Contents
Forest School Policy
Use of Personal Protective Equipment
Procedure
Using Tools Procedures
Looking After Tools Procedure
Campfire Procedure
Emergency Action Plan
Role of the Forest School Leader
Helper’s Guide to Forest School
Personal Information Form
Risk Benefit Assessments
Practitioner Training & First Aid Certificates
Ecological Impact Assessments
Woodland Management Plan
Forest School Policy
Contents
a) Aims
of Forest School
b) Environmental
Considerations
c) Health
and Safety
d) Child
Protection and Safeguarding
e) Equality
and Inclusion
f) Cancellation
Procedure
g) Evaluation
Procedure
a)
Aims of Forest School
The
aim of Forest School at Fagley Primary is to build on the children’s innate
motivation and positive attitude to learning; to engage with them with the outdoors
and to foster a love, respect, understanding and responsibility for our environment.
The
children will be offered opportunities, through practical activities, to take
beneficial risks whilst building on their decision making, creative thinking and
problem solving skills.
We
strive to promote the forming of positive relationships and a growing awareness
of their emotional needs and the needs of others.
b)
Environmental Concerns
Awareness
of our impact on the environment is one of the core considerations for our
Forest School programme. Guided by the Countryside Code ‘Leave No Trace’
principles we will aim to minimise the impact caused by Forest School
activities.
School
Site:
Where
possible, recycled, reclaimed and sustainable products and resources will be
used to maintain and develop the school site. Regular site surveys will be
carried out in collaboration with the Site Manager and steps will be taken to
mitigate any unavoidable impact of Forest School activities. Our three year
management plan will outline areas in which we will look to enrich our school
environment and provide a range of new habitats for flora and fauna. Adults
will model best practice and children will be involved where possible in site
assessments and site management.
Ravenscliffe
Wood Site:
Currently,
approximately 80 children per week take part in Forest School sessions.
Sessions are spread out across the woodland to prevent excessive impact in any
one area. Regular site surveys will be carried out and steps will be taken to
mitigate any unavoidable impact of Forest School activities. Any concerns
arising from the surveys will be passed on to the Land Manager (Leeds City
Council). Educating participants in sessions about the flora and fauna in
Ravenscliffe Wood will raise understanding of protected species present and how
they can be safeguarded. Adults will model best practice and children will be
involved where possible in site assessments and site management. The Forest School Leaders are keen to liaise
with the land manager and local environmental or community groups to discuss
ways in which we can have a positive environmental impact on the woodland.
c)
Health and Safety
Everyone
in Forest School is informed of the health and safety procedures and risk
assessments of the site and activities. Staff and volunteers should be made
aware of the relevant school policies and ensure that they adhere to the
guidance contained within them. All
staff and volunteers will be required to complete the personal information form
prior to taking part in sessions. The Forest School Leader will carry out a
site assessment each term. Prior to commencing Forest School Sessions, a daily
risk assessment will be carried out and acted upon accordingly (including
informing the Land Manager where deemed appropriate). Due to the child-led
nature of Forest School dynamic risk assessment will take place during
sessions.
Currently,
Forest School sessions take place in Ravenscliffe Wood and occasionally on the
school site
Appropriate
clothing and footwear is to be worn at all times by staff, volunteers and
children (including appropriate PPE for relevant activities).
When
Forest School sessions take place on site, the school toilets can be used.
Where Forest School activities take place in Ravenscliffe Wood, children will
be encouraged to use the toilet before leaving school. When unavoidable, the
children will be permitted to go to the toilet in the woodland (see woodland toileting
procedure).
Hands
will be washed or cleaned with hand wipes prior to the handling and consumption
of food.
The
Forest School Leader will hold current outdoor, emergency and paediatric first
aid certificates.
The
Forest School Leader will have an emergency rucksack containing the following:
·
Risk Assessments for the day
·
First aid kit (in green bag with white cross on)
·
Medical and emergency contact details of
participants and any inhalers/epi-pens
·
Mobile phone
·
Drinking water
·
Spare clothing
·
Personal protective clothing
·
Survival bag
·
Foil blankets
·
Hand wipes/cleaning gel
·
Burns kit (where appropriate)
Emergency Procedure:
A mobile phone should be kept on site at all times (phone
signal should be checked prior to commencing each session).
