Best practice in Forest School for children in the Foundation Stage and Key Stage 1

The Provider:
St Peter's Catholic First School, Worcestershire
St. Peter's Catholic First School is a Voluntary Aided two form entry school for children from 4 - 9 years with a pre school on site. The school has 282 pupils from a wide range of backgrounds and serves an area of social deprivation for one third of pupils. 60% of the pupils live within a mile of school with busy main roads leading to the town centre and the M5 and M42 motorways. Only 14% are from high social class backgrounds and only 12% of adults are in higher education. On entry the pupils' profile is broadly average but with relatively poor language and communication. At KS1 the trend for attainment is well above national average.
Summary:
St Peter's Forest School offers excellent provision for children from diverse backgrounds to learn through exploration, discovery and enjoyment in a safe and stimulating, outdoor learning environment. They develop understanding and knowledge of the natural world, their language and communication skills, which are relatively poor on entry improve, they learn to work independently and develop social skills. The children develop a sense of awe and wonder at the beauty of the world that God has created for us to care for and learn to give thanks and praise in worship and celebration. It has commitment from a range of professionals who work together to enrich pupils' learning experiences. Wider staff professional development supports other settings.
The Aim:
The reasons for choosing this aspect of school practice are:

• It is based on the needs of the individual child, spiritually, emotionally, physically and intellectually;
• It is child centred with creative and explorative outdoor activities;
• Natural resources are used effectively to create a safe learning environment;
• It is inclusive practice; children participate with enjoyment to become enthusiastic, confident and successful learners;
• Impact is so popular that principles support transition from Reception to Years 1 and 2;
• Staff skills and expertise are shared and developed.

What do you see in the school?

• Staff in early years are trained to deliver high quality Forest School lessons which address the Early Years learning goals.
• Governors are committed to the process.
• Training session undertaken within the LA
• sharing good practice and training opportunities.
• Training session for governors
• Early Years policies, Teaching and Learning, Risk Assessments and Health and Safety.
• Data analysis of pupils attainment.
• Induction process for new parents.
• Senior teacher leads initiative.
• Teachers planning reflects Forest School teaching and outcomes.
• High quality lessons delivered in the Forest School environment.
• Lesson observation forms.
• Pupils complete Forest School exercise books on return to indoors.
• Monitoring of EY learning goals.
• SEF reports on Forest School rationale and outcomes.
• Governors monitoring
• EY profile
• Pupil involvement
• Parental involvement
• Pupils show a wider appreciation and greater engagement in their own learning.
• The school has provided training at the Bishops Wood Study Centre.
• Training offered through the Catholic Partnership.
• Approaches from other schools
• Visits co-ordinated by LA Early Years teams
• Shared within school

What difference does it make?

• Profile data and analysis demonstrates increased language and communication skills. Particular improvement in boys attainment.
• Talking to pupils they were able to indicate how much they valued and enjoyed Forest School activities.
• Watching a lesson, I was able to see young pupils working together, listening and waiting their turn to contribute and working well in teams and groups.
• Talking to a parent helper I was told how Forest School has impacted on the wider family in their enjoyment of the outdoor environment.Children were happy to be outdoors in all weathers and were able to introduce games played at school to the whole family and demonstrate their knowledge of animals and plants.

From where is evidence collected to prove the Leading Aspect?

• I attended a lesson with 14 reception children undertaken in the Forest School environment.
• Letter from parent governor in support of Forest School, unable to be in school due to work committments.
• Report fromLA in Environmental Study Centre magazine
• DVD on Forest School.
• Policies seen
• The senior teacher, HLTA and TA are all qualified Forest School Leaders.
• Ofsted report praises Forest School initiative.
• Induction process for new parents evidence. Considered to be leading practice by LA.
• Attended a lesson in Forest School environment
• HLTA completed observation forms during lesson, recording pupi's responses.
• Sample of books seen.
• Ofsted report
• SEF
• Minutes from governors meeting when all undertook a Forest School experience and saw the DVD produced by the school.
• Pupils were able to tell me about the benefits of the Forest School and told me of ways they wished to develop the facility further.
• News letter produced by the study centre praising the training and facility
• Staff invited to attend twilight sessions and to make visits during the day to see Forest School in practice.
• Cross curricular outcomes eg. science, art and maths.

The Verifiers Comment
Forest School offers excellent provision for children from diverse backgrounds to learn through exploration, discovery and enjoyment in a safe and stimulating, outdoor learning environment. It is based on the needs of the individual child, spiritually, emotionally, physically and intellectually. It is child centred with creative and explorative outdoor actvities. Natural resources are usedeffectively to create a safe learning environment. It is inclusive practice, children participate with enjoyment to become enthusiastic and successful learners.