What is Forest School?

Forest School is a child-centred, inspirational approach to learning that takes place in a natural outdoor environment. Rooted in the six principles of Forest School, it provides learners with regular opportunities to explore, investigate and learn through hands-on experiences over time. Through carefully planned sessions, pupils develop confidence, resilience, independence and a lifelong appreciation of the natural world. At Vermont School, Forest School is an integral part of our Engagement Pathway, providing meaningful learning experiences that support the academic, social and emotional development of our pupils.

Why do we teach Forest School?

At Vermont School, we recognise that many of our pupils with Social, Emotional and Mental Health (SEMH) needs find traditional classroom learning challenging and can become disengaged from education. Forest School removes barriers to learning by providing a nurturing, therapeutic and highly engaging environment where pupils can experience success through practical, real life learning. It promotes emotional regulation, positive relationships, resilience and independence while developing communication, problem solving and teamwork skills. Forest School also provides meaningful opportunities to reinforce literacy, numeracy, science and personal development, supporting our School Improvement Priorities by delivering ambitious learning, strengthening foundational knowledge and promoting inclusion, engagement and preparation for adulthood.

How do we teach Forest School?

Forest School is delivered through weekly sessions that follow a carefully sequenced curriculum, enabling pupils to build knowledge and skills progressively throughout the year. Learning is practical, inquiry based and pupil centred, encouraging exploration, curiosity and managed risk taking within a safe environment. Activities include bushcraft, tool use, den building, campfire cooking, conservation projects, wildlife investigations, navigation, environmental art and team challenges. Each session begins with a clear learning intention, opportunities for explicit teaching and modelling, followed by practical application, reflection and celebration of achievements. Learning is differentiated to meet individual needs, with additional scaffolding and visual support and increasing independence, leadership and challenge. Progress is assessed through observation, pupil voice and the development of practical skills, emotional regulation, communication, resilience and independence, ensuring every pupil is supported to achieve success at their own pace.