The
Forest School Leader (or other trained first aiders) will be responsible for
administering emergency first aid and ensuring safety of the remainder of the
group.
Any
medical emergency beyond immediate temporary care should be referred to the
appropriate medical staff based at a hospital. If off the school site at the
time of the emergency, the school should be telephoned and advised of the
situation. (Follow up calls to relevant parties will be made by the school
office).
Accidents/first
aid administered to be recorded in school accident book.
The
legal framework for this guidance is:
·
In
loco parentis
·
Health
and Safety at Work Act (1974)
·
Management
of Health and Safety at Work Regulations (1999)
·
Health
and Safety (first aid) Regulations(1981)
·
Children
Act (1989)
·
Personal
Protective Equipment (PPE) Regulations (1992)
·
Reporting
of Injuries Diseases and Dangerous Occurrences Regulations (RIDDOR) (1995)
·
The
Protection of Children Act (1999)
·
Control
of Substances Hazardous to Health (2002)
Please also
refer to general Fagley Primary Health and Safety Policy.
d)
Child Protection and
Safeguarding
Safeguarding
statement: At Fagley Primary we are
committed to providing a caring, friendly and safe environment for all of our
pupils so they can learn in a calm and secure atmosphere. We believe every
pupil should be able to participate in all school activities in an enjoyable
and safe environment and be protected from harm. This is the responsibility of
every adult employed by, or invited to deliver, services at Fagley Primary School.
We recognise our responsibility to safeguard and promote the welfare of all our
pupils by protecting them from physical, sexual or emotional abuse, neglect and
bullying.
Key
members of staff will have child protection training and all members of staff
are aware of the Named Persons (Mrs C. Parfitt, Mrs C. Blythe) and the
procedure for passing on a concern to the Named Persons.
The Forest
School Leader will have enhanced DBS clearance. Regular volunteers attending
Forest School will also be DBS cleared.
Where a volunteer or member of staff does not hold a current DBS
certificate, they should not be left unsupervised with children at any time.
In-line
with school policies on the use of photographs and digital recording media,
children may be filmed or photographed during Forest School sessions (providing
the school holds parental permission to do so).
Minimum
staff/child ratios for Forest School are 1:6 (minimum of 2 adults for off-site
visits).
Please
also refer to the Fagley Primary Safeguarding and Child Protection Policies.
e)
Equality and Inclusion
In Forest
School sessions, all participants should be treated equally.
In
Forest School we are dedicated to providing a safe and secure environment in
which everyone’s contribution is valued.
Inclusion
and the celebration of diversity and equality are at the heart of everything we
do in Forest School.
An
Individual Care Plan will be put in place to support children with additional
needs (e.g. Medical, SEN/D, SEBD).
The
Forest School Leader will be trained in positive handling and de-escalation
procedures. Should a situation arise in which the conduct of any participants
of the session put any members of the group at risk, the Forest School Leader
will telephone school to request assistance.
The
legal framework for this guidance is:
·
Race
Relations Act 1976;
·
Race
Relations Amendment Act 2000;
·
Sex
Discrimination Act 1986;
·
Children
Act 2004;
·
Special
Educational Needs and Disability Act 2001.
f)
Cancellation Procedure
There
may be times when Forest School sessions need to be cancelled due to unforeseen
circumstances. These may be:
Staff
Illness – which prevents staff/child ratios being met.
Severe
weather conditions (in particular, high winds)
Any
situation deemed to pose a risk to health and safety.
In
the event of cancellation during the normal school day (prior to session
commencement) children will remain in their form classes.
Should
a risk to health and safety arise during a session, the group will return to
school (if further adult assistance be required, the Forest School Leader will
telephone school to request assistance).
In
the event of cancellation outside of the normal school day parents will be
contacted via telephone as soon as possible.
g)
Evaluation Procedure
In order to develop the Forest school and ensure best
practice is maintained the following evaluation procedures will be followed:
·
Evaluation
from the children at the end of their Forest School sessions via verbal or
visual feedback and through Forest School evaluation sheets/blogging.
