forest, 2020), South Downs (South Downs, 2020) and Titchfield Haven (Tichfield, 2020). I also found out about local study centres such as Stubbington (Stubbington, 2020) and Minstead (Minstead, 2020) and these all work with schools. Learning through landscapes is also based in Winchester, Hampshire and this is a UK charity which promotes children’s outdoor learning through improved playgrounds. Set up in 1990 it provides resources, professional development and grants for schools. (LtL.Org, 2020)
The Duke of Edinburgh Awards Scheme (dofe.org, 2020) and the John Muir awards (johnmuirtrust.org, 2020) are also schemes that many schools take part in within Hampshire however, these have been developed for older children but I can personally say how life transforming these programs are.
Wildlife Trusts and other private outdoor learning centres are very involved in providing Forest School and outdoor learning opportunities in Hampshire. The Hampshire and Isle of Wight Wildlife Trust runs a Forest School for preschool children and holiday clubs as well as a training programme for Level 3, Forest Leaders at their Testwood Lakes centre (hiwwt.org.uk, 2020). There is also a National Trust run Forest School which is a playgroup in West Wellow (national trust.org, 2020). Other outdoor centres in the area include: Marwell Activity Centre (Marwellactivity, 2020), Avon Tyrell Outdoor Activity Centre (Avon Tyrell, 2020), Ferny Crofts Scout Activity Centre (Ferny Croft, 2020), Solent Scout Training Centre (Solent Scout, 2019) and the Sustainability Centre in East Meon, Hampshire (Sustainability Centre, 2020) .
The Government and other professional bodies have responded to the needs of outdoor learning in recent years and I have been working to promote a few of these in school. The main new initiatives are: My Activity Passport (DFE, 2019) The 25 years environment plan (Defra, 2016), Outdoor Citizens (Outdoor Council, 2019) - a campaign to ensure that by 2035 every 18 year old is an outdoor citizen. A large part of the Outdoor Citizen Campaign will focus on supporting schools to offer high quality outdoor learning. The new Ofsted framework (Ofsted Framework, 2020) also has a greater emphasis on character resilience, mental health and although there is not an explicit reference to outdoor learning it is definitely being considered a means of accomplishing these goals. “The Institute of Outdoor Learning” (IOL, 2020) and the “Council of Learning Outside the Classroom” (Lotc, 2020) are two professional bodies which have been set up for organisations and individuals who use the outdoors. They help to improve the quality of outdoor learning provisions and my aim is for my school to become a member and take part in their national site provider award scheme. There are a wide range of award schemes available for schools and a few of these are: The Green Tree School Award-Woodland Trust (Award Woodland Trust, 2020), Green Schools Project (Green Schools, 2020) and The Sustainability Award (thesustainabilityawards, 2020), please view appendix 1 to see more.
The Early Years curriculum (EYFS, 2020) naturally lends itself to outdoor learning. As an early years teacher for much of my professional life I have always enjoyed planning and providing outdoor learning provisions and have run “Woodland Classrooms” for both Reception and Year 1 classes in the past. In Hampshire there is only one council run early year’s centre that has its own Forest School which is Haven Nursery School and this is registered with the Forest School Association and has “some of the largest outdoor areas of any early year’s provider in the local area” (haven-sch.org, 2020) Hampshire has one Forest School that is run within a Primary School in the area and this is Great Binfields Primary in Basingstoke (greatbinfields.co.uk, 2020)
There are around fifteen private nurseries in the area that run Forest Schools and are either part of the Forest School Association (FSA, 2020) or have trained Forest School Leaders. I have compiled a table representing all this information (appendix 1). Most Nurseries and preschools in the area have good outdoor spaces and most have some kind of outdoor learning provision with a Forest School type emphasis which is encouraging.
In conclusion, Forest Schools and outdoor learning is definitely very important in Hampshire and there are many sites, companies and organisations that have a strong ethos, based around Outdoor Learning which is very encouraging. The natural landscapes in Hampshire are very varied and we have many different eco-systems in the area including; rivers, forests, wetlands, heathland, chalk grasslands, coast and marine life. It is wonderful that they are being used to connect people to nature and that so many children are getting the opportunity to experience a real connection to these spaces and the wildlife that live within them.
