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Written and researched by – Annie Berrington from Get Out More 30/03/12
The Impact of Forest Schools in Bradford
Introduction
Context
Forest school is an inspirational process, which offers all participants opportunities to achieve,
develop confidence and self-esteem, through regular hands-on learning and play experiences in a
natural environment. Forest schools came to the UK from Denmark in 1995 and the practice has
been developing and growing across the Bradford district since 2007. For the last 5 years we have
secured funding from the Early Years Childcare and Play and Bradford Council’s Workforce
Development and provided free or subsidized places for over 100 people to undertake the level 1 or
3 forest school training. Over 40 are now level 3 qualified and able to lead forest school
programmes. In Bradford there are teachers, early years workers, play workers and other education
and play professionals who are running regular forest school programmes in their settings. In
addition, there are many independent practitioners across the district, working either for
themselves, charities or businesses, delivering forest school sessions in school and out-of-school
settings with people of all ages. Practitioners and others interested in forest schools have grouped
together to form the Bradford Forest School Network which is hosted by Bradford Community
Development Project and now has approximately 100 members.
In 2011 the network developed a Forest School Strategy to support the development of forest
schools in the district. Amongst other things, the strategy outlines targets to capture the impact of
forest schools in Bradford, to develop methodologies to enable data to be built on over the years
and maintain standards through quality assurance. This report seeks to begin that process and is
split into 3 chapters
1. Impact Measurement based on evidence from interviews with 8 forest school practitioners
2. An assessment of impact measurement systems and proposals for a methodology to be used
in Bradford
3. A review of quality assurance systems and proposal for a framework to be used in Bradford
Written and researched by – Annie Berrington from Get Out More 30/03/12
1. Impact Measurement
Since forest schools arrived in Britain in the mid 1990s practitioners have reported observing
significant outcomes for the participants they work with. Several research projects have attempted
to evaluate forest schools and capture this evidence in a tangible way. One of the most thorough
and often quoted pieces of research was commissioned by the Forestry Commission and undertaken
as a collaboration by the New Economics Foundation and the Forest Education Initiative. ‘A
Marvellous Opportunity for Children to Learn’ by Murray and O’Brien (2005) worked with forest
school groups in England and Wales using participatory and inclusive techniques to capture the link
between the activities and the impact on individual children. Eight themes emerged from the
analysis of the data
Forest school increases the self confidence and self esteem of individuals who take part
Forest school improves an individual’s ability to work co-operatively and increases their
awareness of others
Forest school develops written and spoken language
Forest school counters a lack of motivation and a negative attitude to learning
Forest schools develop physical stamina, co-ordination, gross and fine motor skills
Forest school increases the skills and knowledge of those who take part
Forest school gives adults new perspectives on children
Forest school has a ripple effect beyond the sessions
Methodology
For this study the researcher interviewed 8 Bradford-based forest school practitioners asking for
evidence of the impact on the forest school participants against the 8 propositions identified in the
NEF/FEI study.
Each practitioner has collected evidence using different formats, from photographs, floor books and
personal observations, through to questionnaires, assessment tools and comments from other
professionals. In order to collate such diverse evidence the interviewer asked the practitioners to
refer to their collected material and describe any evidence they had against each of the propositions
above. The interviewer asked the practitioners to qualify how they knew that forest schools had
made an impact and to try to identify what aspects of the forest school had caused that change. The
evidence in this report is presented under each of the propositions in the practitioners’ own words,
then extracted into a table to propose the cause and effect of the elements of forest school. This
created a summary of how the unique combination of factors at forest school has impacted on
participants.
The Practitioners
Outlined below is a description of each of the practitioners who were interviewed, who are referred
to in the rest of the document by their initials only. Between them, the eight practitioners work with
a broad spread of participants in a wide variety of contexts, from children in their early years
Written and researched by – Annie Berrington from Get Out More 30/03/12
through to young people and adults, from in-school to out-of-school, play and childminding settings.
To contextualise the comments the practitioners made, the group they worked with and the method
used to collect evidence is described below.
Amy Hield (AH) is the founder/director of Aspyrian Outdoor Learning which delivers creative
outdoor programmes across Bradford and beyond. Amy runs outdoor learning sessions which
incorporate forest school approaches, including programmes to help schools to identify and develop
spaces for outdoor learning and regular sessions with parent and child groups. The impact
assessment interview focused on a programme in Bradford South with families referred by social
services. To gather evidence of the impact of the programmes Amy encouraged parents to observe
their children’s behaviour and contribute to a book for each child as well as a group book with
photos and comments. She gathers evidence on an assessment grid based on the criteria for the
project and has captured comments from staff in school and other professionals who work with the
families on a regular basis
Julie West (JW) is the Play Officer for Bradford West with responsibility for forest schools. When her
role allows she delivers forest school programmes with primary school children and families with
children with disabilities, as well as facilitating forest school skill share sessions. The impact
assessment material is based on a programme with a school nurture group. Julie used the
‘propositions for change’ baseline and summative assessment tool to measure the children’s
development and wrote a review and reflection sheet to evaluate the outcomes of each session, as
well as using more informal participatory techniques to gather feedback.
Julie Denton (JD) is a full time childminder based in Ilkley. She completed her training and
assessment in 2011 and will shortly submit her portfolio. Julie delivers forest school programmes as
part of her childminding service, taking a group of pre-school children to the woods at least once a
week. During the school holidays school age children (up to 13 years) join the group. Julie uses a
session evaluation form to assess levels of wellbeing and involvement as well as free play. She
observes the children and has assessed a sample of them over time against a list of propositions for
change.
Katy Rands (KR) is a Play Support Worker for the local authority’s play team in Bradford South. She
is in the process of completing her written portfolio having undertaken the level 3 training and
assessment in 2011. She has supported forest school practitioners in school but her forest school
experience is mainly in out of school play settings either after school or during the holidays. Her
evaluation is based on an Out of School Club. She used a session-by-session review tool and
measured the impact on 4 areas of child development on a sample of children across the
programme.
Jim Mawson (JM) completed his level 3 qualification in 2008 and is now working towards level 4. He
works as a full time Forest School Practitioner at Heaton Children’s Services, taking children from the
school to the on-site woodland. Pupils from the school’s Reception to Year 6, including children
from the Acorn Centre (Emotional Behaviour Development Unit) attend the forest school
programmes on a regular basis and groups from other settings (primary, secondary, special needs)
book to attend the forest school on Fridays. Jim’s evidence of impact is collected from anecdotal
evidence of running forest school sessions since 2007 and feedback from teachers and school
governors.
Written and researched by – Annie Berrington from Get Out More 30/03/12
Chris Leleux (CL) is a self employed first aid trainer who undertook the level 3 forest school training
and assessment in 2010 and is still progressing with his portfolio. He has been delivering a forest
school programme with a nurture group of boys at Priestthorpe Primary School, Bingley for half a
day a week for over 18 months. The assessment interview was also attended by Pam Keighley (PK),
a Learning Mentor and Dawn Noutch (DN), a Family Support Worker from the school who were able
to contribute anecdotal evidence of impact from their knowledge of the boys in school to
complement Chris’s observations from the forest school sessions.
Michaela Worthington (MW) is a Teaching Assistant at Fagley Primary School in East Bradford. She
recently qualified as a Level 3 forest school practitioner having undertaken the training and
assessment in 2011. Since September 2011 she has run a forest school programme for a nurture
group of four year 6 pupils who have been selected for because they lack confidence, motivation or
language skills. Michaela collects evidence of impact of her sessions in large floor books and
observations against a series of propositions for change. The children keep log books to record their
own thoughts and observations.
Jen Scott (JS) works for environmental charity Bradford Community Environment Project where she
is responsible for co-ordinating the Bradford Forest School Network. She was among the first group
of forest school practitioners to qualify in Bradford and has been delivering forest school and
outdoor play sessions with children and young people for nearly 5 years. Her impact assessment
focuses on a grant-funded programme with a group of young people selected for being at risk of
committing crime. Jen used pre- and post-programme questionnaires and a ‘forest school tree’ with
statements from the young people to gather feedback and measure the impact of her sessions.
To protect identities, where children’s names have been used they have been changed from the
originals.
