Skip to main content
search
Category

Forest School

Jul 04
Love0
learning youngster

The great outdoors The benefits of extending learning beyond four walls

By Early Years, Forest School
by Karen Borley, Senior Education Advisor, N Family Club

Trends from Natural England surveys have found that over 60% of children now play mostly indoors at home, and that direct contact with nature has halved in a single generation, suggesting that modern children are facing a ‘nature deficit’.

While indoor playrooms provide vital learning experiences, there is a growing movement in early childhood education that looks increasingly beyond four walls to the most sophisticated classroom ever designed: the great outdoors.

In the early years of a child’s life, the world is a place of endless wonder, and from intentionally designed nursery gardens to the muddy boots that accompany Forest School sessions, outdoor learning can provide awe-inspiring experiences to young children and act as a powerful driver of wellbeing, development and environmental responsibility.

Rather than viewing the garden as a break from learning, we should instead view the garden as a way to extend learning into the outdoors. When a space is planned with the same intentionality as an indoor room, it becomes a dynamic environment where children can explore physics through water flow, mathematics through the patterns of leaves and literacy through storytelling under the canopy of a tree.

A high quality outdoor environment is often designed in ‘zones’ – dedicated areas for physical play, creative exploration, quiet reflection and discovering wildlife. This structured yet open-ended approach allows children to lead their own learning, using ‘loose parts’ like crates, planks and tyres to build, problem-solve and collaborate.

Forest School takes this outdoor intentionality a step further. By moving the learning environment into local woodlands, children are given the freedom to engage with the natural world in its purest form. Forest School is not just about being outside; it is about building a deep, long-term connection with nature.

In these sessions, children aged three and over learn to manage risks and use real tools, such as bow saws and mallets, under careful supervision.They learn to build shelters, identify native tree species and even understand the safety protocols of a campfire. These experiences do more than teach practical skills; they build a sense of independence and resilience that is hard to replicate in a traditional classroom setting.

The benefits of learning in nature are holistic and cover every part of a child’s development:

Physical development

The terrain of a garden or forest naturally supports strength, balance and coordination, and encourages the kind of physical activity that is essential for healthy growth.

Emotional wellbeing

Natural environments are proven to reduce stress and support emotional regulation. For many children, particularly those with sensory processing needs, the outdoors provides a calming, neuro-inclusive space where they can thrive.

Social skills

Nature promotes collaboration. Whether it’s working together to move a heavy log or negotiating the rules of a game in the garden, children develop strong communication and empathy as they care for shared spaces and living things.

Global responsibility

Early contact with nature is the single biggest predictor of adult pro-environmental behaviour. By caring for bug hotels, composting plant waste and observing life cycles firsthand, children become active stewards of their environment. Integrating the outdoors into early education also aligns with broader environmental goals, such as the Department for Education’s Carbon Action Plan. By utilising gardens and local green spaces, educators reduce reliance on energy-intensive indoor environments and model sustainable practices – such as collecting rainwater or prioritising natural, reusable resources – directly to the next generation.

As we look toward the future of early years education, it is clear that the classroom is evolving. By embracing Forest School-inspired learning and intentionally designed outdoor spaces, we provide children with a rich, sensory and purposeful environment that allows their curiosity to come alive.

When we give children the chance to get a little bit muddy and explore the world around them, we aren’t just teaching them about nature; we are giving them the tools to be confident, curious and physically capable individuals who are ready to take on the world.

Founded in 2017, N Family Club set out to rethink early years education – developing a progressive curriculum, building a sector-leading team culture, and a world class service that adds real value for families. A proud B Corp, N Family Club was rated the highest quality group in the UK by Nursery World in 2022 & 2023, accredited as a Great Place to Work in 2024 and 2025, and recognised as the 14th Best Workplace in the UK (Super Large Category) in 2026. www.nfamilyclub.com

Jul 03
Love0
high wire

Unlocking potential The transformative power of outdoor learning

By Early Years, Education, Forest School
by Richard Wilson, Buzz Active

For parents, teachers and youth leaders seeking to enrich educational experiences, outdoor learning offers a powerful pedagogical approach that extends beyond the traditional classroom. As education increasingly values resilience, character and life skills, outdoor activity centres work regularly with groups to develop these attributes through engaging, adventure-based experiences.

The evidence base: Why outdoor learning matters

The benefits of outdoor learning are well established in research. A major review of 150 studies found strong evidence that well-designed, planned and taught outdoor learning experiences provide significant added value to classroom education, supporting development across cognitive, affective, and social domains (Rickinson et al., 2004).

More recent reviews confirm these findings. Research published in the Journal of Adventure Education and Outdoor Learning shows that most forms of outdoor learning positively affect young people, particularly when programmes are sustained and include preparation and follow-up (Fiennes et al., 2015). Outdoor adventure learning has been shown to improve attitudes, self-perception, interpersonal skills and social effectiveness.

The six foundations of character development

Activities are intentionally designed to develop six key character attributes that underpin personal growth and long-term success. These closely align with capabilities widely recognised as essential for thriving in the 21st century.

1. Confidence

Outdoor activities encourage young people to step beyond their comfort zones and recognise their own capabilities. Achievements such as mastering sailing skills or completing a climb, build self-belief. The Educational Endowment Foundation reports that outdoor adventure learning can positively influence self-efficacy and motivation, with potential transfer to improved classroom engagement.

2. Teamwork

Outdoor settings naturally foster collaboration. From canoeing to leadership challenges, success depends on communication and cooperation. Research shows that collaborative outdoor tasks strengthen interpersonal skills and social interaction, helping young people work more effectively with peers and adults.