The local level of awareness towards Forest School is therefore very high and I will take this into consideration when I am setting up my own Forest School. However, these Forest Schools do mostly happen as private businesses and it would be wonderful to be more mainstream school based so that more children get these opportunities. School is one of the few places of universal entitlement and it would be very exciting to develop a Forest School within this system especially with new initiatives starting to come about such as “Outdoor Citizens” (Outdoor Council, 2019).
When looking at Forest Schools in the local area you do have to question the use of the term Forest School as it has become very popular to use this terminology to explain outdoor experiences. However, a genuine Forest School has a very distinct approach to teaching and learning with guiding principles, skills and pedagogy as well as a qualified Forest School Leader. Liz Lightfoot writes about this in her article for the Guardian Newspaper “Forest Schools: is yours more of a marketing gimmick than outdoor education?” (Lightfoot, 2019):
“….a large number of nurseries, primaries and secondary’s are falsely claiming to be a Forest school…..some schools and nurseries in both the state and independent sector, are using the term as a marketing tool. Parents are being misled because the term is being widely used to describe general outdoor “getting muddy” activities, or one-off environmental sessions”
The article is a response to a book written by Mark Sackville-Ford & Helen Davenport entitled “Critical Issues in Forest Schools” (Sackville-Ford & Davenport, 2019).
Reflecting upon all of this information does highlight the importance of ensuring that the Forest School that I would like to start, at the Infant School I presently work at, needs to be based very closely on the fundamental ethos of the Archimedes Forest School model and I need to ensure that I will safeguard and preserve the original priorities of this movement. Starting a project like this at such an important time, the post-covid-19 pandemic era, is going to be very interesting as I feel that many people feel raw and very aware that we need to change our approach and relationship to nature. Nature is a very special teacher, one that is much larger and older than we are, as Houghton and Worroll said so beautifully:
“ …its rhymes resonate deep within us. Nature is where we are from and where we belong, and our survival is intricately linked to its existence.” (Houghton and Worroll, 2016)
I am very much looking forward to the journey I am about to set out on, teaching and learning the Forest School way and as I set out on this voyage into the woods I am glad that I have first reflected and discovered more about the history and context behind this movement.
References
AnonTyrrell Activity Centre, 2020, 15/6/20, https://www.avontyrrell.org.uk/find_us.html
Archimedes, 2020, 16/06/20 http://archimedes-earth.com/
Blackwell Sarah, c 1988-2020, Archimedes Forest School, Archimedes Earth Press, Sheffield, preface,
·Chandlers Ford Infant School, 2020, 17/6/20, https://www.chandlersford-inf.hants.sch.uk/outdoor-learning/
· Client Earth, 25 Year Plan for Environment, 2019, 15/6/20, https://www.clientearth.org/25-year-plan-environment/
· Council for Learning outside the Classroom,,2020, 15,6,20
· Council of Outdoor Learning, 2020, 15/6/20, https://www.lotc.org.uk/
· Department for Education, Gov.UK, 13/6/20 2019, https://www.gov.uk/government/publications/my-activity-passport
· ENGIE Sustainability Award, 2020, 15/6/20, https://www.engie.co.uk/about-engie/news/engie-sponsors-sustainability-award/
· Ferny Croft Scout Activity Centre, 2020, 15/6/20, https://www.fernycrofts.org.uk/
· Forest School Association, 2020, 15/6/20 https://www.forestschoolassociation.org/
· Froebel web. org, 2015, 11.6.20 http://www.froebelweb.org/
· Great Binfields Primary, Basingstoke, 2020, 15/6/20, https://www.greatbinfields.co.uk/forest-schools/
· Green School Project, 2020, 15/6/20 https://www.greenschoolsproject.org.uk/