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school increases the self confidence and self esteem of individuals who take part
Practitioners observe that the experience of regular visits to forest school in itself impacts on the
children’s confidence and this is especially evident for practitioners who are working with the same
children over months, rather than weeks.
Callum was overwhelmed at first. He hardly ever spoke, even though he spoke at home. He found it
difficult to walk. In the woods he would not move, but by the end he was charging around with
confidence. He became familiar with the environment, we went every week and explored with rope
walks. With practice and support of the practitioner, we encouraged him to have a go, giving him
lots of positive re-enforcement. JD
Forest school is theirs and the other children ask them about it. They have a boost because they are
the ‘point of authority’. Fiza has experiences she can bring to her Talking Partners group [a language
and literacy initiative] She can stand her ground now. MW
Practitioners note how their role in enabling participants to lead their own learning is key to building
their confidence and describe how building up small achievable tasks gives the participants a sense
of achievement and self worth.
Teachers notice a rise in self esteem following visits to the woods. You are not the teacher. You act
as a teacher for the structure and boundaries but become more of a peer [during the session.] You
are not leading but questioning ‘Will that work? Let’s try it’. You are enabling them to teach
themselves. Peer support is as important as adult support. JM
You start something you don’t know how to do, you do it in small, achievable parts, then you achieve
it. You see a tool and then you become a responsible person who can use it. You are trusted with
things and it gives you a sense of worth. AH
One of the boys was lighting sparks and was overjoyed to get it going, leaping with joy ‘That’s what I
did!’ When he has a good day he gains in confidence. They are proud of their achievements. CL
Two of the practitioners who are based in schools highlighted how the freedom from results,
standards and assessments made an impact on the pupils’ confidence
There is no failure. If you do it and it goes wrong you can do it again. There is no dent in confidence.
You are setting them up to fail but there is no comeback for failure. They go off in little groups, so
the whole class isn’t watching if things go wrong. JM
Children lead what we do. If they are interested [in an activity] we carry on and do more. There is no
pressure to have anything finished. We’re not working to levels; there is no sense of failure. MW
The change of environment and the opportunity to work in smaller groups or explore at their own
pace meant participants were able to approach challenges in a different way, impacting on their
confidence in their own abilities
They are given opportunities to be different in a different environment. In class one boy’s lack of
confidence mean he didn’t try, but we did a one to one on fire lighting then he was able to show
others how to do it JW
Written and researched by – Annie Berrington from Get Out More 30/03/12
One of the boys was really shy and his parent was really concerned. He only spoke to his key worker
and children in his class. He wouldn’t join in the name game at first but by week 3 I noticed a change
in him. At first he stuck to his key worker but he began to explore by himself and by the end his key
worker wasn’t needed. By week 5 he and his friend found a den and they showed it to the other
children. He joined in on his own and became more himself. His mum noticed his confidence. KR
If they have had a bad week they can have a different experience outside. They hang on to the
positivity of what they achieve in the morning CL
Forest school increased the self confidence and self esteem of individuals who take part
Factor Impact
Regular visits
Develop skills and knowledge
Participant initiated activities
Small achievable tasks
Small groups
Freedom from assessment /results
Using tools and other skills
Familiar with environment; physical confidence
Become the ‘expert’. Peer respect
Initiating ideas and carrying them out independently
Sense of achievement
More confidence to try / prepared to fail and try again
Less pressure so able to have a go
Being trusted – feelings of self worth
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school improves an individual’s ability to work co-operatively and increases their
awareness of others
Many of the practitioners described how space and structure of forest school had helped children
form new relationships
At forest school the dynamic changed. We are going regularly to the woods, doing something
together as a group of seven. We play co-operative games and share conversations. They are
focused on supporting each other but at home it’s me supporting them. Fred responded well and
now plays with other boys JD
They are not confined. If difficulties arise they can move away. It is not forced. Jake is in a
wheelchair. They played with him more in the woods than in school. When he came to the woods
they wanted to show him around. They knew the woodland and felt responsible to introduce him to
it JM
One of the girls wouldn’t leave her brother’s side, but her brother’s behaviour was problematic and
the setting was concerned for her. Her brother was playing army. It was fast paced and she couldn’t
keep up with him, so began to play with other children. They found similar interests like making
necklaces and fairy bracelets KR
In particular it was observed that children who find it hard to form relationships began to thrive
through working in small groups
At the beginning one boy was unsociable but now has improved. He didn’t play with his peers at
home and his mum wouldn’t invite friends to play. Through enjoyable activities in a small group he
notices what he is missing out CL
Hamza became frustrated in class but has thrived by working in small groups MW
The nature of some regular forest school activities requires participants of all ages to work together
for the safety and benefit of the group.
Forest school activities rely on others for safety e.g. using tools and starting fires. They are
responsible for their own safety e.g. passing tools and reminding each other tying their hair back MW
I have photos of some toddlers putting bunting up together to create the fire circle. Its co-operation
for the good of the group; if they respect the bunting, co-operate to help each other be safe, they
know we will have a fire. They work together to achieve the result they want. Lots of tasks need
more than one person so people need to work with others. There are potentially dangerous things so
parents can’t ignore their kids. They start to work together, which would not normally happen. AH
In school we are building up social skills, like what it is to share, to keep each other safe. They get a
chance to use them outside. Friday mornings take it to a different level altogether. Turn taking;
they have learnt over weeks and months; deciding who goes up first on the walk. They have
eventually learnt to form a group and let go of the pecking order CL
All the [feedback] cards said that what helped them was working as a team. A team challenge is a
co-operative act, to make or do something together like an obstacle course, spider’s web or blindfold
Written and researched by – Annie Berrington from Get Out More 30/03/12
trail. We always talked about what helped and they would say practical things, like a friend helped
move a log out of the way, or social skills like listening to each other JS
Practitioners highlight how they plan activities to encourage co-operatively play, but observe that
when children are enabled to direct their own play, co-operation happens naturally
They were asked to make a pirate map on the floor. They didn’t want to do it; they wanted to make
a pirate ship instead, so they did. Children from the Acorn Centre (behaviour support unit) worked
together co-operatively to make it; mast, sail etc. The leaders allowed it to happen, they encouraged
the tangent to happen and they became actively involved in being pirates. JM
They have bonded up there. We can implement things in school and they can do them for themselves
in the field. They can be left to their own devices now, they have self control. They are more
responsible for their actions. CL
With co-operation, the participants became more aware of each other’s skills and needs
They are willing to work as part of a team. Those who weren’t team plays became so. They noticed
what other people were doing. When we asked them, ‘Who helped you?’ they could say ‘Daniel
helped me build a big den’. They noticed who was skilled and how it impacted on helping each other.
JW
When using the bow saw the common aim is to manipulate it. They can’t both pull at once. They
have to notice the other person’s actions, like if their arm is tired. When one child hurts themselves
the others are now aware they need to stop, to fetch me, to offer comfort CL
Forest school improves an individual’s ability to work co-operatively and increases their
awareness of others
Factor Impact
Group games and shared conversations
Developing new skills / interests
Increased space
Small group work
Group activities / shared goals
Responsibility for safety
Turn taking
Enabling child-led play / learning
New relationships formed
Finding common interests
Freedom to chose where and who to work with
Less, pressure, easier to form relationships
Understand the benefit of co-operation
Feel responsible to each other
Awareness of each other’s skills and needs
Ownership of the learning process
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school develops written and spoken language
Forest school practitioners are using a wide range of practices to encourage speaking, listening,
reading and writing. These include playing verbal games, giving instructions, encouraging mark
making, storytelling, role play and reflection. The activities and excitement they create encourage
participants to find the confidence to speak out and listen to others
They tell me we don’t need to do a tool talk so I asked them to tell me. They are very proud of being
able to say it.CL
Fiza would not initiate a conversation with an adult but her teacher told me she had come up to talk
to her about forest school. She is so excited about something she has to share it. She is always
stopping me in the corridor to ask what we are doing next. It’s a small group so it’s easier for her.