3. Communication

Clear communication is essential outdoors, whether giving instructions on the water, problem-solving as a group, or maintaining safety during climbing activities. These experiences develop listening and expressive skills that transfer directly to academic, social and workplace contexts.

4. Resilience

Outdoor pursuits involve challenge and occasional failure. Persisting with windsurfing or completing a high ropes course teaches determination and perseverance. Research indicates that overcoming outdoor challenges strengthens resilience and adaptability – skills that remain valuable throughout life.

5. Creativity

Outdoor environments demand flexible and innovative thinking. From navigating an orienteering course to adapting paddle sport strategies in changing conditions, participants use creativity to solve problems. Studies suggest that engagement with nature enhances creative and critical thinking, fostering imagination and innovation.

6. Independence

Outdoor learning offers rare opportunities for genuine autonomy. Taking responsibility for a sailing dinghy or choosing a climbing route teaches decision-making, risk awareness and accountability. For many young people, especially those with limited access to such experiences, this development of independence is particularly powerful.

The RYA OnBoard Programme: Evidence in action

The Royal Yachting Association’s OnBoard programme provides strong evidence of outdoor learning’s impact. Research by the Institute of Education at University College London studied 371 young people aged eight to 17 from schools and sailing clubs.

The study, Children and Sailing, found that OnBoard effectively develops the six character attributes of confidence, communication, teamwork, determination, creativity and independence.

Key findings included:

• Almost all participants reported enjoyment, fun, and a sense of freedom.

• Increased confidence, relaxation, and peer support.

• Significant contributions to personal and social development, including maturity and responsibility.

• A positive impact on social equity by providing unique opportunities for young people from disadvantaged backgrounds.

As RYA OnBoard Operations Officer Hannah Cockle explains, being on the water creates safe but challenging situations that support the development of crucial character attributes for life success.

Translating research into practice

These principles should be embedded in all provisions with each activity delivered with intentional learning outcomes and facilitated reflection:

• Sailing and windsurfing: Confidence through skill

mastery, teamwork through coordination and independence through helming.

• Paddle sports: Determination through physical challenge, communication through synchronisation and creativity through route planning.

• Team leadership games: Explicit development of teamwork, problem-solving and communication.

• Climbing and high ropes: Confidence, persistence and personal responsibility.

• Target sports: Concentration, confidence through improvement, and independent self-assessment.

• Forest or beach school activities: Creativity, exploration of the natural world, appreciation and education of the environment, connection to nature and development of practical skills.

Qualified instructors ensure that activities become meaningful learning experiences rather than simple recreation.

Making outdoor learning accessible

High-quality outdoor learning has the potential to level the playing field. Research shows that many young people – particularly those from disadvantaged backgrounds – have limited access to nature and adventure. Outdoor programmes provide experiences that build resilience, motivation and self-confidence, helping shape more positive life trajectories.

Practical considerations for educators

Research highlights several factors that maximise impact:

• Duration: Sustained or longer-term programmes deliver greater benefits than one-off visits.

• Preparation and follow-up: Intentional reflection helps transfer learning to other contexts.

• Safety and support: Qualified providers balance challenge and safety.

• Inclusive design: Effective programmes ensure accessibility and success for all participants.

The lasting impact

The benefits of outdoor learning extend well beyond the activity itself. Educators report improved concentration, behaviour and engagement upon students’ return to school. More importantly, the character attributes developed – confidence, teamwork, communication, resilience, creativity and independence – become lasting assets for education, employment and personal life.

As one OnBoard participant reflected: “This week, I did not just learn how to sail, I learnt self-belief and bravery.”

Outdoor learning is not simply enrichment – it is an essential educational approach. By embedding character development through well-designed experiences, providers complement classroom learning while equipping young people for modern life.

The evidence is clear: outdoor learning works. It engages, builds character and creates lasting positive impact. In a world of growing pressure and uncertainty, investing in outdoor learning is a real investment in young people’s future.

Buzz Active, Royal Parade Eastbourne, Bushy Wood Scout Activity Centre and Seven Sisters Country Park.

info@buzzactive.org.uk  www.buzzactive.org.uk

Jul 02
Love0
children-on-beach-foraging

5 outdoor skills every child should try this summer

By Childcare and Nannying, Education, Forest School
by Lucy Owen-Collins, Head of Adventures at Bee in the Woods

Summer has a way of inviting us outdoors. The days are longer, shoes are optional and suddenly the world feels full of possibility. For many parents, though, summer can also bring a familiar pressure: How do I keep the children entertained?

However, children don’t need endless organised activities or expensive days out to have a rich summer. Some of the most powerful learning and memorable times happen when children are trusted with real experiences – using tools, growing food, cooking outdoors, building things, exploring wild spaces and testing their own capabilities.

Outdoor play offers something many modern childhoods have less of: freedom to experiment, opportunities to take manageable risks and space to become genuinely capable and grow.

Here are five outdoor skills families can explore together this summer.

1. Learn to use real tools

Many adults instinctively think that real tools are too dangerous for young children, but with careful supervision and clear boundaries, children are often far more capable than we expect.

Start simple by supporting your child to:

• Hammer golf tees into a pumpkin, log or thick cardboard.

• Use a child-friendly hand drill to make holes in conkers or driftwood.

• Build a simple stick boat using string and found materials.

Children are naturally drawn to real, purposeful work. Using tools develops hand-eye coordination, concentration, perseverance and problem-solving – but perhaps most importantly, it helps children learn how to assess risk. Child sized hammers and hand drills can be sourced online and can be used safely with supervision.

Rather than teaching children to fear tools, we can teach respect, safe handling and responsibility.

Top tip: Resist the urge to fix it for them. A slightly wonky creation built independently is far more valuable than a perfect adult-made one.