· Hampshire and Isle of wight Wildlife Trust, 2020, 13/06/20, https://www.hiwwt.org.uk/forest-school
· Hampshire County Council,, Hampshire Outdoors, skills and participation, 2020, 13/6/20, https://www.hants.gov.uk/educationandlearning/oe-pe-dofe/outdoor-education/trailblazer)
· Hampshire Outdoors Outdoor Learning Conference, Hampshire Services, Outdoor Education, Hampshire, (2019)
· Hampshire Outdoors, 2020, 15/6/20, https://www.hants.gov.uk/hampshire-services/services-for-schools/school-improvement/outdoor-education
· Haven Nursery School, 2020, 13.6.20, https://www.haven-sch.org/forest-school/
· Houghton Peter and Jane Worroll, 2016 Play the Forest School Way, Watkins, Solvenna, p4-5
· Institute for Outdoor Learning, 2020, 15/6/20, https://www.outdoor-learning.org/
· John Muir Trust, John Muir Award, 2020, 15/6/20, https://www.johnmuirtrust.org/john-muir-award
· Knight, Sarah, 2010, Forest Schools and Outdoor Learning in the Early Year, Sage Publishing, London, p2
· Learning Through Landscapes, 2020, 14/6/20, https://www.ltl.org.uk/
· Lepe Country Park, 2020, 14/6/2020 https://www.hants.gov.uk/thingstodo/countryparks/lepe
· Living Heritage, Parliament.uk, 2020, 11.6.20, https://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/educationact1944/
· Liz Lightfoot, Forest Schools: is yours more a marketing gimmick than an outdoors education? Guardian Newspaper, June 2019,
· Lucas, Bill, Children's Environments, Vol. 12, No. 2, Children's Gardens and Children in Farming (June 1995), pp. 233-244)
· Marwell Activity Centre, 2020, 15/6/20, https://www.marwellactivitycentre.co.uk/activities/
· Minstead Study Centre, 2020, 14/6/20, .https://www.hants.gov.uk/educationandlearning/minsteadstudycentre
· National Trust Forest School, Forest school at Foxbury, 2020, 15/6/20, https://www.nationaltrust.org.uk/foxbury/features/forest-school-at-foxbury
· Newforest National Park, 2020, 14/6/20, https://www.newforestnpa.gov.uk/
· O’Brien Liz and Murray Richard, 2006, A marvellous opportunity for children to learn: A participatory evaluation of Forest School in England and Wales p4, Forest Research
· Ofsted Framework, 2019, 15/6/20
· Outdoor Citizens, 2019, 15/06/20 http://outdoorcitizens.uk/
· Outward Bound and Compass Rose, 2020, 11.6.20 https://www.outwardbound.org.uk/our-history
· Queen Elizabeth Country Park, 2020, 14/6/20https://www.hants.gov.uk/thingstodo/countryparks/rhcp/visit
· River Hamble Country Park, 2020, 14/6/20, https://www.hants.gov.uk/thingstodo/countryparks/rhcp/visit
· Royal Victoria Country Park, 2020, 14/6/20, https://www.hants.gov.uk/thingstodo/countryparks/rvcp/visit
· Sackville-Ford Mark & Davenport Helen, 2019, Critical Issues in Forest Schools, Sage Publications, London.
· Sir Harold Hillier Gardens, 2020, 14/6/20, https://www.hants.gov.uk/thingstodo/hilliergardens
· Solent Scout Training Centre, 2019, 15/6/20 https://www.lyonscopse.org.uk/index.htm
· Southdowns National Park, 2020, 14/6/20, https://www.southdowns.gov.uk/
· Statutory Framework, Early Years Foundation Stage Reform, DfE, 2020, 15/6/20 https://consult.education.gov.uk/early-years-quality-outcomes/early-years-foundation-stage-reforms/supporting_documents/EYFS%20reforms%20consultation.pdf
· Stauton Country Park, 2020, 14/6/20 https://www.hants.gov.uk/thingstodo/countryparks/staunton
· Stubbington Study Centre, 2020, 14/6/20, https://www.hants.gov.uk/educationandlearning/stubbingtonstudycentre
· The Duke of Edinburgh Award, 2019, 14,06,2020, https://www.dofe.org/do/what/
· The Scouts Association,2020, 15/6/20, https://www.scouts.org.uk/
· The Sustainability Centre, 2020, 15/6/20 https://www.sustainability-centre.org/
· Titchfield and Haven National Nature Reserve, 2020, 15/6/20 https://www.visit-hampshire.co.uk/things-to-do/titchfield-haven-national-nature-reserve-p1521681
· Woodland Trust, Green Tree School Award, 2020, 15/6/20, https://www.woodlandtrust.org.uk/support-us/act/your-school/green-tree-schools-award/
Youth options, Itching Valley Country Park, 2020, 15/6/20 https://www.youthoptions.co.uk/what-we-do/forest-school
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