MW
Older lads really listened when Jack showed him the den. He had something exciting to show and
they found respect for each other. Children wanted to do new things so they listened. Karl’s
behaviour changed because he knew if he didn’t listen he would not be allowed to take part KR
One boy is new to the UK and speaking English and now comes to ask me ‘When are we going to
forest school?’ JM
[From the questionnaires] the young people all agreed their feel more confident in speaking out. It’s
the practitioner approach which enables it to happen. They are given a voice, have got more time,
they are allowed to speak up as and when. We have a routine. At the beginning we will talk about
what we want to do and at the end we discuss how it went. They know its going to happen and they
expect it. JS
The emphasis on language has helped some participants’ speech and language development
One boy would not make a coherent sentence. He would talk baby-talk. With careful
communication he has developed. We were adapting the Mice, Men and Mammoths games to
things they are interested in. He was trying to explain it to me. CL
One boy struggles with language. He was an early talker but now is complacent and uses poor
sentence structure. We are modelling language for him through conversation. We use a lot of
vocabulary, for example technical and safety language. AH
Likewise, the physical skills of forest school can impact on skills required for writing
Some of the children are struggling to hold small things because they have had a poor start in life,
maybe spending too much time left in a pram. They are developing dexterity through fine motor
skills such as knots and small tools. AH
One of the most significant areas around spoken and written language development which
practitioners referred to was the impact forest school is having on ideas and enthusiasm for
speaking and writing
Written and researched by – Annie Berrington from Get Out More 30/03/12
They come down to school with different things to talk about. When they did the Great Fire of
London they could draw on experience in the field. It is kinaesthetic learning and they want to tell
you about it. PK&DN
The boys wanted to make weapons. We asked ‘How will it make you feel? How will others feel?’
They used fantastic language such as ‘vanquished’ and ‘oppressed’ to explore the idea. It gave
abstract ideas a real context. They were excited and had something to share. JW
We do a myths and legends activity. They are playing; setting scenes and inventing characters. If
they have been in Narnia all morning, they want to write about it in the afternoon. JM
The children keep log books. There is no pressure, no marking or checking spelling. Zoya takes her
log book home and initiates her own writing. She asks to do her log book. Casey loves drawing in the
book and Hamza is blogging on the school website. MW
Parents have not written since they were at school. They think they can’t write but they can. With
encouragement they do write in the books. AH
William is not interested in books here [at childminders] but he is able to engage with stories in the
den. He went in there and looked at books on his own account. The Stick Man [by Julia Donaldson],
he loved to read it. He wouldn’t do mark making in the house but will visibly enjoy using chalk,
charcoal etc [in the woods]. They are interested in looking at and identifying bugs and copy pictures
into books. They wouldn’t do that in the setting. JD
Reflection is built into forest school and evidence shows this is impacting on participants’ ability to
express their thoughts and emotions, and in the case of parents working with their children,
understand more about their children’s abilities
They are putting their emotions into words. They are able to extend their language beyond happy
and sad. They can say ‘I feel proud of…’ They can put it into words and talk about it to each other
MW
They are preparing for writing by reflecting on what they have been doing. They are putting their
thoughts into words. AH
Boys want to do, not reflect, but when we have our mid morning snack we have time to talk, what
they’ve enjoyed and what they want to do next week. We have surreal conversations about whether
sticks have feelings when you put them in the fire! CL
The adults didn’t have language to describe what their children were doing but are now able to do it.
And it changes the way to think about it. Its informal, we discuss it as we go along or look at the
photos to discuss what they are doing. Over lunch we discuss what they did last week and practise
including the children in the conversation and using positive language. AH
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school develops written and spoken language
Factor Impact
New interesting and exciting experiences
Group games and activities
Time and opportunity to talk
New vocabulary
Fine motor skills; tools, knots etc
Activities linked to curriculum
Creative and imaginative activities
Reflection
Observation of children
Enthusiasm and motivation to speak and write about it
Develop communication skills to take part
Develop confidence in speaking in a group
Extending use of language
Developing dexterity for writing
Context gives greater understanding to learning
Inspiration for speaking / writing
Developing emotional literacy
Parents can articulate and value children’s abilities
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school counters a lack of motivation and a negative attitude to learning
The practitioners who work in schools had an insight into the impact forest school had on the pupils’
attitude to learning in school because they encounter the pupils outside of forest school or could
more easily access the staff who work with them throughout the rest of the week. There is a
connection between forest schools, attendance and class-based learning
They come down on Friday morning [after a forest school session] enthusiastic and motivated. They
have learnt new skills; building a bridge or a dam or a den, and want to tell us about it. Attendance
may be better on a Friday. If they are off during the week, they always seem to be better by Friday.
CL&PK
Within forest school they love it and would do it every day of the week. Mondays [forest school day]
sets them up for the week. It’s a break from normal lessons, something else to think about and draw
into what you do. I try to link outdoor work with learning in school so it’s helpful to know what the
class is learning, like dividing marshmallows, or bringing the phantom masks they made outdoors
MW
Many of the practitioners work with hard to reach groups and could reflect on the impact the forest
school is having on engaging disengaged participants. One practitioner described working with a
group from a Secondary Pupil Referral Unit, while another described her work with families, some of
whom are referred by Social Services
They were a bunch of disenfranchised kids. They were surly and stood around. They didn’t want to
be there. But one of them got a fire going and they became really into it. When one of them became
more interested they were all more engaged, they wanted to learn. JM
The group are the hardest to reach families, and attendance is good. It’s not threatening; we’re not
telling people how to do it. The only rules are safety rules and there’s no written work. It’s based at
school but we’re outside of it. Some of the children are in reception and nursery and their attendance
[at school] is appalling, but it’s good here. The Nursery teacher told me that the parents are more
actively involved now and have shown more confidence in communicating with the nursery team on
a daily basis. The children involved in the project are now developing good relationships using more
positive language as they communicate with others. The parents see more potential in their children.
AH
The practitioners who work in play settings often do not have access to the same group of children
in the long term, but could observe within the forest school sessions how the format differs from
traditional learning, particularly around choice, and how this impacts on motivation, behaviour and
attitude.
Because it is child led, they are doing what they are interest in so are motivated to do it. They had
time to become engrossed and are uninterrupted to rework things. Two were building a tyre swing
and adapted it to they could rework it to become a zip wire. Its problem solving, adapting and team
work. They are leading with confidence, daring to risk failure. It is less prescribed so there is not a
right way to do it, like inside. JW
Written and researched by – Annie Berrington from Get Out More 30/03/12
I had an interesting conversation with one of the boys. He thought forest school is very different to
school because he didn’t realise the he was learning [at forest school]. He thought that because he
could choose what to do, he couldn’t be learning by it. We use positive language, praising the
behaviour, not the product. We don’t say ‘that’s a lovely wand’ but ‘you worked really hard on that’.
It surprises them and they quickly respond to it JS
Children who didn’t want to join in [a structured activity] would clear off, then come back and have a
look to see what everyone else is doing. They could then join in and become more animated. They
want to choose their own stuff. It’s about providing a choice and options and being accepting of
their choice. Enabling not restricting JD
Not all children are suited to being in a classroom. It is something for them to be really good at. Karl
has issues with behaviour in school, but everything in forest school is positive to him. He was a
completely different person. He learnt team work. Children tend to stay away from him because of
his behaviour, but in forest school barriers were down. They see him as an equal because he wasn’t
kicking off outside. He formed different friendships KR
Forest school counters a lack of motivation and a negative attitude to learning
Factor Impact
New skills and experiences
Links to class work
Regular positive experiences
Being outside of school
Child-led approach; choice
Process, not result driven
Enthusiasm and positive attitude.
Develops resources for learning
Engaged learners. Improved attendance
Perceived differently from school
Motivation to engage based on own interests
Risk failure and learn through problem solving
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest schools develop physical stamina, co-ordination, gross and fine motor skills
Warm up games, balancing on logs, cutting wood, carrying logs, threading necklaces, carving with
peelers; all the practitioners described a wide range of activity which they facilitate which is enabling
participants to develop physical stamina, co-ordination, gross and fine motor skills. They could
identify how activity impacts on physical development
They collected things and were looking at them; leaves, types of wood, looking for the ideal wood for
weapons, not too knotty, a bit bendy. There were opportunities for running, climbing, bending, and
swinging. They’re using hand eye co-ordination and muscle control to get in spaces, negotiate under
and over things. JW
In the early years and key stage one they are developing gross motor skills – running around in the
space with freedom to move. They develop fine motor skills through tool use and tying knots. It’s
not planned but they’re doing it all the time. Where else are they on the move for 2 or more hours?