2. Grow something they can eat

You do not need an allotment, greenhouse or even much space for this one. A few pots on a doorstep or balcony can become a summer classroom.

Easy child-friendly choices:

• Strawberries

• Salad leaves

• Peas

• Mint

• Nasturtiums

• Tomatoes.

There is something magical about watching a child check their plant every day, noticing tiny changes and taking responsibility for watering.

Gardening teaches patience, observation, cause and effect and care for living things. It’s also a wonderful way to encourage adventurous eating – children are much more likely to taste something they’ve grown themselves.

And who doesn’t love digging for worms!

3. Cook outdoors

Outdoor cooking creates a special kind of magic that makes for a memorable summer.

There’s something about preparing food in fresh air – collecting ingredients, stirring, waiting, tasting – that naturally draws children in. Give children of all ages real jobs – stirring, chopping softer foods (age appropriately), mixing, wrapping and serving.

If you have a fire pit, wonderful. If not, a barbecue, camping stove or picnic setup works beautifully.

Simple ideas:

• Elderflower, blackberry or blueberry pancakes (Vegan/gluten free recipes can be found online too).

• Banana boats (banana with chocolate melted inside foil).

• Campfire apples or pineapples with cinnamon.

• Flatbreads cooked outdoors.

• Herb butter corn on the cob.

Cooking supports maths (measuring, quantity), language development, sequencing, fine motor skills and independence. It also creates something less measurable and equally important: connection. Shared outdoor food experiences become the moments children remember.

4. Become a beach explorer

Living by the coast gives families a wonderful summer classroom.

A trip to the beach doesn’t need to mean simply paddling and ice creams (although both are lovely). Children are natural scientists when given the chance.

Try:

• Shell sorting by shape, colour or size.

• Driftwood sculpture building.

• Rock pooling with gentle care for wildlife.

• Watching wave patterns.

• Drawing maps in the sand.

• Collecting seaweed varieties.

• Noticing tides and how the shoreline changes.

Beach exploration encourages observation, curiosity, early science thinking and environmental awareness.

For families living in coastal towns, the beach also offers an important opportunity to teach safety awareness and risk assessment – essential life skills for children growing up by the sea.

Notice the waves together.

Ask questions:

• Does the sea feel calm today?

• Would it feel safe to go to the water’s edge?

• What might the sea look like when it isn’t safe?

• What would we do if the waves were high?

• How deep is safe to go?

These kinds of conversations help children learn that risk is not something to fear, but something to notice, think about and respond to.

One child may spend an hour fascinated by a crab. Another may become deeply invested in transporting wet sand from one place to another. Both are learning. Alongside all the joy, digging, splashing and discovery, children are developing respect for the sea – understanding both its beauty and its power.

Top tip: Keep a spare towel, spare clothes and low expectations about staying clean!

5. Build a den

If I could prescribe one childhood activity, it might be den building.

Dens are extraordinary spaces because children must imagine them before they exist. You don’t need woodland to do this.

Try:

• Garden dens with sheets and chairs.

• Stick shelters in a local park.

• Beach windbreaks.

• Mini fairy shelters made from natural materials.

• Blanket forts that migrate outdoors.

Den building develops:

• Planning

• Engineering thinking

• Collaboration

• Persistence

• Creativity

It also gives children ownership of space – something many children deeply value. And once the den exists, the imaginative play begins!

Let children lead. The ‘best’ den is not the neatest one.

Family life can be wonderfully full, especially in summer, with so many opportunities, outings and activities on offer.

Yet some of childhood’s richest experiences often come from simpler moments – getting muddy, hours of playing, solving problems, building, climbing, cooking, digging and discovering.

The outdoors offers a rare kind of freedom: space to explore, test ideas and grow in confidence. Sometimes the most memorable summer moments are the ones where children are given time, trust and a little room to surprise us.

Bee in the Woods Kindergarten is a woodland preschool and community Forest School for  three to seven year olds, based in Portslade and Stanmer Park in Brighton.

For more information www.beeinthewoods.co.uk

Mar 09
Love0
early years

The heart of early learning – an inspirational reflection on being a nursery educator

By Childcare and Nannying, Early Years, Education, Forest School
by Karen Martin
Tots’ Village Nursery

To step into a nursery classroom each morning is to step into a world where wonder lives in the smallest moments, where a single crayon stroke is a masterpiece in progress, where a shy smile is the start of newfound confidence and where tiny hands hold enormous potential. To be a nursery educator is to witness magic daily, but more importantly, it is to help create it.

Being a nursery educator is not simply a job; it is a calling rooted in compassion, patience and a belief in the extraordinary abilities of young children. It is the joyful responsibility of nurturing minds and hearts during the most foundational years of life. These are the years when children discover their sense of self, begin to understand how the world works and learn how to connect with others. And in the middle of every milestone, big or small, is the educator, guiding, encouraging and celebrating.

In many ways, nursery educators are architects of the future. While the world often measures success through visible achievements, nursery educators understand that success begins long before a child can read their first word or solve their first equation. In the nursery, success looks like empathy taking root when a child shares a toy unprompted. It looks like resilience when a child who was once hesitant now tries something new. It looks like curiosity every time a little voice asks,“Why?”.

These moments may seem small, but they are transformational! Nursery educators know that early childhood education is the soil in which the seeds of lifelong learning are planted. With every story read aloud, every question answered, every conflict gently resolved and every imaginative game encouraged, nursery educators help children build the emotional and cognitive foundations they will carry forever.

