The Impact of Forest Schools in Bradford - BCEPold.bcep.org.uk/files/BCEP Forest School Impact Assessment Report.pdf · The Impact of Forest Schools in Bradford Introduction Context

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


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


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.


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.


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


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



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


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


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



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


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



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



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


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


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



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


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


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



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


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


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



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


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


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



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:


'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


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


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.


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


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


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


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


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


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


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


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


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


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


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


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


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

http://www.outdoor-learning.org/


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.

Documents

The Impact of Forest Schools in Bradford - BCEPold.bcep.org.uk/files/BCEP Forest School Impact Assessment Report.pdf · The Impact of Forest Schools in Bradford Introduction Context