They only sit down at the end. They’re lifting, moving, running. They don’t correlate moving around
with warmth and can get cold if they’re not active. JM
Fiza would barely break into a trot but soon was diving on the floor. Zoya would not chose physical
activity and found forest school too muddy but now doesn’t think twice about getting caked in mud.
Using fire steels, they’re getting used to that pressure to make it work, its like hand writing MW
When playing hide and seek they weren’t putting themselves in physically demanding spaces but
now they find tight spaces or dig themselves holes. You can see the progression. They are
developing stamina. They want to keep doing things until they get it right. They are keen to get back
up and try again; it’s their own choice. We’re out for one and a half to two hours, depending on the
weather, but even when it’s really cold they keep going to keep themselves warm. JS
One of the most obvious impacts is the increased physical stamina as the participants take part in
regular, physically active sessions
They walked everyday there and back. The setting was apprehensive at first. They are used to the
children being dropped off. They [the children] were moany at first but they realised after the first
session, the quicker you walk there, the quicker you get there. The staff [at the setting] said ‘They’ll
sleep well tonight’. They weren’t as hard work for the staff afterwards. KR
The regular physical activity has given some participants more confidence in their own abilities
Jim used to kick off in PE but not anymore. He is more than willing and able to do it. He was quite
unfit but now he’s playing tag rugby and football and joined sports after school clubs CL &PK
None of the adults have cars so they do a lot of walking and running around after the children. They
have a low perception of their physical skills. [One of the women said] ‘I can’t go up there because of
the pram’ ‘We’ll pick it up. ’’I can’t’. But now she knows she can with help from the others. AH
The uneven terrain of the woodland environment presents a challenge which supports children to
develop strength and coordination
Written and researched by – Annie Berrington from Get Out More 30/03/12
Anthony is possibly autistic. At the beginning he couldn’t walk through the woodland without falling
over but in 6 weeks he could balance on logs. JM
Harry was able around the house but would stumble a lot if he had to walk far. We starting going to
the woods and he’d always have a go, balancing on logs, playing chasing games. He still trips, but
not as much. He has more co-ordination and is stronger in his legs. Molly would panic if she was put
off the floor, like when we put on her wellies [in the house], but would climb on dead trees without
concern. She is getting more confident in the woods, but not at home. JD
Two of the practitioners raised the issue of safety either in terms of countering risk-averse attitudes
or the risk presented by the space when local woodland is used by the public.
Staff were telling them to be careful but we wanted to let them get on with it. KR
I want to walk them to Fagley Woods, but it’s difficult from a safety point of view. I need more
confidence. [The school playground] offers enough space for space and movement and developing
fine motor skills but I have to bring in wood for den building MW
Forest schools develop physical stamina, co-ordination, gross and fine motor skills
Factor Impact
Opportunities for wide range of physical
movement
Open space with freedom to move
Regular physical activity
Repeated attempts at practical challenges
Uneven terrain
Wide range of resources
Managed risk taking
Develops strength, physical ability, hand eye co-
ordination and muscle control
Encourages movement, develops stamina and gross
motor skills
Improved stamina and confidence in own abilities
Develops resilience
Develops strength and co-ordination
Develops gross and fine motor skills
Increasing confidence
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school increases the skills and knowledge of those who take part
In the interviews the interviewer expanded the question to refer to knowledge of the environment
so unsurprisingly many of the practitioners highlighted evidence of how the participants were
developing a greater awareness of and respect for nature.
At first children would break saplings down for sticks, things were ripped out of the ground, but now
it never happens. Kids respect it. We have to remind them about the bluebells. Forest school isn’t
environmental science but kids are naturally curious and want to know what it is. You can teach
them why it is important. Environmental impact is very high at our site so respect is vitally
important, but it’s not done in a preachy way. The kids don’t vandalise the woods. The year 6’s
started forest school in year 1, so they are knowledgeable about it. They have an empathy because
they enjoy being there. They care for it and hopefully it will continue as they go to secondary school.
One year 8 boy from Belle Vue Boys chooses to come back to Heaton on Friday afternoons and helps
with the reception children. He is given responsibility and he accepts it. JM
In the sessions a lot wanted to make guns. They wanted to pull [living] branches from trees and
questioned why not. There was a change in behaviour and they started to take things from the floor.
Teenagers use the site on a night and leave glass. We talked about what they should do and they
said they should put out fires and shouldn’t leave glass. KR
They scored themselves highly on the question ‘I understand how the woodland environment works
and how things connect together’ but in the woods didn’t understand the application of it. In the
classroom they can’t put it into practice but in the woods they could understand why. One group
found a dead vole. They were fascinated and picked it up and examined it. They wanted to bury it
but we decided to leave it out for the fox. We discussed the bigger picture. It makes things real.
Things die. If we eat meat, animals die for it. JS
With the knowledge about the environment comes a greater awareness of health and safety issues,
even amongst young children.
They have learnt to recognise fungi and respect that it shouldn’t be touched. We start with a safety
talk. At first it’s very boring but I have learnt to make it more silly and fun. They know the
boundaries and how to behave around dogs. They can identify nettles, they know mud and other
tactile surfaces. They are kindly to creatures they find. JD
The children know about looking after the site and an awareness of plants and animals. We closed
an area because of wear and tear. It was a group decision with the gardening club and they
explained it to the rest of the class. It shows in their confidence. When we went to London [on a
school trip] Hamza pointed out the hazards to the other children. Casey shows an awareness of
safety. If I’m doing something wrong she’ll notice! They set up their own safety area. I can step
back again and let them lead. They have the confidence to get on and do it MW
We have conversations on the way to the site; ‘what do we need to do to keep ourselves safe?’ They
are skilled in identifying it and have knowledge to do something about it. They loved being outside
Written and researched by – Annie Berrington from Get Out More 30/03/12
and recognised there was loads of skills to work with outdoors, like fire, knots, whittling and they
developed skills around it. JW
In school settings where practitioners see the children in class time, or could access people who do,
there was strong evidence of the relationship between hands-on learning at forest school and
curriculum work in the classroom
We look at the science behind it. We talked about micro organisms in class and then looked at them
outside. We discussed why fire works sometimes and not others. We experimented with what burns
and what doesn’t e.g. the Christmas tree, questioning ‘isn’t it too wet?’ ‘What happens when you
blow on it? MW
The knowledge they come back down with. They see the differences through the seasons; ice,
tadpoles, buds, flowers. They talk about it and bring it back to school. They are very aware of the
different weather. In year 3 they are studying the ozone layer and they can relate it to changes in the
environment, like buds being out in January. CL & PK
Two of the practitioners mentioned that learning about the environment was not a specific focus of
what they do, including this example which highlights how the developing the process of learning is
at least as valid as developing new skills or knowledge.
We are focused on observing and doing what the child is doing, not what the adult wants to do. If
we’re making a stool, the child might want to hit sticks on the ground. Instead of saying no we go
with their ideas. He called it Hammer Town! We have a lot of ‘I can’t’ children. We’re developing
learning skills, like following simple instructions. They can do it even when they think they can’t. It’s
the process of learning a skill, not the skill itself. AH
Forest school increases the skills and knowledge of those who take part
Factor Impact
Regular visits to the woodland
Enjoyment of a natural environment
Awareness of plants and animals
Developing knowledge and skills
Relating learning to curriculum
Observation and child-led learning
Ownership and empathy for their site – desire to
protect it
Greater respect for plants and animals which live there
Increased awareness of biodiversity and health and
safety issues
Less need for adult support – leading own learning
Puts learning in context of real life
Develops confidence in own abilities – learning skills
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school gives adults new perspectives on children
All the practitioners described how forest school had enabled adults to see children in a different
light. Where practitioners know children in a different setting, for instance at home through
childminding or in school as support staff, or they had at first hand different contexts in which to
compare behaviour
Children behave differently. Molly will climb a tree but not sit in a chair at home. With books and
mark making, I couldn’t resolve this at home but in the woods they became much more interested.
George plays with the boys in the woods but preferred to play with Molly at home. There is less
verbal and physical aggression in the woods. Taking Sean to the woods resulted in less aggression.