·
Evaluation
and reflection from all staff involved in Forest School.
A range of
evaluation tools will be used including written evaluations, mind maps, questionnaires,
floor books and photographs. The Forest School leader will reflect and act on
the evaluations provided by children, staff and volunteers to inform future
planning.
USE OF
PERSONAL PROTECTIVE EQUIPMENT IN FOREST SCHOOL
Forest
School Situation
|
Personal
Protective Equipment
|
Explanation
why the Personal Protective Equipment is needed
|
Winter
|
Warm hat and gloves
Waterproofs
Fleece jacket
Long sleeved top
Long trousers
Thick socks
Boots
|
Warmth
To stay
dry
Warmth,
prevent exposure
Warmth,
protect from scratches, stings and insect bites
Warmth
Warmth, Protect feet from hazards on
forest floor or dropped objects
|
Summer
|
Sun hat
Long sleeved top
Long trousers
Boots
Sun cream/insect repellent
|
Prevent
sun burn, heat exhaustion
Protect
from sun and prevent scratches stings and bites
Protect
feet from hazards on forest floor or dropped objects
Protect
from sunburn, stings and bites
|
Collecting natural materials
|
Gloves
Long sleeved top
Long trousers
Weather appropriate outer clothing
|
Protect hands from prickles and
scratches
Protect
from scratches, stings and insect bites
|
Using a bow saw to cut a length of wood
|
Glove on non tool hand
Long sleeve top
Long trousers
Weather appropriate outer clothing
Boots
|
Grip and
protect hand if tool slips
Warmth,
protect from scratches, stings and insect bites
Protect feet from hazards on forest
floor or dropped objects and tool blade
|
Using a bill hook to take the side
branches off lengths of wood
|
Glove on non tool hand
Long sleeved top
Long trousers
Weather appropriate outer clothing
Boots
|
Grip and
protect hand if tool slips
Warmth,
protect from scratches, stings and insect bites
Protect feet from hazards on forest
floor or dropped objects and tool blade
|
Campfire cooking
|
Natural/non flammable close fitting
clothing
Fire resistant gloves
Walking/safety boots
|
Reduce
risk of fabric catching fire
Protect
hands from burns and scalds
Protect feet from hazards on forest
floor or dropped objects and burns
|
Walking to the woodland
|
High visibility vest
Weather appropriate clothing
Walking boots
|
Can be
seen by FS leader and drivers
Comfort,
warmth, sun protection
Comfort,
to protect feet once at woodland
|
Transporting Logs
|
Long sleeved top
Long trousers
Weather appropriate outer clothing
Gloves
Safety Boots
|
Warmth, protect from scratches, stings
and insect bites
Prevent friction burns, scratches
Protect feet from hazards on forest floor
or dropped objects
|
PROCEDURES FOR USING TOOLS
Tool
name: Billhook
The billhook
can be used for splitting wood and removing side branches from lengths of wood.
Check the
billhook is in safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip
hazards at field level.
Use the
billhook at a distance of two arms and a tool’s length from other people.
Sit in a
kneeling position with on knee on the ground (respect position).
When working
in pairs remember to make eye contact and ensure both parties are ready before
using the tool.
Ensure item
to be cut is on a level surface.
Pass the
tool by the handle with the blade facing upwards.
When you
have finished with the billhook check it is in good order, replace the cover
and return it to the designated tool box/area.
Tool
name: Bow saw
The bow saw
can be used for cutting wood with a diameter of larger than a 2 pence coin.
Check the
bow saw is in safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip
hazards at field level.
Use the bow
saw at a distance of two arms and a tool’s length from other people.
A glove is
to be worn on non tool hand.
Sit in a
kneeling position with on knee on the ground.
When working
in pairs remember to make eye contact and ensure both parties are ready before
using the tool.
Pass the
tool by the handle with the blade facing downwards.
When you
have finished with the billhook check it is in good order, replace the blade
cover and return it to the designated tool box/area.