And yet, the job demands more than knowledge of child development. It asks educators to be storytellers, dancers, scientists, mediators, nurses, cheerleaders and sometimes even magicians! It requires them to be flexible enough to shift from teaching colours and shapes to comforting tears within seconds. It asks them to balance structure with spontaneity, offering routines that make children feel safe whilst also embracing the unexpected creativity that young minds bring into the room.

But the true beauty of being a nursery educator lies in the relationships. Children respond to the teachers who kneel down to meet their eyes, who celebrate their ideas, who make them feel seen and valued. A nursery educator knows that children learn best when they feel loved and so they fill their classrooms with warmth, encouragement and opportunities to succeed. They know that each child is different, each with their own rhythm, needs and spark and they take the time to understand those differences.

There is a profound sense of fulfilment in knowing that you are shaping the earliest experiences of learning. It is an honour to be one of the first adults a child trusts outside of their family. It is a privilege to hear the unfiltered thoughts of young minds and to watch them unfold into capable, confident learners. Nursery educators hold space for children as they navigate big feelings, celebrate first friends and find their voice.

Whilst the work is deeply meaningful, it is also undeniably challenging! The days can be long, the tasks unending and the emotional energy required immense. Yet nursery educators return each day because they know their work matters, perhaps in ways not immediately visible, but inevitably powerful. They know that the lessons they teach extend far beyond the classroom: patience, perseverance, kindness, curiosity and a love of discovery.

What makes nursery education inspirational is not only the impact educators have on children but also the impact children have on them. Children remind adults to see the world with fresh eyes, to find excitement in the ordinary and to appreciate the beauty of simple things. They remind us that progress is not always linear and that learning is as much about exploration as it is about achievement. To work with children is to witness unfiltered joy, pure honesty and boundless imagination every single day. This is the gift of being a nursery educator.

Every child who walks through the nursery door brings a universe of potential. And every educator who greets them helps shape that universe, through patience, guidance, creativity and love. Nursery educators change lives not by delivering grand speeches or dramatic lessons, but through consistent, gentle and intentional acts of teaching and care.

So, to every nursery educator: know that your work reverberates far beyond the classroom. Know that the stories you read, the songs you sing, the hugs you offer and the encouragement you give will echo throughout a child’s life. Know that your presence, your passion and your belief in each child help shape confident, compassionate, capable human beings.

Being a nursery educator means being a builder of futures, a cultivator of curiosity and a guardian of childhood wonder. It is one of the most impactful roles in education – and perhaps one of the most inspiring roles in the world.

Tots’ Village is a family run nursery for children aged 0-5 based in Caterham. Graded Outstanding by Ofsted we build strong foundations for happy futures! Discover the difference – where love and care comes first and learning is fun. www.totsvillagenursery.co.uk

 

Mar 07
Love0

Raising resilient children

By children's health, Early Years, Education, Exercise, Forest School, play, Uncategorized
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods Kindergartens

What outdoor nurseries know about risk, freedom and play

Spring has a wonderful way of reminding us that children, like the natural world, grow best when given space, time and the right conditions. As blossoms return and days stretch out, many families find themselves venturing outside more often – opening the door to something Early Years educators have known for decades: outdoor play isn’t just ‘nice to have’ – it’s one of the most powerful ways to build resilience in young children.

At outdoor nurseries, children spend their days immersed in nature. What we observe, time and again, is that resilience isn’t taught – it’s lived. Through climbing, balancing, running and problem-solving, children learn what their bodies can do and how to navigate the world with confidence.

“Resilience isn’t taught – it’s lived, through movement, challenge and freedom.”

Why risky play matters
Risky play – clambering, balancing, running on uneven ground, navigating logs, slopes and tree roots – has been widely shown to increase children’s coordination, confidence and risk-management skills. Importantly, these experiences don’t remove danger; they teach children what danger feels like and how to make good decisions around it. It means offering children opportunities to assess, manage and respond to challenges in a supported environment.

When a child pauses at the base of a muddy slope or tests a branch before climbing, they’re developing judgement, balance and self-awareness. Outdoor practitioners support these moments with calm presence rather than intervention, asking questions like, “What’s your plan?” or “How does that feel?”

Research consistently shows that children who engage in appropriately risky play develop stronger motor skills, better risk assessment and greater emotional regulation. Just as importantly, they learn confidence in their own decision-making.

“When children learn to judge risk, they grow confidence – not fear.”

Health resilience, built outside
Spring weather can be unpredictable, but outdoor learning thrives on this variety.

Children who spend long periods outside become more adaptable – less phased by drizzle, cold breezes or muddy boots.

Research suggests that regular outdoor play supports immune health in several ways. Exposure to fresh air, sunlight and diverse natural environments helps regulate circadian rhythms and supports vitamin D production- linked to immune function and overall wellbeing. Studies also highlight the role of environmental biodiversity; contact with soil, plants and natural microbes can help strengthen the immune system by supporting healthy gut and skin microbiomes.

In practical terms, this often looks like children who cope better with seasonal changes, recover more quickly from minor illnesses and show improved energy and stamina.

“Muddy hands aren’t a problem – they’re part of building a healthy immune system.”

Nature: The ultimate motor-skills playground
Nature provides a constantly changing environment that challenges the whole body. Uneven ground strengthens balance and coordination. Climbing builds core and upper-body strength. Carrying heavy objects develops proprioception and teamwork.

These physical experiences are deeply connected to brain development. Neuroscience tells us that movement supports learning, attention and emotional regulation. When children navigate varied terrain, they create richer neural pathways – laying foundations for skills like writing, concentration and problem-solving.

“Uneven ground builds strong bodies – and adaptable minds.”

Trust, courage and self-assurance
Perhaps the most powerful element of outdoor learning is trust. Children are trusted to try, to wobble, to fall safely and to try again. Adults remain close, attentive and supportive, but not intrusive.