On days we didn’t go he would disrupt tea and his behaviour deteriated when we stopped going to
the woods. JD
I am seeing how Casey is in her element when she is outside. I know Fiza isn’t always quiet like she is
in class. She’s coming out of her shell now. I know more about their interests and more about their
home life and understand where they are coming from. I understand about their learning styles, like
if it helps to have a break or try it physically. MW
I had a different relationship with Sam because I’d been working outside with him. He was more
respectful. During the art session he was talking about the field Learning mentor with CL
Some practitioners could reflect on observations of school staff or parents
The teaching assistant saw the children in a different light. One child finds it hard to sit still in class
and she said, ‘He’s in his element here’. He was able to focus, he didn’t have to sit still. She saw
them to be responsive and responsible, working with fire and tools and felt she was able to do this
with them. She was surprised by how self motivated children are – they don’t need to be told what
to do. JW
For setting staff, they realised the impact it had had on individuals, like self esteem, confidence,
behaviour. They realised that taking James to a different environment was what he needed. It
created different dynamics; James and Kai became more involved. KR
The teachers get to observe so they see things they can’t normally see, e.g. groupings, behaviours
and skills JM
One parent of 2 autistic children saw her child spend 45 minutes using a striker. He persevered and
never gave up. She saw something new in him. JW
The play and youth workers were aware of their behaviours. One week I forgot the boundaries and it
was presumed they would go out of the boundaries, but they chose not to. The adults were
surprised. Given the space, they would be well behaved. JS
The role of the practitioner to model behaviour for children and parents was described by three
practitioners
Written and researched by – Annie Berrington from Get Out More 30/03/12
A couple of boys don’t live with their dads so he [the practitioner] is a positive role model which is
immense for these boys. PK
It was pointed out that some parents don’t use their children’s names, they’re not identified as
individuals, but referred to as ‘the babies’ or ‘the older ones’. [At forest school] they have their own
waterproofs, their own bag, their own book. We notice what each child has done. It has changed
perceptions of what parents think their children are capable of. One parent said ‘Lewis doesn’t talk’,
but by persisting with encouraging him to interact, the parent has picked up on it and started to
copy. It has changed from ‘You tell me what to do and I’ll do it’ to ‘I’ll try something out and if it’s
wrong you’ll support me’. They have more confidence in risk taking. AH
Children can be stereotyped; ‘Watch out for Jonny, he’s a troublemaker’. I work with teacher to
support them to encourage and reward good behaviour, not just acknowledging bad behaviour. I
make a point of pointing out good behaviour to the teacher. One child wanted to throw things so I
set up a firing range for him. The teacher came storming over but I explained to her that I had set it
up. It can be threatening for the teacher who wants to be in control. It can be a positive experience,
they see another side to the child, but sometimes they pass on negative feelings about being outside.
JS
Forest school gives adults new perspectives on children
Factor Impact
Different environment
Adult observations
Practitioners modelling behaviour
Different behaviour (more confidence, less aggression,
new relationships between children)
Greater respect for children’s skills and abilities
Participants copy behaviour
Staff see alternative approaches
Written and researched by – Annie Berrington from Get Out More 30/03/12
Forest school has a ripple effect beyond the sessions
As already outlined under previous headings, forest school is having an impact beyond the sessions
themselves. Feedback from setting staff highlights some positive benefits to behaviour,
development and attendance.
The setting staff wanted to do the forest school training. They noticed a huge improvement in
behaviour. It was easier to manage. KR
Nursery teachers have shared their summaries of the children’s learning and are feeding back that
development is improving beyond what you would expect. It would be interesting to see the
difference amongst those who aren’t doing the [forest school] course. AH
The children’s centre noticed vastly improved attendance in Reception during the block of time we
ran the sessions. JS
In the same way, practitioners noticed how the sessions had a ripple effect in the families of the
participants. Children were extending play between the forest school sessions and even getting
their parents involved too.
[At home] Aaron put some string around the cooker to create a safe area [similar to the fire circle].
People are taking the wellies home to use between sessions. Carly’s mum was risk averse but she is
scared of being show up by Carly, who is good at assessing risk for herself. AH
Children brought their parents to the area to show them their den. They wanted to show dad. They
told their friends and grandparents. JW
I don’t like to take many resources to encourage them to go back in their own time. Children are so
proud they want to take parents back. We make dens but there are more there when we go back the
next week. I left a rope. The kids had come back and made a really good swing, added to the den
and not trashed it. JS
I would go every day if I could. Parents are very positive about going to the woods, even the parents
of babies. All send their children in outdoor gear. Parents are now convinced of my dedication and
I’m planning a session in the woods for parents. JD
Carl’s mum reported to the setting that she had seen a change in him. He was telling her what he
had done and the friends he had made.KR
A car pulled into the school car park asking for me. He said his son always goes on about forest
school and he offered to volunteer. We have family days and dad’s clubs during the summer term
and they are well attended. Hopefully these parents will play outdoors with their kids. JM
The forest school programmes have a lasting impact in the memories of those who took part.
Outside of the evaluation interviews another practitioner shared an anecdote of bumping into a
parent she had worked with several years before
Last week I went to a food network meeting, and the woman sitting next to me turned, stared at me,
and considered, and then we had this conversation:
Written and researched by – Annie Berrington from Get Out More 30/03/12
'Did you do something in Crossflatts? A few years ago?'
‘Yes, it was like a forest school playscheme'.
Yes, that's it, my son was there. He absolutely loved it. He still remembers it now. He's still got his
wood medallion with his name on, he won't throw it away! … He enjoyed everything about it…. Oh,
and we all came on the last day and had a curry, it was fantastic!' Jane Robinson
Kids remember when you go back a year later. They remember what you did. JS
The forest school training and delivering sessions has often had a significant impact on the
practitioners, changing outlook, professional practice or reaffirming their beliefs and values.
I want to get out of the office more and do more forest school. I am striving to reduce hours and go
freelance. JW
Before the forest school training I was running the gardening club. This has given me more
confidence and pleasure in coming to work. As soon as you’ve done a session you’re wondering,
what shall we do next. You’re on the journey together. It’s humbling to be learning with them. They
teach me. MW
It impacts on my professional practice; improving skills, understanding how people work, reflecting.
It’s impacted on how I communicate. I can explain things better so people can understand. JS
I’m interested in wellbeing and involvement, learning about free play and child-initiated play and
enabling choices, pursuing deep level learning. More than taking an activity but creating flow JD
[Outdoor learning] was something I believed was right but it has given it credibility. Forest school is
recognised as an educational provision which is quantifiable. It gives you confidence that it is the
right thing to be doing. There is a community us; it’s nice to have a hard core of committed
practitioners JM
As a result of intervention, one boy is no longer on a slippery slope. Instead of climbing up the walls,
life has changed around for him. He was regularly excluded but now is not even sent home. He has
confidence in himself; ‘Maybe I can succeed’. It gives me job satisfaction that we have helped change
him. It proves that everyone is working together, the nurture group, the school, forest school.CL
Forest school has a ripple effect beyond the sessions
Factor Impact
Children attend forest school programmes
Adults undertake forest school training
and delivery
Improved behaviour, development and attendance
noticed back in school
Children return to the woods with families and in their
own groups between sessions
Parents report change in children’s behaviour
Participants form lasting memories
Changes in professional outlook and practice
Increased confidence in own practice
Commitment to continuous professional development
Written and researched by – Annie Berrington from Get Out More 30/03/12
Overview of evidence of impact
What do the interviews tell us about gathering evidence of impact of forest schools in Bradford?
Unsurprisingly practitioners who work within settings and have knowledge of participants outside of
forest school, or could easily access other adults who have, had a greater insight into the impact
forest schools has on the participant. Practitioners who only met with the children during the
sessions themselves, relied on their observations of change during the sessions and in these
circumstances, formal assessment tools were key to capturing and evidencing the impact of those
sessions.
The evidence used in this report is taken from practitioners’ own statements so can be considered
anecdotal, although these views were formed by collecting evidence, usually in a more measureable
format. As described earlier, each practitioner has used different means of collecting evidence and
these range from formal, standardised assessment tools through to informal scrapbooks and
conversations with other members of staff. The 8 proposed outcomes against which evidence was
collected were not necessarily the same outcomes as the practitioners were measuring against. In
bringing such diverse material into one system, issues inevitably arise in collating disparate material;
its not comparing like with like. What was significant was that despite a very wide range of contexts
for forest school delivery, there is a consistency of impact in relation to the 8 propositions.