Tool
name: Loppers
The loppers
can be used for cutting branches with a diameter of less than a 2 pence coin.
Check the
loppers are safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip
hazards at field level.
Use the
loppers at a distance of two arms and a tool’s length from other people.
Ensure item
to be cut is on a level surface.
Pass the
tool by the handles (holding lower handle) with the blade facing downwards.
When you
have finished with the loppers check they are good order and return them to the
designated tool box/area.
Tool
name: Peeler
The peeler
can be used for stripping bark from green wood.
Check the
peeler is in safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip
hazards at field level.
Use the
peeler at a distance of two arms and a tool’s length from other people.
Always work
away from yourself.
A glove to
be worn on non-tool hand.
Pass the
tool by the handle.
When you
have finished with the peeler check it is in good order and return to the
designated tool box/area.
Tool
name: Fixed blade knife
The fixed
blade knife can be used for whittling wood.
Check the
fixed blade knife is in safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip hazards
at field level.
Use the
knife at a distance of two arms and a tool’s length from other people.
Always work
away from yourself.
A glove is
to be worn on non-tool hand.
Pass the
tool by the handle with the blade facing upwards.
When not
using the knife, place by your side with the hand forwards.
When you
have finished with the knife check it is in good order, replace the blade cover
and return to the designated tool box/area.
Tool
name: Secateurs
To use
safely:
The
secateurs can be used for cutting small branches.
Check the
secateurs in safe working order before using.
Check the
area for hazards at all levels including dead wood at canopy level and trip
hazards at field level.
Use the
secateurs at a distance of two arms and a tool’s length from other people.
A glove is to
be worn on non-tool hand.
Pass the
tool by the handle.
When not
using the secateurs, place by your side with the hand forwards.
When you
have finished with the secateurs check they are good order, replace the safety
catch and return to the designated tool box/area.
PROCEDURES FOR LOOKING AFTER TOOLS
How to
check, clean, maintain and store tools safely:
Check blades
and handles are securely fastened, if any defects are found, discard and
replace.
Ensure
cutting edges are sharp and free from debris (blunt cutting edges can slip
causing injury.
Blade covers
and guards should be replaced when tools are not in use.
Blades
should be cleaned with an oily rag (cleaning from the back of the blade down).
Wooden
handles can be treated with linseed oil to prevent splitting.
All tools
should be stored in a lockable tool box or tool area.
Tools should
be counted out at the beginning of each session and counted back in at the end
of each session to ensure that all are returned to the tool box/area.
Fagley Forest School
Campfire Safety Procedure
Campfires
and the use of storm kettles are an integral part of Forest School. Fagley
Primary aims to ensure that children and adults participating in Forest School
sessions involving fires and/or storm kettles do so with safely.
Location of
fires:
·
Only
previously agreed areas will be used for campfires (which should be free from
tree roots and overhanging branches and on an appropriate soil or raised base).
·
Campfire
areas will be enclosed by logs or large stones to prevent the spread of fire.
·
Any
leaf litter or other combustible materials and potential trip hazards should be
cleared from the fire circle.
Sitting
around the fire:
·
Fire
area are surrounded by seating positioned at least 1.5 metres away from the fire
pit.
·
When
the fire pit is in use, children may only enter the fire circle with the
permission of the Forest School Leader.
·
When
granted access to the fire circle, children must walk around the outside of the
seating and only step over when permitted to by the Forest School Leader.
·
Once
granted permission to enter the fire circle, children must step over the
seating and sit down with legs drawn inwards.
·
Once
seated in the fire circle, children must remain seated until directed to move
by the Forest School Leader.
·
Children
will be taught to change seats by standing, stepping over the seating and
walking around the outside of the fire circle.
·
Children
must not walk across the inside of the fire circle.
·
Long
sleeves and trousers must be worn (no loose fitting clothes, scarves or
flammable materials such as fleece).
·
Children
are not permitted to throw anything onto the fire.
·
Children
will be advised how to deal will smoke (turn head to the side and cover face
with hand, close eyes for a count of 30 seconds).