A child jumping from a stump isn’t just playing – they’re testing belief in themselves. When adults honour that moment, children internalise a powerful message: I am capable.

Over time, this self-assurance travels with them – into friendships, learning and everyday challenges beyond the woods.

“Confidence grows in the space between challenge and trust.”

Advice for families: Bringing risk, freedom and play into family life
You don’t need a woodland to experience the benefits of outdoor play. Spring is a wonderful time to lean into simple, low-prep ideas that help children stretch their bodies and minds.
1. Make micro-adventures part of your week
A walk to the local park can become a balancing challenge on curbs, logs or small walls. Invite children to choose the ‘wobbly path’.
2. Let them get properly muddy
Messy play is body work, brain work and emotional work. Pack spare clothes in the car and relax into it.
3. Ask reflective questions instead of instructions
Try: “What’s your plan?” “How does that feel?” “Do you need anything to make this safer?” These questions build decision-making skills.
4. Resist the urge to rescue too quickly
If a child is struggling to climb, pause before stepping in. Check they are safe, then give them space to problem-solve.
5. Vary the terrain
Choose parks, beaches, woodlands or even gardens with natural gradients, slopes and textures. Nature is built for motor-skill development.
6. Celebrate courage, not outcomes
Praise the trying, not the height climbed. Children flourish when bravery is noticed.

Growing resilience, one spring day at a time
As children run, climb and explore through spring, they are doing far more than playing. They are building physical strength, immune resilience and emotional confidence through experiences that can’t be replicated indoors.

Outdoor nurseries remind us that childhood doesn’t need to be smoothed or rushed. When children are given freedom, trust and space to move, they grow into themselves – strong, capable and ready for what comes next.

Sometimes, the most powerful thing we can do is just open the door and let nature lead the way.

Bee in the Woods Kindergarten is a woodland preschool and community Forest School for three to seven year olds, based in Portslade and Stanmer Park in Brighton.
For more information www.beeinthewoods.co.uk

Mar 04
Love0
flower garden

Creative growth Nurturing imagination with nature

By dance & Art, Early Years, Education, Forest School
by Kerry Ferris
Prep School Head of Art, St Catherine’s Prep School, Bramley

In my role as Prep School Head of Art, I am passionate about how nature and creativity intertwine to unlock imagination, calm the mind and inspire joyful learning. The connection is powerful and undeniable: nature engages all the senses; its colours, textures, sounds and shapes spark curiosity and invite exploration.

Our students don’t just observe nature; they interact with it in tactile ways that fuel creativity. They have drawn with sticks, printed with leaves and used natural materials as both tools and inspiration. For example, they pressed leaves into clay, cut around the shapes, moulded them into bowls, and painted the finished forms. These experiences nurture observation, patience and a deeper connection with the world around them.

Scientific research supports what we see daily: Time in nature restores children’s attention and focus. Natural environments allow the brain to relax and recover from fatigue, improving concentration and encouraging creative problem solving. Being outdoors also boosts cognitive flexibility, the ability to think in new and original ways, an essential ingredient for creativity.

Students often don’t realise how deeply nature is woven into their learning. From recycled materials to natural textures and colours, nature lies at the heart of every project, even subtly. Its endless variety reminds us of individuality: no two leaves are the same, just as no two people are alike. The unpredictability of nature, like an insect suddenly crawling from beneath leaves, sparks wonder, curiosity and sometimes laughter. This curiosity is the seed of creativity, encouraging exploration and experimentation.

Recently, we gathered conkers from the chestnut tree, admiring the contrast between smooth seeds and spiky shells. We collected leaves of all shapes and colours to craft autumn wreaths, each student free to design something magical for home. These natural forms will also be used for prints, transforming simple outdoor objects into tools for artistic expression. Such encounters inspire children to see the world differently and imagine new possibilities.

Nature offers an ever-changing palette of shapes, patterns and textures that children instinctively want to explore. Throughout history, artists from Monet to Andy Goldsworthy have drawn inspiration from the natural world. With Year 3, students studied insects closely, noticing intricate patterns and forms. Year 5 explored landscapes, inspired by famous artists and their surroundings, creating their own interpretations. These projects show how nature and art complement each other, providing endless opportunities for learning and creativity.

We have also celebrated contemporary female artists such as Hester Berry and Barbara Rae who use nature as their muse. Experiencing nature first-hand allows students to connect with this creative legacy while developing their own voices. Beyond inspiration, natural materials encourage experimentation, problem-solving and imaginative thinking – skills vital in art and life. Children sharpen observation and fine motor skills as they notice the veins of a leaf, the curve of a shell, or the texture of bark and translate these details into clay, paint and prints.

Nature fosters collaboration too. Outdoors, children share discoveries, exchange ideas and build on each other’s creativity. A simple walk can spark conversations about colour, form and texture, leading to group projects that celebrate collective imagination.

Our Prep School, surrounded by woodlands, offers endless opportunities. Students collect leaves, sticks, pinecones, bark and seeds to create prints and make nature brushes, exploring ways to represent our community through art. They experiment with tea dyes and textured materials from the grounds, finding creative ways to bring the essence of our environment into their work.

Sustainability is another vital dimension. By encouraging the use of natural and recycled materials, we instil environmental responsibility alongside artistic skill. Children delight in bringing egg cartons or cereal boxes for the cardboard collection, learning that creativity doesn’t depend on expensive resources but flourishes through imaginative use of everyday materials. This approach nurtures respect for the planet and teaches resilience, as students transform limitations into opportunities for innovation and think ‘outside the box’ to create meaningful, original artwork.