What information is missing? The spread of practitioners involved in the interviews means that a
wide range of forest school contexts are covered. However most of the evidence is collected over a
relatively short period of time, sometimes as short as a 6 week programme. Some of the
practitioners had worked with participants over months or even years but evidence has not
consistently collected over this time. In Bradford there are forest school settings where children
attend over long periods of time. A study of the same children over a much longer period would be
a valuable resource for measuring the impact on children’s behaviour, attitudes and attainment in
the long term.
Written and researched by – Annie Berrington from Get Out More 30/03/12
2. Impact Assessment
The information gained during the evaluation interviews and reported in the last chapter has given
us an indication of the positive impact forest schools in Bradford are having on participants against
the eight propositions discussed, as summarised in the boxes at the end of each section. One of the
aims of this brief was to review impact measurement methodologies used and propose an initial
outcome monitoring framework for forest schools in Bradford. At the beginning of the process
forest school trainer Lily Horseman ran a session with practitioners to look at and review different
systems of impact measurement. As part of the interview process Annie Berrington discussed
impact measurement and with the practitioners. Feedback from those discussions is included in this
chapter.
Benefits of an impact assessment tool
I have no doubt in the importance of reflecting and measuring. I have an evidence-based practice
and like to know it has some value JD
Impact assessment naturally comes in if you reflect. You can’t not do it. You are looking for changes
in behaviour or attitude. It’s part of the forest school ethos. JS
Reflection and review is an essential part of forest schools. For participants, it helps them to
understand their achievements and develop self awareness. For practitioners and other adults
directly involved in forest schools, to assess one’s own practice is part of good professional
development. An impact assessment tool records evidence of impact and takes it beyond the
conversations around the fire circle. It has clear benefits; measuring the impact of forest schools
raises awareness of the what forest schools are achieving, enabling information to be shared
between the participant, practitioner, education setting, other professionals and the home. It
enables those involved in funding or commissioning the programme to understand and value forest
school and to continue to support it. In the bigger picture, a growing pool of evidence makes the
case for forest schools, helping to attract funding and convince potential partners to buy in to the
process.
When I analysed the figures [from impact assessment] it reinvigorated my belief in the process and
made me pinpoint the specific benefits. I have seen the importance of properly evaluating and I am
able to advocate much more for the benefits JW
A shared impact assessment tool which is used as standard by a number of forest school
practitioners collects evidence against an agreed set of outcomes, helping to compare like with like.
It creates a greater depth of information and by being more consistent, adds weight to the
argument.
Issues arising from an impact assessment tool
Collecting evidence in any format takes time, writing it up and collating it takes even longer. For
employed practitioners who balance forest school work amongst other work priorities there is not
always the time to spend on reporting. Freelancers and small businesses may have similar issues
Written and researched by – Annie Berrington from Get Out More 30/03/12
with workload and the added consideration that they are paid by the completed project, so
additional time spent on impact measurement would have to be factored into fees.
In trying to create a standardised impact assessment tool, it inevitably would not work in all
contexts. Settings or funders will have their own assessment criteria or targets which would need to
be added. A school may be interested in educational outcomes whereas playwork has different
often less structured measures.
Any system would require training and a sense of ownership from those expected to undertake the
impact assessment. While many of the interviewed practitioners expressed an interest in
participating in a scheme, almost all said that it must be suitable to their needs and able to be
adapted. For independent practitioners, for it to make sense from a business point of view, impact
assessment would have to be useful for the individual undertaking it, not just ‘for the greater good’.
Adapting a format to suit individual needs may undermine the consistency of the information.
I would use it [impact assessment tool] if it met my needs. How long it took would be the reason for
whether to do one for someone else’s purposes JD
Should the council control something that should be driven by individual practitioners? AH
Written and researched by – Annie Berrington from Get Out More 30/03/12
Review of existing impact measurement tools and processes
FORMAL ASSESSMENT
WRITTEN ASSESSMENT TOOLS
Leading adults observing participants
Method
Observation of behaviour against fixed criteria
Baseline and summative assessment, or at fixed
intervals
Individual participant (usually a sample, not
whole group)
Yes/No, Sometimes/Always/Never or scores
Examples
Proposition for Change
Leuvens Wellbeing and Involvement Scales
Play Observation Scale
Type of Question
“Score 1-5.
Child is happy to take risks.
Child deals with failure”
Strengths
Quantative evidence which can be
collated and compared
Outcome specific – have been created
for particular type of work (e.g. play,
early years education)
If completed over time, shows progress
beginning to end
Weaknesses
Observation of behaviour in normal
setting and forest school can be very
different.
Need consistency of who / where tools
completed
Outcome specific – have been created
for particular type of work so not
suitable for all types of programme
Training may be required
Useful for
Assessing impact against desired criteria over a period of time
Recording change
Collating quantative evidence of impact for agencies, funders etc
Written and researched by – Annie Berrington from Get Out More 30/03/12
INTERACTIVE ASSESSMENT TOOLS
Leading adults complete with participants
Method
Facilitated discussion with participants
Measures soft outcomes
Participants self scoring
Baseline and summative assessment or at
fixed intervals
Examples
Rickter Scale
Questionnaires; smiley faces, scales etc
Type of Question
“Score 1-10 the following statement. ‘I feel confident of saying when I am unsure of something’”
Strengths
Quick and easy to use
Involves the participant
Adaptable to different contexts
Accessible to a wide user group
Quantative information
Weaknesses
May need specific training
Questions can be challenging
Different voices in responses therefore
may be hard to compare results
Useful for
Assessing impact against desired criteria over a period of time
Involving participants in assessing change against soft outcomes
Collating quantative evidence of impact for agencies, funders etc
FEEDBACK FROM EXTERNAL SOURCES
Leading adults gather hard evidence from other
sources
Method
Collecting hard evidence from other sources
e.g. school
Collect before and after evidence
Examples
Attainment levels; exam results etc
Attendance records
Other evidence e.g. number of sanctions used
to address behaviour
Type of Question
Not applicable
Strengths
Hard evidence valued by parents, teachers and other professionals
Weaknesses
Very difficult to show that
improvements are as a result of forest
school
Useful for:
Highlighting change over time and making the case for continued investment
Written and researched by – Annie Berrington from Get Out More 30/03/12
INFORMAL ASSESSMENT
FEEDBACK FROM EXTERNAL SOURCES
Leading adults gather evidence from other sources
Method
Conversations or interviews with parents,
teachers, parents and other professionals who
know participants well
Examples
Interviews
Informal conversations
Type of Question
“ What changes have you noticed since he started coming to forest school?”
Strengths
Collects evidence from beyond the scope
of the sessions
Evidence from people who know
participants well but not directly
involved in the forest school; can be
more objective and long term
Weaknesses
Difficult to prove changes are as a result
of forest school
Can be subjective
Useful for:
Highlighting change over time and making the case for continued investment
PARTICIPANT JOURNALS
Participant –led, sometimes with adult support
Method
Participant creates own record of forest
school, choosing own areas of focus
Examples
Children’s journals
Writing, drawings, video and photos
Type of Question
“What happened at forest school today?”
Strengths
Child involved in capturing their own
achievements and learning
Emotive and evocative record of their
experience
Accessible for others
Weaknesses
Not quantative or measurable
Can be time consuming
Useful for:
Participant reflection
Adults understanding of participant experience; future planning and relating to other work
e.g. curriculum based work
Written and researched by – Annie Berrington from Get Out More 30/03/12
GROUP EVALUATION TECHNIQUES
Lead by leading adult with participant involvement
Method
Creative participative games and exercises to
gather feedback about one session, or a
programme of sessions
Group or individual feedback
Examples
Evaluation games
Attribute cards
Type of Questions
“Who helped you at forest school? What are you proud of?”
Strengths
Inclusive; adaptable to different age
groups
Fun
Encourages reflection
Quick and portable
Qualitative
Weaknesses
Harder to capture evidence from
participative, non paper-based exercises
Subjective and open to peer pressure
Useful for
Immediate assessment of impact
Planning future sessions
REFLECTIVE DIARIES
Completed by leading adults
Method
Adults complete a diary reflecting on their own
experience of forest school
Examples
Diary
Video diary
Type of Questions
“How did today’s session go? How effective was my approach?”
