Frequently Asked Questions

The UK Forest School community, guided by the Forest School Association (FSA), defines Forest School by six core principles:

1. Long-term process: Regular sessions with the same group over an extended period, allowing for continuous development and observation of seasonal changes.
2. Natural environment: Takes place in a woodland or natural setting to foster a deep connection and relationship between the learner and the natural world.
3. Holistic development: Aims to promote the comprehensive development of all participants – physical, social, emotional, cognitive, linguistic, and spiritual.
4. Supported risk-taking: Offers learners opportunities to take appropriate and supported risks, helping them build resilience, problem-solving skills, and self-confidence.
5. Qualified practitioners: Run by qualified Forest School practitioners (typically Level 3) who continuously develop their professional practice and hold relevant first aid qualifications.
6. Learner-centred processes: Uses a range of learner-centred processes, including play, choice, and exploration, to create a community for development and learning.

• vs. Playground/Outdoor Play: Unlike unstructured play, Forest School involves regular sessions led by qualified practitioners who facilitate learning experiences. It's a long-term process designed for deeper engagement and holistic development, not just casual outdoor time. It has an 'ethos' focused on freedom, belonging, and connection with nature.
• vs. Regular School: Forest School complements conventional schooling by offering a different learning environment and approach. Learning is experiential, hands-on, and often child-initiated, focusing on holistic development alongside practical skills. While it can link to curriculum subjects (e.g., science through nature observation, maths through measuring), its primary focus isn't formal academic instruction in the traditional sense. It emphasizes skills like problem-solving, teamwork, and resilience.

Forest School offers a wide range of benefits, contributing to a child's holistic development:

• Increased Confidence & Self-Esteem: Successfully completing challenging tasks (like building a shelter or using tools safely) boosts self-belief. In fact, research from a large UK project involving The Wildlife Trusts and UCL found that 79% of children reported feeling more confident in themselves after participating in outdoor nature activities (Source: "Children and Nature" Report, UCL & The Wildlife Trusts, UK).
• Improved Social Skills: Working collaboratively on projects, sharing ideas, and resolving challenges enhances communication, teamwork, and empathy. Studies show that 99% of practitioners agree outdoor learning helps children develop social skills (Source: The Practical Forest School Survey, 2022).
• Enhanced Physical Skills: Active outdoor play develops gross and fine motor skills, balance, coordination, and stamina.
• Greater Motivation & Concentration: The engaging, hands-on nature of Forest School can improve focus and a child's willingness to learn. This is strongly linked to enjoyment, with the Natural Connections Demonstration Project finding that 92% of pupils enjoyed their outdoor lessons more, fostering a positive attitude towards learning (Source: Natural Connections Demonstration Project Report, University of Plymouth for Natural England, Defra, and DfE).
• Emotional Resilience & Well-being: Spending time in nature reduces stress, calms the mind, and helps children manage their emotions and cope with setbacks. Indeed, 99% of practitioners agree outdoor learning positively benefits emotional well-being (Source: The Practical Forest School Survey, 2022).
• Creativity & Problem-Solving: Freedom to explore and experiment encourages imaginative play and the development of problem-solving abilities.
• Knowledge & Understanding of Nature: Direct experience fosters a deeper appreciation and understanding of the natural world and environmental responsibility.
• Improved Language & Communication: Children develop vocabulary and communication skills through discussions, storytelling, and collaborative tasks.

Spending regular time in natural environments, as offered by Forest School, is widely recognised for its positive impact on mental health and well-being. It provides a calming, sensory-rich space that can reduce stress, anxiety, and symptoms of ADHD. The child-led approach fosters a sense of agency and competence, boosting self-esteem and emotional resilience. For instance, research highlighted that 81% of children felt outdoor activities made them feel calm and relaxed (Source: "Children and Nature" Report, UCL & The Wildlife Trusts, UK). It offers a break from academic pressures and screen time, promoting mindfulness and a connection to the natural world.

Yes, a growing body of UK-based research highlights the positive impacts of Forest School and outdoor learning. For example, studies have indicated benefits such as:

• A significant boost in areas like maths attainment, with one study showing a 27% improvement in a Forest School cohort compared to 15% in the wider year group (Source: McCree, R., et al., 2018, "The outdoors and its impact on children's development").
• Increased confidence in children, with approximately 79% feeling more confident after nature-based activities (Source: "Children and Nature" Report, UCL & The Wildlife Trusts, UK).
• Greater enjoyment in learning, with around 92% of pupils reporting they enjoy outdoor lessons more (Source: Natural Connections Demonstration Project Report).

These outcomes, among many others, demonstrate the valuable contribution Forest School can make to a child's holistic development and education.