We also explore how nature inspires cultural traditions worldwide. Year 5 students, for example, have been learning about the Windrush generation. To enrich this, we studied Caribbean culture in art lessons, examining shells, flowers and wildlife. Though far from the Caribbean, handling real cultural items, shells, fabrics and objects generously lent to us, gave students first-hand experience. They transformed these observations into vibrant patterns capturing the colours, textures and rhythms of Caribbean life.

Nature is at the heart of our art practice. By learning from and creating with the natural world, students develop a lifelong love of creativity grounded in curiosity, mindfulness and respect for the environment. They understand that art is not only about producing beautiful objects but about cultivating ways of seeing, thinking and connecting with nature.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school.
Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

Dec 03
Love0
children in forestschool

A year in the woodland classroom

By Education, Forest School
by Neil Harris
Shoreham College Junior School

Much like farming, teaching has its own cyclical rhythm. We mark the passing of time not by the calendar alone but by familiar milestones: the excitement of a new term, the joy of the harvest festival, the sparkle of Christmas concerts, the splash of swimming galas and the cheers of sports days. Each new school year, like the start of a growing season, carries with it optimism and promise. The first page of a brand-new exercise book lies open, waiting to be written, every possibility still ahead.

For Forest School practitioners, that rhythm is felt even more keenly. Nature itself becomes our clock, and the shifting seasons write their lessons all around us.

As the seasons roll by, their transitions are mirrored in the landscape. Because my Forest School is based within a school setting, our year begins in September. While we look forward to the start of a new academic cycle, the forest is already preparing for its winter sleep – but it’s not quite done yet.

If you know where to look, the forest offers polished treasures hidden within spiky seed pods. Shiny brown chestnuts and horse chestnuts, acorns and winged ash seeds are amongst the most coveted prizes for many children. Their smooth surfaces glint like jewels in small hands, and beyond the thrill of the find, they lend themselves to a wealth of activities: threading, counting, crafting or even serving as the currency in elaborate role-play games.

Meanwhile, the elder bushes hang heavy with berries, their clusters almost black, glistening like beads against the fading green leaves. Crushed, they release a deep, inky purple – perfect for art projects, or for brewing up ‘magic potions’ in the imaginative world of children’s play.

Yet this is also the moment for gentle reminders: the forest provides not just for us but for its wild inhabitants too. Birds feast on these berries, and the purple splatters beneath their favourite perches become vivid clues for young nature detectives and a warning to leave plenty on the tree for the wildlife we share this space with.

As the bright hues of autumn fade into winter, the bones of the forest are revealed. Skeletal trees shiver in icy winds and we gather close to the fire – not only for its cheerful glow but for its comforting warmth, a beacon against the cold.

Winter is also a season of beginnings, the perfect time for planting tree whips – young saplings with slender stems and neat, compact roots that slip easily into the earth. In our setting, we aim for every child to plant a tree during their time with us, a lasting mark that they were here and an opportunity to give back to the woodland that nurtured them.

Spring is, without doubt, my favourite season in the forest. In the earliest days, when the ground still holds winter’s chill, the spring bulbs push their snouts through the frozen soil – a small but thrilling promise of warmer days to come. By the season’s height, the woodland has transformed into something close to magical.

Cow parsley and elder burst into bloom, their umbels creating clouds of creamy white that froth through the undergrowth like a bridal bouquet scattered across the forest floor. The air grows heavy with their delicate scent, challenged by the sharper, more pungent aroma of wild garlic as it unfurls its star-like blossoms. The woods in spring are alive not just with colour and fragrance, but with activity.

For our young explorers, this is a season of discovery: blindfolded scent trails that sharpen the senses, hapa zome prints (the magical art of textile or paper printing with plants and flowers) that capture fleeting blooms on cloth and paper and exciting stakeouts beside nesting boxes. And for those who feel overburdened, ten minutes spent watching harassed songbirds flitting back and forth to their chicks helps to put life in perspective.

The start of spring is unmistakable – a sharp jolt waking the forest from its winter slumber. Summer, by contrast, creeps in almost unnoticed. As the days lengthen and the soil warms, the pace of life in the forest slows from spring’s frenetic energy.

For the children, warmer days mean lazing in hammocks while listening to songbirds and building shelters to keep the sun off their heads. Summer is also the perfect time to bake bread over the fire. The heat in the air coaxes the dough to rise, and the scent of freshly baked bread drifting through the trees draws people into the fire circle. Crusty loaves of sourdough, pizzas, garlic-drenched dough balls and simple flat breads are each at their best when cooked over hot coals and eaten in the fresh air.

By now the cow parsley flowers have faded, leaving only the skeletal outline of their blooms – a delicate seed where each floret once was. These make wonderful, if fragile, hedgehog spines when pushed into clay models, a reminder of our favourite woodland visitors. As we begin to think about our summer holidays, these busy creatures are already preparing for their hibernation.

And so the seasons turn, each leaving its mark not only on the woodland but on the children who explore it. Just as a farmer’s year is measured by sowing and harvest, ours is shaped by saplings planted, berries gathered, songs sung around the fire and friendships forged beneath the trees. By the time the cycle brings us back to September, we are not the same as we were before: the forest has changed, the children have grown and together we have written another chapter in the story of this living classroom.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

 

Dec 03
Love0
donkey

Why experiences make the best Christmas gifts

By Education, environment, Family Farms, Forest School, Green
by Nicola Henderson
Godstone Farm

Every year, as Christmas approaches, many of us face the same dilemma: what to buy for our loved ones. Shops are overflowing with shiny new toys, gadgets and trinkets, each promising to be the ‘perfect gift’. But how often do those gifts gather dust on a shelf, or end up forgotten by January? Increasingly, in our busy lives people are realising that the most meaningful presents aren’t objects at all – they’re experiences where we can value time spent together.