·
Where
there is a clear wind direction, children will be advised not to sit in the
line of the smoke.
Lighting the
fire:
·
The
Forest School Leader is responsible for the lighting of fires. Children will
only be permitted to light fires if under the direct supervision of the Forest
School Leader.
·
No
flammable liquids are permitted in the lighting or escalating of fires.
·
Cotton
wool, petroleum jelly and fire steels are the preferred method for lighting
fires.
·
No
plastics are to be burnt.
·
Children
must be supervised by the Forest School Leader when placing fuel on the fire.
·
Fuel
should be added from the side. Hands must never go over the fire.
Extinguishing
the fire:
·
All
fires must be fully extinguished with water at the end of the session.
·
Water
should always be on hand during campfire sessions (for extinguishing fire and clean
water for immersing burns).
·
Whenever
possible, fuel on the fire should be burnt down to ash before extinguishing.
·
The
ashes should be spread out and doused in water working from the outside of the
fire inwards until all smoke/steam has ceased. Particular care should be taken
to ensure and larger remaining pieces of wood are fully extinguished.
·
Once
fully cooled, build-ups of ash should be removed from the fire pit and dispersed
or collected and removed from the site.
Using storm
kettles:
·
Children
may only light the fire pan if directed by the Forest School Leader.
·
The
storm kettle should be placed on clear flat ground.
·
Children
must be seated at least 1.5m away from the storm kettle unless being supervised
on a 1:1 basis by the Forest School Leader to add fuel to the storm kettle.
·
Fuel
should burn itself out, otherwise should be doused following procedure outlined
above. The kettle should NEVER be boiled with the cork in place.
The Role of the
Forest School Leader
The role
of the Forest School leader in promoting emotional intelligence
The Forest
School leader will promote emotional intelligence by structuring sessions in a
manner which will allow children to interact socially and work together as a
team. They will learn how to build positive, empathetic relationships with
adults and their peers. During circle time and the end of each session, the
group are encouraged to evaluate and reflect on their experiences. They are
provided with evaluation tools to help them quantify and share their
emotions. Leaders model how children can
work with their emotions to influence their actions and improve their emotional
intelligence.
”It is more important to pave the way for a
child to want to know than to put him on a diet of facts he is not ready to
assimilate.” Rachel Carson.
When a child is emotionally
ready and self motivated they will be open to new experiences. One of the most
important roles a Forest School leader is
to help children identify emotional barriers which may affect their
openness to experience new things and provide them with strategies to overcome
these barriers.
The Forest School
Leader will be flexible to different approaches to learning. They will
acknowledge and celebrate achievements, whilst fostering a culture in which it
is accepted that things sometimes go wrong (and when they do, the team works
together to find solutions).
The role
of the Forest School leader in promoting self-esteem
Activities
planned by the Forest School Leader will encourage children to have the
confidence make decisions, to voice judgments and to feel comfortable taking
managed risks. The Forest School Leader will aim to counter low self-esteem
behaviours (such as being overly self-critical, indecisive, defensive or
hypersensitive) by helping children to identify and celebrate their strengths and
work collaboratively towards common goals. The nature of Forest School sessions
enables children with the guidance of the Forest School Leader, to set
achievable goals which will enable them to feel proud of their accomplishments.
The Forest School Leader will also model the praising of peer accomplishments.
By addressing the children’s basic and safety needs (via thorough health and
safety procedures) and building positive relationships, the Forest School
Leader can ensure the children are in a position to address their esteem needs.
The role
of the Forest School leader in promoting appropriate behaviour
The Forest
School Leader will clearly outline the rules of Forest School and expectations
of behaviour at the beginning of each session. The stimulating and engaging
nature of Forest School sessions which are informed by the children’s interests
and preferred learning styles will help to ensure that behaviour is appropriate
to the Forest School environment.
Children
will learn to develop coping strategies, manage risks and take responsibility
for their actions and learning. It is the responsibility of the Forest School
Leader to demonstrate the importance of co-operation and being aware of other
people’s sensitivities and to show how to positively manage emotions when faced
with difficulties or disagreements.