Activities are diverse and often emerge from the children's interests, but common examples include:

• Shelter building: Using natural materials like branches, logs, and tarpaulins.
• Nature art and crafts: Creating sculptures, collages, or tools from wood, leaves, clay, etc.
• Woodcraft tools: Learning to use tools like peelers, knives, saws, and drills safely under close supervision to make objects.
• Fire skills: Safely learning to build, light, and manage a small campfire, often for cooking simple snacks like popcorn or marshmallows.
• Nature exploration: Bug hunting, tracking animals, identifying plants and trees, pond dipping.
• Imaginative play: Creating stories, games, and adventures inspired by the woodland setting.
• Physical challenges: Climbing trees, balancing on logs, navigating uneven terrain.
• Sensory exploration: Engaging with the textures, smells, sounds, and sights of nature.

The key is layers and waterproofs, as children will be outdoors in all weathers and are likely to get muddy! Essential items include:

• Waterproof jacket and waterproof trousers (or an all-in-one suit): Essential for rain and mud. Ensure seams are taped for proper waterproofing.
• Sturdy, closed-toe footwear: Wellies (with warm socks) or waterproof walking boots. No sandals.
• Layered clothing: Base layer (e.g., thermal top/leggings – avoid cotton next to skin as it holds moisture), mid-layer (e.g., fleece jumper), and the waterproof outer layer. This allows adjustment for temperature.
• Hat and gloves: Warm hat covering ears and waterproof gloves/mittens in cold weather. Sun hat in warm weather.
• Spare clothes: A full set of spare clothes, especially socks, is highly recommended.
• Sunscreen: Applied before the session in sunny weather.
• Water bottle: If requested by the provider.

Always check the specific kit list provided by your Forest School, or use our Forest School Clothing Advisor for personalized recommendations.

When choosing a Forest School, consider the following:

• Leader Qualifications: Ensure leaders hold at least a Level 3 Forest School qualification, outdoor first aid, and DBS checks.
• Adherence to FSA Principles: Ask how they implement the six core Forest School principles (long-term, natural environment, holistic development, supported risk, qualified practitioners, learner-centred).
• Safety Policies: Review their risk assessment procedures, emergency plans, and bad weather policy. They should have a comprehensive Forest School handbook.
• Ethos & Approach: Does their philosophy resonate with you? How do they balance child-led learning with planned activities?
• Site Visit/Taster Session: If possible, visit the site and observe a session, or ask if your child can attend a taster session.
• Ratios: Enquire about adult-to-child ratios – these should be high to ensure safety and quality engagement.
• Communication: How do they communicate with parents about sessions and a child's progress?
• Ofsted Registration: If it's an early years setting (nursery/preschool), check if they are Ofsted registered and follow the EYFS framework.

Forest School effectively complements formal curricula like the Early Years Foundation Stage (EYFS) and the National Curriculum. While not a replacement, its hands-on, experiential learning approach reinforces many curriculum areas in a practical and engaging way. For example:

• Science: Observing wildlife, learning about ecosystems, understanding weather patterns.
• Maths: Measuring, counting natural objects, understanding shapes and patterns. Tangible academic benefits have also been observed; for instance, a UK longitudinal study highlighted that the Forest School cohort's maths attainment improved by 27% compared to 15% for the year group (Source: McCree, R., Cutting, R., & Sherwin, D., 2018, "The outdoors and its impact on children's development").
• Literacy: Storytelling, developing vocabulary through new experiences, following instructions.
• Art & Design Technology: Creating with natural materials, designing and building shelters, using tools.
• PSHE (Personal, Social, Health and Economic education): Developing teamwork, communication, resilience, self-awareness, and emotional intelligence.

It provides a different context for learning, helping children make connections and deepen their understanding.

Both Forest School and Montessori are child-centred approaches that value hands-on learning and independence. However, there are key differences:

• Learning Environment: Forest School is almost exclusively outdoors in natural settings, using found materials. Montessori is primarily classroom-based in a 'prepared environment' with specific, specially designed materials.
• Structure & Materials: Forest School is less structured, with activities emerging from children's interaction with nature. Montessori has a more structured environment with a defined sequence for many materials.
• Teacher Role: Forest School leaders facilitate and respond to children's interests. Montessori teachers guide children to specific materials based on observations of their developmental readiness.
• Approach to Risk: Forest School actively incorporates supported physical risk-taking (e.g., tool use, climbing). Montessori environments are highly ordered and emphasize safety, with risks being more intellectual or related to task mastery.
• Focus on Nature: Nature is the classroom in Forest School. In Montessori, nature study is a component, but not usually the primary learning environment itself.

Some settings may blend elements of both philosophies.