Many visitor attractions see firsthand the joy that comes from shared moments and family adventures. Whether it’s watching a child’s face light up as they meet an animal up close, enjoying a day of discovery with grandparents, or creating a new festive tradition together, these are memories that last far longer than anything that comes wrapped in shiny paper. That’s why experience-based gifts – such as gift cards for days out, animal encounters, or tickets to special events – are becoming the new gold standard for Christmas giving.

Memories really can outlast material presents
Think back to your own childhood Christmases. Do you remember the toys you unwrapped each year? A few, maybe, but more likely, your fondest memories are of the moments spent with family, baking mince pies with mum, building a snowman with dad, or visiting a magical event together. That’s the beauty of gifting experiences, they create stories that can be retold, moments that can be treasured and photos that bring a smile for years to come.

A day out, for example, becomes so much more than simply ‘something to do’. It’s the delight of hand-feeding the goats, the fun of playing races in a soft play, the thrill of a tractor ride across the fields and the joy of simply being together away from everyday distractions. Experiences build connections, strengthen relationships and give families the most precious gift of all – time spent together.

Kinder to the environment
In today’s world, we’re all becoming more aware of the impact our choices have on the planet. Every year, millions of plastic toys and novelty gifts are bought, played with briefly, and eventually thrown away, many ending up in landfill. On top of that, the wrapping paper, packaging and batteries all add to the festive waste pile.

Choosing to give an experience instead is not only thoughtful, but also eco-friendly. A gift card, for example, can be tucked into a simple envelope – no need for excessive packaging, ribbons or plastic wrap. By gifting a day out or an event ticket, you’re giving joy without adding to the clutter of Christmas waste. It’s a more sustainable way to celebrate, one that aligns with the growing desire to protect our environment for the next generation – the very children we’re gifting to.

Flexibility for busy families
Another benefit of giving experiences is their flexibility. The festive season can often feel like a whirlwind of school plays, family visits and Christmas dinners. An experience doesn’t demand to be used immediately; instead, it gives families the freedom to plan a trip that suits them. Whether they fancy a winter adventure in January or a springtime visit to a farm, this type of gift is theirs to enjoy at the perfect time. There are so many experiences on offer in the UK, a spa day or driving experience might work for adults whilst days out are popular among children.

For grandparents, godparents or family friends looking to give something meaningful, this flexibility is invaluable. Rather than buying ‘just another toy’, they can give a promise of fun, adventure and quality time together.

Something different
Beyond general entry, experience-based gifts can be truly magical. Imagine the delight on a child’s face when they discover they’ve been gifted a behind the scenes experience, feeding the pigs, grooming a pony or learning more about the creatures they love. These encounters create unforgettable moments and often spark a lifelong interest in animals and nature. Places that offer a variety of different experiences will mean that all budgets can also be catered for.

Reduce stress and increase joy
There’s also a practical advantage to gifting experiences: it can make Christmas shopping less stressful! No more endless trawling through toy aisles, trying to guess which gadgets children already have, or worrying whether clothes will fit. An experience is always the right size, never goes out of fashion and won’t be forgotten after a week!

In fact, studies have shown that people feel happier when they spend money on experiences rather than material possessions. The anticipation of an upcoming day out provides joy before the event even begins, while the memories created extend the happiness long afterwards.

A Christmas that truly means something
At its heart, Christmas is about togetherness, joy and making memories. By choosing to give experiences rather than ‘things’, we can also stay truer to the spirit of the season.

So, this year, perhaps we should rethink our gift lists. Instead of filling stockings with ‘stuff’, why not give the people you love the chance to make memories that last a lifetime? After all, toys break, gadgets age and clothes go out of style – but the memory of time spent together will never fade.

Godstone Farm in Surrey offers enriching outdoor experiences all year round and welcomes a variety of baby animals each spring.
www.godstonefarm.co.uk

Nov 15
Love0
Forest-school

Why children need outdoor play – and simple ways to encourage it

By Early Years, Education, environment, Forest School, Wellbeing

by Dr John Allan,
Head of Impact and Breakthrough Learning at PGL Beyond

In a world dominated by screens, getting children outdoors has never been more urgent – or more important. Outdoor activity offers far more than just physical exercise: it nurtures resilience, builds confidence and develops a wide range of skills that can’t be replicated indoors.

Outdoor play provides conditions rarely found indoors. The unpredictability and multi-sensory nature of being outdoors challenges children to think creatively. Outdoor activities encourage children to explore, make decisions and adapt, building confidence and independence along the way. A child who is used to this is more likely to view setbacks in life as problems that can be solved, or even as stepping stones to growth.

Research shows that children who develop strong psychosocial skills early report better adult outcomes, including higher educational attainment, stronger employment prospects and improved mental health.

Learning new skills – whether physical, cognitive or social – is fundamental to healthy development. Outdoor experiences accelerate this process by fostering a balance of physical, social cognitive and emotional literacy at a time when brain development is most rapid.

Building resilience is central to this process. Psychosocial skills – such as self-awareness, empathy, creativity and adaptability – are established through varied, hands-on, practical experiences. Children who overcome physical obstacles can learn to ‘bounce beyond’ their original position, facing future challenges of all kinds with greater strength. This helps them to build the confidence and mental flexibility that supports both academic achievement and long-term wellbeing.

Getting children away from screens and embracing the outdoors
To inspire children to swap screens for fresh air, make outdoor activity accessible and enjoyable. Start small: set mini challenges such as a scavenger hunt or a timed bike ride. Lead by example – children are more likely to embrace the outdoors if parents value it too, whether through weekend walks, gardening or simply spending time outside together.