Strengths
Encourages leading adults to assess own
behaviour
Supports professional development
Weaknesses
Time consuming
Very subjective, hard to use as evidence
Useful for:
Reflecting with other leading adults
Professional development
Planning future sessions
Kindling play and training
Written and researched by – Annie Berrington from Get Out More 30/03/12
Recommendations
There is a great deal of merit in collecting evidence of impact of forest schools in Bradford as a
mechanism for helping those involved in forest school to recognise and value their achievements,
and to support further investment in forest schools in the district.
A standardised system is not going to be practical as the breadth of different contexts in which
forest schools are delivered in the district would make any one format difficult to manage and
potentially burdensome therefore unlikely to be undertaken. A solution may lie in a suggestion from
one of the practitioners;
Instead of a standardised format, standardise what we are looking for. JS
This report makes the following recommendations for developing an impact assessment
methodology for forest schools in Bradford;
1. Agree a set of outcomes against which to measure impact.
These should be agreed by members of the network through a participative workshop
process. Due to time constraints the propositions against which the outcomes assessed in
the first part of this research were taken from an existing piece of forest school evaluation,
but these had originally been developed as part of a workshop process with forest school
practitioners. A participatory workshop with representatives from practitioners working in
education, play, youth and health as well as institutional and independent contexts will
ensure that a set of outcomes would be relevant in a range of different contexts, (or at least
that practitioners could choose the most relevant from a short list)
2. Tailor a number of impact measurement tools to assess impact against the agreed
outcomes
There are plenty of impact measurement systems in existing not to have to ‘reinvent the
wheel’. Practitioners and leading adults need to be able to choose the impact measurement
tools which are appropriate to the group and context in which they are working. By tailoring
a range of different tools, from formal practitioner-led tools to informal child-initiated
feedback, to collect evidence under the agreed outcomes practitioners will know they are
collecting useful evidence in a way that feels achievable and relevant.
3. Create a Bradford forest schools impact assessment programme
Invite members of the Bradford Forest School Network to sign up to be part of an impact
assessment programme and agree to undertake impact assessment with a minimum number
of forest schools / forest school participants. Feedback from the eight practitioners who took
part in interview process indicates that there is interest in being part of a bigger scheme, but
that is must be voluntary and relevant to their own needs.
4. Provide training and support in impact assessment as part of BDFS Network CPD
programme
Those who sign up to the Bradford impact assessment programme are given training and
support to undertake impact assessment as part of their work. Training could also be
Written and researched by – Annie Berrington from Get Out More 30/03/12
included in the training of new forest school practitioners (where training is offered through
Bradford Council) during their training or assessment weeks.
5. Peer to peer review of impact assessment material
Support professional development by enabling practitioners to review evidence of impact on
a regular basis. This could be achieved through pairing practitioners as ‘buddies’ or as a
regular feature of BDFS network meetings
6. Annual or biennial report on the impact of forest schools in Bradford
Plan and execute a timetable for collecting and collating evidence of impact from
practitioners involved in the impact assessment progamme. Publish results of impact
measurement on BDFS network website, showcasing Bradford forest schools within the
district and beyond it.
For any system to work it needs to ensure
It is able to be applied in a play-based or education-based setting or any other context
including youth work and work with adults
It includes a mixture of formal and informal assessment, with opportunities for participants
and other adults to contribute
The emphasis is on participant’s development and achievement, not targets or levels
Log books allow children to plot their own journey, visually chart their own successes, not levels.
Assessment can be damaging to children’s self esteem MW
It is not excessively bureaucratic nor time consuming to undertake
It works for a short programme (6 weeks+) and over the long term where participants are
engaged in forest schools over a number of years
Evidence is collected on an annual or biennial basis and that data is built up in the long term
Written and researched by – Annie Berrington from Get Out More 30/03/12
3. Quality Assurance
Feedback from practitioners
There is now a strong network of forest school practitioners in Bradford. The council’s Workforce
Development team are working with the network, via Bradford Community Environment Project to
support the implementation of their forest school strategy, including considering a quality assurance
mechanism for forest schools in the district.
The eight forest school practitioners interviewed were invited to feedback their thoughts on
adopting a quality assurance mechanism for their forest school practice. Most of the practitioners
felt that quality assurance is important in terms of their own professional practice.
Part of being a quality practitioner is about updating your training, seeing good practice and ideas
and meeting with others. It’s important for your own CPD and professionalism regardless of whether
you are employed or self employed. It’s your reputation JW
I enjoy challenging myself and like to think how I could do things better. In terms of the bigger
picture, if practitioners aren’t maintaining standards it can impact on the rest of us in terms of
reputation and business. You want to say ‘I’m a forest school practitioner and I’m proud of it!’ JD
Some of the practitioners also talked about how quality assurance was necessary to protect the
reputation of forest schools as a whole, or the Bradford Forest School Network specifically
There should be measures to make sure everyone is at the same level. If you want to call if forest
schools then it should be at a certain standard and it fits the criteria. KR
The name of forest school can get diluted and you don’t get the benefits. You can get ‘mission drift’.
You need to check against your standards JS
I’m aware I’ve got a lot to learn. We need to keep up the level that we were at on our training.
Forest schools in Bradford needs a brand identity that people sign up to. I want to do a good job and
be networked to other organisations. MW
We can promote quality standards through the BFSN website, showing clients ‘this is what to look
for’. JW
Several of the practitioners described a system which would look at both the professional
development and management side of forest schools. Safeguarding in terms of policies, risk
assessments and safe practice was seen as essential. Reflective practice and continual professional
development were also very important.
Many felt a system should be self-regulated but there needs to be some mechanism for monitoring
to make sure it is accurate, such as peer review or peer moderation. Co-coaching or working on
quality assurance together through the network was proposed by 3 practitioners as a way of
supporting each other through the process.
Another practitioner offers synergy to extend and build on your ideas. JS
Written and researched by – Annie Berrington from Get Out More 30/03/12
Two of the practitioners raised the idea of introducing levels to distinguish between practitioners,
suggesting that ‘everyone passes the level 3 training’
A benchmark would have to have a level of some above and some below. If all can achieve it, it is
meaningless JM
Some of the practitioners were already working within a workplace quality assurance scheme.
However for most practitioners working towards quality standards would be a new way of working.
There were doubts raised about how restrictive this would be and the impact of the process on
workload and therefore budgets.
Review of relevant Quality Assurance schemes
Institute of Outdoor Learning Professional Accreditation Scheme
Description A professional accreditation scheme for experienced outdoor practitioners working in a professional or voluntary capacity. The IOL is a membership organisation representing the broad sweep of outdoor professionals who work in ‘an area of outdoor learning with a development aim’, including outdoor education, environmental studies and forest schools. It offers 4 levels of accreditation depending on level of experience and competence; Registered Practitioner, Accredited Practitioner, Leading Practitioner and Fellow Practitioner. The scheme provides a framework for development to evidence how practitioners are applying their skills, knowledge and values into their practice. Accreditation is via a mentored reflection process which includes observed sessions, keeping a log book, collecting evidence against the criteria, an application form and final interview. The process to become RPIOL or APIOL takes between 6 months to a year and costs £250 (RPIOL) or £450 (APIOL)
Suitable for All types of practitioners including youth workers, teachers, teaching assistants and freelance practitioners
Benefits A nationally recognised organisation with a reputation for driving up standards in the outdoor industry
Focuses on professional development for practitioners through reflective practice
Suitable for individuals regardless of whether employed, self employed or volunteers
Drawbacks Accredits the practitioner not the organisation; accreditation will move with the individual
Strong focus on practitioners’ skills knowledge and values rather than organisational framework or outcomes for participants
Written and researched by – Annie Berrington from Get Out More 30/03/12
Learning Outside the Classroom Quality Badge
Description The LOtC Quality Badge is awarded by the Council for Learning Outside the Classroom and is a national scheme which combines assessment of both learning and safety into an award for all types of learning outside the classroom provider. The aim of the scheme is to create a benchmark standard for providers and enable teachers to identify high quality learning experiences that are safe and regulated, reducing red tape. The badge is attained through a process of self assessment against 6 high level indicators each with own sub indicators. These look at planning, information, activities, meeting learners’ needs, evaluation and safety management. The process is a self evaluation form and desk-top audit. The LOtC assessors make random visits to check evidence is complete. Activities which have a higher level of risk, i.e. most outdoor activities also undertake ‘Route 2’ where external industry experts assess for levels of safety. Forest schools are considered to be part of the Natural Environmental Sector and therefore are assessed by the Field Studies Council
Suitable for Learning Outside the Classroom providers include any non-school education provider e.g. museums, art galleries and places of worship, as well as outdoor providers. The list of outdoor providers is almost exclusively fixed venues (e.g. Nell Bank) and not providers who offer services in a variety of different settings.