Children
will be involved whenever possible in planning activities and assessing
potential hazards. Through this, they will begin to take ownership of their
actions and understand the importance of appropriate behaviour in order to
ensure the physical and emotional wellbeing of all participants.
The role
of the Forest School leader in promoting learning
Forest
School is a child-led programme allowing children to progress and learn in a
style and at a pace to suit their learning needs. The Forest School leader will
observe and take their cue from the children allowing them to develop new
skills through hands-on experience. The children will be encouraged to develop
their physical, social, emotional and creative skills. They will be given the time to talk about how
they have progressed and share what they have enjoyed and what they were able
to achieve. They will be taught that the process of learning in an activity is
as, if not more important than the end product. Time is given to allow for
consolidation of ideas, understanding to grow. Activities can be repeated and
re-visited as often as a child requires in order for them to develop a deeper
understanding.
The Forest
School leader has a responsibility to gather evidence of learning and
development, to enable children to reflect on and evaluate their progression in
Forest School. Whilst the manner in which this evidence may be gathered and
recorded may be different to in the typical classroom environment, its value in
scaffolding the progression of skills to the next level is equally important.
Evidence may be recorded in many ways such as the taking of photographs, video,
drawings, log books or evaluation questionnaires.
One of the
core principles to Forest School, is promoting environmental awareness and
sustainability. By passing on knowledge of the environment and the impact our
actions have upon it, the Forest School Leader can empower children to make
positive changes to their community. The Forest School Leader must have a sound
understanding and respect and love for the natural world in order to
effectively share this with participants. It is also equally important for the
Forest School Leader to show that they are learning alongside the children.
They should acknowledge their own strengths and weaknesses and in turn help the
children to identify their own strengths.
Forest School is an inspirational process that offers ALL
learners regular opportunities to achieve and develop confidence and
self-esteem through hands-on learning experiences in a woodland or natural
environment with trees.
Forest School Association
Forest School sessions to a large
extent are play-based and child-led with no prescribed objectives set by the
adults.
Taking responsibility for choosing their own tasks builds
the children’s confidence and self-esteem. Children help to set agreed
boundaries and rules and are supported to take reasonable risks in their play.
The woodland is an unfamiliar environment to many
children. On their first sessions, they may stand back and observe until they
feel comfortable. At this stage they may need extra guidance and support. As
they become more confident they will need less support.
Use positive language where you can (try not to say ‘no’,
or ‘stop’, or ‘don’t'). Obviously where someone is about to do something
where somebody may get hurt, or harm the environment or damage equipment it may
be appropriate.
The idea is that children will learn from mistakes, learn
to think for their selves and become independent, resilient learners. When
children are playing, allow them to experiment and problem solve.
Take time to listen to what the children are saying. If
you need further understanding and confirmation, repeat back key parts of the
child’s speech.
Offer children praise for their efforts. It may seem small
to you but huge to that individual child.
When children are working on an activity together,
encourage co-operation and negotiation. Encourage talking about feelings
and get them to empathise with others. Be prepared for children to express
their feelings aloud. Be sensitive and consistent to their needs by
acknowledging their feelings whilst encouraging discussion on how to express
them in a more appropriate and safe way.
If this is not the case inform the Forest School leader.
Adults that are not DBS checked should stay within sight
of other adults.
Forest School gives time for children to talk to you and
open up. Follow the school safeguarding policies and procedures if any
disclosures are made, no matter how trivial. If you need advice you are
encouraged to talk to the Forest School leader.
Dressing for Forest
School.
Forest School activities take place all year round in all
weathers, so it is important to be prepared for the weather. It is better to
wear several thin layers rather than one thick one as thin layers are easier to
add and remove to suit the conditions.
Base layer – thermal top and leggings or long johns (or tights or
pyjamas), thermal socks or two pairs of normal socks.
Inner layer – sweater, trousers or jogging bottoms (preferably not jeans
as if they get wet they are heavy and cold).
Outer layer – waterproof jacket and waterproof over trousers, gloves,
hat (woollen in winter, sun hat in summer) and walking boots or wellingtons.
Even on dry days, the woodland floor can be cool and damp.
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