You can also weave outdoor experiences into daily routines; taking homework into the garden, organising play dates outdoors or using walks to school as opportunities to explore and chat. Consistency is key; when outdoor activity becomes a natural part of daily life, children see it as rewarding rather than a chore.

Five practical ways to encourage outdoor play
1. Choose a mix of activities
Outdoor play can come in many forms – climbing, cycling, splashing in puddles or exploring woodlands. Progressive exposure to uncertainty is not only healthy but essential for wellbeing. Parents can help by choosing a mix of activities that are both challenging and fun, such as adventure playgrounds or family walks.

2. Don’t let a little rain dampen the fun
The British weather is famously unpredictable, but outdoor play in the rain is just as rewarding. With waterproof clothing and a sense of adventure, children can thrive in wet conditions too.

3. Set smart boundaries on screen time
Today’s young people are predicted to spend the equivalent of 25 years of their lives looking at screens! Every hour sat staring at screens is an hour that could be spent outdoors, exploring, moving or simply playing. Instead, parents can set simple boundaries: no phones at mealtimes, less screen time before bed and encouragement to swap virtual play for real-world adventures.

4. Make movement part of everyday
For children aged five to 17, at least 60 minutes of moderate or vigorous activity daily is recommended. Bike rides, swimming or simply walking to school all count. These habits boost fitness, reduce anxiety and set the foundation for healthier adult lifestyles.

5. Let them learn by doing
For older children especially, independence is vital. Allowing them the freedom to wobble, stumble, fall and get back up teaches resilience. Over-protection, by contrast, can limit their ability to cope with setbacks. Activities that carry both risk and reward – such as trail walking – help young people practise bouncing back.

Children need more than exercise – they need experiences that challenge, inspire and prepare them for the future. Outdoor activity provides stronger physical health, confidence, self-esteem and resilience. Only the unpredictability and vitality of the outdoors offers the mix of skills young people need to thrive in today’s fast-changing world.

Dr John Allan is a leading academic in Sports Pedagogy, Psychology and Adventure Education.

Jul 03
Love0
ocean fishtank scene

Nurturing creativity

By Early Years, environment, Forest School, Green, Mental health
by Karen Borley
Senior Education Advisor, N Family Club

The magic of the atelier and self-expression in the Early Years

In their early years, children establish the foundations of how they view the world, relate to others and express themselves. One way to support this development is through the use of an atelier, which is a dedicated space for self-expression. Inspired by the Reggio Emilia approach to early childhood education, the atelier is a vibrant, ever-evolving environment where children of all ages can make sense of their world through art, play and sensory discovery.

The atelier concept comes from the Reggio Emilia approach, a renowned educational philosophy that places high value on children’s natural creativity. Reggio educators refer to the variety of ways that children interpret the world as the ‘hundred languages of children’ with the environment as the ‘third teacher’. Aligning with the Early Years Foundation Stage’s (EYFS) Expressive Arts and Design area, an atelier can facilitate the ‘hundred languages’ through 2D and 3D art, clay modelling, transient art, photography, music and sound, amongst other experiences. Children are free to experiment, to combine different mediums, to revisit ideas and to create without the pressure of a ‘right’ answer. Essentially, the journey matters as much as the end result.

When set up thoughtfully, as a dedicated room or as a part of the main family room, the atelier should invite exploration, curiosity and wonder in children of all ages. Experiences and materials can be adapted to suit a child’s stage of development – whether it’s a toddler squishing clay between their fingers or a preschooler constructing a 3D sculpture with the same materials, the atelier should welcome all forms of expression and creativity. For babies, an atelier experience might be about sensory exploration – watching light and shadow, listening to soft music or touching different textures. For toddlers, it could be about mark-making, experimenting with colour, or stacking and building. Older children may work on more complex projects involving design, sculpture and collaboration. Every child has the opportunity to develop confidence in their ideas, to try new techniques, and to build something uniquely theirs.

In the atelier, children can be introduced to a diverse range of artists whose work sparks curiosity and wonder. Artists such as Joan Miró, Jackson Pollock, Henry Moore and Yayoi Kusama can be explored. For example, a child might respond to Kusama’s dots with their own vibrant pattern work. These experiences help children see themselves as artists, too. They learn that art is not about perfection but about expression – finding their voice, rhythm and mark in the world.

The atelier is also a space for project work – an opportunity for deeper, shared discovery. Children can return to their creations over days or even weeks, adding layers of thought, materials and meaning. This ongoing process demonstrates to children that their ideas matter and deserve both time and attention. Educators should play a key role here, introducing new materials and techniques, asking thoughtful questions and helping children to connect their experiences to broader ideas. Older children can be provided with the opportunity to collaborate with one another by discussing plans and building together, and these early experiences of teamwork and communication lay strong foundations for emotional and social development.

An important aspect of the atelier approach is documentation. Children’s creations should not just be displayed, but also celebrated. Photos, notes and collections of work allow children to revisit past experiences, reflect on their process and share their stories with peers and their families, supporting a sense of ownership and pride. By giving children the freedom and tools to express themselves, we help nurture confident thinkers, communicators and lifelong learners. In the safe, inspiring space of the atelier, each child is invited to tell their story in their own unique way. For families, knowing that such a space exists in their child’s nursery can offer reassurance that their child is being seen, heard and valued every day.

Founded in 2017, N Family Club set out to rethink Early Years education – developing a progressive curriculum, building a sector-leading team culture, and a world class service that adds real value for families. A proud B Corp, N Family Club were rated the highest quality nursery group in the UK by Nursery World in 2022 & 2023 and were accredited as a Great Place to Work in 2024. www.nfamilyclub.com

Close Menu