Benefits ‘The majority of Local Authority Outdoor Education Advisers are recommending that schools look for the LOtC Quality Badge when planning educational visits to gain assurance and practically reduce paperwork’ LOtC website
A useful tool for an organisation, helping them to identify areas for development and improvement
Their database is regularly used by schools seeking providers for out of school visits
Drawbacks More appropriate to venues rather than individuals or organisations who work in a variety settings
Feedback from some organisations is that the paperwork is extensive
PQASSO
Description PQASSO is a performance evaluation system developed by the Charities Evaluation Services. PQASSO sets out what organisations need to have in place in order to ensure sound governance practices, financial and risk management procedures and a robust system for measuring their outcomes. Organisations assess their level (1-3) against 12 quality areas including planning, leadership and management, resources, managing money, communication, monitoring and evaluation. It uses a self managed evidence-based approach to prove the value of the organisations work. There is also an option to be externally assessed to receive the PQASSO Quality Mark The PQASSO workpack cost £95
Suitable for Organisations of all sizes with a focus on the third sector i.e. charities, voluntary and community organisations and social enterprises.
Benefits An established tool that measures effectiveness therefore proves an
Written and researched by – Annie Berrington from Get Out More 30/03/12
organisation’s value.
Recognised by funders
A useful tool for an organisation, helping them to identify areas for development and improvement
Drawbacks Geared towards organisations, rather than individuals
Focuses on the administrative side of the business rather than on outcomes for participants or individual practice
FOREST EDUCATION INITIATIVE QUALITY IMPROVEMENT FRAMEWORK
Description The Forest School Quality Improvement Framework (FSQuIF) was developed by the Forest Education Initiative as framework to ensure, improve and promote quality in forest schools. The programme was piloted in forest schools in England, Wales and Scotland and was then made available nationally via the FEI website. It is a self-evaluation framework based on questions, gathering evidence and action planning prompts. Forest schools assess themselves against four quality indicators; the learning environment, health, safety and well being, delivery and communication and learners, with subheadings under each one. Practitioners assess the forest school against a checklist and further resources support them to gather further evidence through observation and interview. An action planning tool encourages practitioners to identify and address gaps.
Suitable for Forest school practitioners and other leading adults (through self assessment, peer to peer review or mentoring)
Benefits A dedicated forest school quality assurance scheme
Addresses the key factors around safety and provision
Free to download
Straightforward to use
Drawbacks Assessment of a forest school, rather than forest school practice therefore for practitioners working in a variety of sites would need to repeat the process (unless chose one forest school as an example)
FEI is going through a transition stage and there is a currently a lack of clarity about the home of FSQuiIF – see below.
Not widely used at the moment
Comparison of FSQuIF and First Claim
First Claim is the quality assurance framework adopted by Bradford Council’s Play Teams. For this
report playworker Katy Rands compared FSQuIF with First Claim, a framework which she regularly
uses in her own work.
The two quality assurance schemes are similar in that they are both self assessment. They
both look at the provision to find the gaps and areas that may need improvement as well as
the things that are going well, from this training needs can then be identified. However, the
FSQuIF is a lot more drawn out and as I’ve mentioned is very similar to the Early Years
Quality Improvement Support Programme in the sense that it is evidence based and covers
the whole of the setting e.g. the health and safety of the children in terms of policies etc,
whereas the ‘First Claim’ concentrates on the play environment and process. The First Claim
is easy to fill out however does contain some tough phrases. Perhaps breaking the FSQuIF
Written and researched by – Annie Berrington from Get Out More 30/03/12
down to a similar method as the “First Claim” may make it easier for practitioners to fill out
but also if it is simpler you would expect it to be easier to get the practitioners on board.
Forest school quality assurance and the National Picture
Forest Education Initiative and Forest Education Network
Forest Education Initiative in England is no longer supported by Forestry Commission due to
government funding cuts. FEI in England has been dissolved and from 1 April 2012 the Forest
Education Network will take its place. A partnership of the Learning Outside the Classroom Council
and Natural Routes will take on the running of the Forest Education Network, managed by the Field
Studies Council. (FEI will continue as before in Scotland and Wales).
Forest School National Governing Body
Discussions are well underway nationally to develop a National Governing Body for Forest schools.
NGBs oversee the future direction of sport / outdoor pursuit as well as increasing participation and
quality through setting standards, providing information, training and funding. An NGB for forest
schools will play a similar role to the NGBs for outdoor pursuits such as the British Canoe Union and
British Mountaineering Council. The Institute of Outdoor Learning Forest School Special Interest
Group is working with forest school professionals to develop a business plan for a forest school NGB.
The steering group has developed and, through open consultation, agreed the forest school
principles which are available in draft form on the IOL website www.outdoor-learning.org
National developments and Forest School Quality Improvement Framework
We are currently in a period of transition. Forest schools in the UK are growing rapidly and the
national organisations with an interest in its future (Forest Education Initiative, Forest Education
Network, Institute of Outdoor Learning, Archimedes Training and others) are in discussion and
consultation with practitioners across the country to establish a sound footing for its strategic
management. It is difficult to predict how forest schools will be organised on a national basis, but it
will be interesting to see how the picture shapes up over the next 2 years.
The FSQuIF may be transferred to the Forest Education Network or it may be adopted by another
organisation such as the Institute of Outdoor Learning or the forest school national governing body
when one is formed. Fiona Groves of Natural Route, one of the partners running the new Forest
Education Network, was closely involved with creating the FSQuIF so it looks likely that it will be
further promoted and hopefully establish as a widely recognised quality assurance mechanism for
forest schools. The other partner is the Learning Outside the Classroom Council who have previously
proposed that FSQuIF be the ‘Route 2’ pathway for forest schools to be assessed to achieve a
Learning Outside the Classroom Quality Badge
Written and researched by – Annie Berrington from Get Out More 30/03/12
Recommendations
This report makes the following recommendations for assuring quality standards in forest schools in
Bradford;
Adopt the Forest School Quality Improvement Framework as the mechanism for assuring
quality
This existing system offers a framework tailored to forest schools which has already been
piloted and adopted by some forest school practitioners across the country. The system
looks at practitioners and their provision encouraging sound practice and self reflection.
However the process thoroughly focuses on individual forest schools and may not be
appropriate in all contexts. The network should look at the FSQuIF together and assess
whether it needs to be adapted to meet practitioners’ needs. The network should decide
together the process for completing the FSQuIF i.e. through self assessment, peer review,
co-coaching etc.
Monitor national developments regarding FSQuIF
The Bradford network should follow developments at the new Forest Education Network,
Learning Outside the Classroom Council and Institute of Outdoor Learning Forest School
Special Interest Group to be informed about the future for the FSQuIF. When the FEN is
established the network should contact them for an update. If feasible, a FSQuIF workshop
led by the FEN in Bradford would be of great value
Invite members of the Bradford Forest School Network to sign up to work towards FSQuIF
Feedback from the practitioners indicated that there is an interest and would be a take up
for a scheme supported by the network. Taking part should be voluntary and supported by
the Network.
Offer training and support
Organise a training day to induct practitioners into the FSQuIF and follow this with regular
sessions to offer support and mentoring. Along with impact assessment, quality assurance
should be a regular agenda item on BDFS network meetings.
Thanks to several years of training and development, forest school activity in Bradford is wide-
spread and diverse. With the growth of the Bradford Forest School Network and the creation of the
BDFS Network website, the time is right to establish systems to consistently measure impact and
ensure quality is maintained. The interviews highlight the positive impact forest schools are having
in Bradford. As a network we should celebrate that and build on it to create a substantial body of
evidence to share with a wider audience and create more opportunities for more people to take part
in forest schools in our district.
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