'There's no such thing as bad weather, only bad clothing' could well be the motto of the Forest School at Bridgwater College Early Excellence Centre. Children have the chance to go to the specially secured acre of woodland all year round and in all weathers to build shelters, leap into puddles and collect twigs in the snow. The experience is fun and has brought huge benefits for the children in the nursery.
Centre manager Alison Oaten says, 'It's given us a totally different perspective on the children, seeing how confident and capable they can become in the forest. You can follow the messages the children give you in all sorts of different ways, from talking about seeing a dead bird to dealing with group relationships, such as what happens if someone falls over and hurts themselves.'
Children visit the Forest School with staff who have completed specialist training in outdoor education, their keyworkers, and students who are undergoing training. Once there, the ratio of one adult for every two children, which the presence of the students allows, means the children can safely experience types of activities that are so often prohibited - finding out about fungi and berries, observing pond life or sitting by a campfire.
This combination of freedom and responsibility has been particularly beneficial to children with little confidence or challenging behaviour. Northern Ireland teacher Una Mcelroy, who has completed the Forest School training at the Centre, echoes this view. 'By setting the children tasks at which they are unlikely to fail, like gathering twigs for firewood, and giving genuine praise, they are on a good foundation for future learning.'
Forest Schools have been an important part of the Danish early years system since the 1980s. Few UK nurseries can offer either the space or the staffing on hand at Bridgwater College in rural Somerset, but Ms Oaten is sure that all early years settings can learn from the Forest School experiment.
'You need enthusiasm to go out, whatever the weather, and to follow the lead set by the children. We have a year plan and an outdoor curriculum, but we follow what the children point out first, and set challenges like building a shelter from natural materials,' she says.
Julian Grenier is deputy headteacher of Woodlands Park Nursery Centre, Haringey, London, an early excellence centre.
CONTACTS AND INFORMATION
The Nursery Teacher in Action by Margaret Edgington (Paul Chapman Publishing, 14.99).
nFor help with ideas and possible sources of funding for improving your outdoor facilities, contact Learning Through Landscapes on 01962 846258.
* For information on Bridgwater College's Forest School course, contact Gordon Woodall on 01278 455464.
10 QUESTIONS TO EVALUATE YOUR OUTDOOR AREA
1. Can children choose to move freely indoors and outdoors for extended periods?
2. Do you plan and prepare the learning opportunities outdoors with the same care as those indoors?
3. Do you tell parents and carers as much about the children's outdoor achievements as their indoor ones? (This is an effective barometer for assessing the value you attach to outdoor learning opportunities.) 4. Do staff engage with the children outdoors and help them extend their play?
5. Is there plenty of flexible equipment for children to move about and arrange?
6. Can children go out in all weathers?
7. Is the area physically challenging?
8. Are there different levels and surfaces in the area?
9. Can children access the whole curriculum outside?
10. Is the area safe?
