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Nov 12
Love0

Garden birds are counting on you!

By environment, Forest School, Nature

Big Garden Birdwatch 2024.  Together, let’s make it count!

The world’s largest garden wildlife survey returns, with hundreds of thousands of people watching and counting the UK’s garden birds over the last weekend in January for the RSPB’s Big Garden Birdwatch.

Over half a million people took part in 2023, counting more than 9 million birds.

This year’s event takes place on 26th, 27th and 28th January 2024. People across the UK are asked to spend an hour watching and counting the birds in their garden, balcony or local park, then send their results to the RSPB.

This year’s event marks 45 years since the first Big Garden Birdwatch. Starting in 1979, it has since become a much-loved annual citizen science event, that gives the RSPB a valuable snapshot of how our garden birds are doing in the UK. Over that time, 185 million birds have been counted and nearly 11.5 million hours spent watching and counting garden birds.

Beccy Speight, the RSPB’s Chief Executive, said: “By taking part in the Birdwatch you are joining hundreds of thousands of people from across the UK, united in a love of nature, to play an important role in helping us understand how our UK birds are doing. Big Garden Birdwatch demonstrates the power that people have when they come together for nature. Join us for Big Garden Birdwatch 2024 and together let’s take action to help birds and other wildlife thrive for generations to come.”

To take part in the Big Garden Birdwatch 2024, watch the birds on your balcony, in your garden or in your local green space for one hour at some point over the three days. Only count the birds that land, not those flying over. Tell us the highest number of each bird species you see at any one time – not the total you see in the hour.

Registration for Big Garden Birdwatch 2024 opens 13 December 2023.

To receive your FREE Big Garden Birdwatch guide, which includes a bird identification chart, top tips for your birdwatch, RSPB shop voucher, plus advice on how to help you attract wildlife to your garden, text BIRD to 82727 or visit www.rspb.org.uk/birdwatch

The parallel event RSPB Big Schools’ Birdwatch takes place during the first half of spring term, 8 January – 19 February 2024. For more than 20 years, the Birdwatch has helped to connect children and their teachers with nature in their school grounds. Registration for Big Schools’ Birdwatch is now live. Further information can be found at www.rspb.org.uk/schoolswatch

Nov 06
Love0

Milestone moments

By Education, Forest School, fun for children, Girls school, girls school, Playing, Relationships
by Naomi Bartholomew
Headmistress, St Catherine’s Prep School, Bramley, Surrey

Life at Prep School is full of firsts. The first time we do anything requires courage and determination which is why I so admire young children and so enjoy watching their early journey through school.

Before joining school, children will have already had many milestone moments – moving from cot to bed, their first steps, their first tooth and many more. The first day of school arrives all too quickly and from there a series of challenges and wonderful opportunities await.

Ahead of starting school encourage your child to engage in creative play. Allow them to solve some of their own problems – when they put their shoes on the wrong feet, pause and see if they can figure that out for themselves. Provide simple choices but limit them to two or three options – I often refer to this as the ‘carrot or peas’ approach. Rather than, “What would you like to eat?” which is a crazy question to ask a pre-school child, offer two alternatives. Give your child opportunities for play games which involve taking turns and sharing as well as dressing up and role-play. Encourage the use of full sentences when talking to your child. Avoid comments like, “Mummy wants you to come over and help” and start to use, “Please can you come and help me” and “Thank you”.

The first day of school is a major event but don’t overplay this. You will have spent considerable time and effort choosing the right school, trust your instincts and remain calm and positive. Allow plenty of time for the school run on the first morning and leave as quickly as you can once your child is in the classroom and starting to settle. Your child will spend the day learning names of the other children in the class, being shown their immediate environment and they will most likely come home exhausted but happy.

During the first term, establish a good rapport with your child’s teacher and encourage their early reading and writing at home as advised by the school. Ask what happens in the book that they are reading and help with extending their vocabulary to include words such as ‘first, second, finally.’ Don’t be scared to use the correct vocabulary – if your child can recite Hickory Dickory Dock they can learn the correct vocabulary and should be moving away from pet names for things.

You will hear about the first falling out between friends. If you have watched ‘The Secret Life of Four Year Olds,’ you will see these happen frequently and are as quickly resolved. There will be moments where your child’s effort and success is recognised and other moments when they feel overlooked or left out. They are still in egocentric infant mode and it is important to remember that you are hearing a four year old version of events.

The first nativity with lines to deliver, songs to sing and the chance to ‘perform’ in front of an audience. They are likely to be apprehensive especially post pandemic but also excited to show their newfound confidence. Your child will want to please you, please their teacher and be starting to want to please their peers by this stage. Frantic waving and trying to get their attention from your seat in the audience is adding pressure to an already fairly daunting experience for some. By all means wave on arrival and reassure your child that you are there but try to keep it discrete.

By the end of the first year your child will be very attached to their first teacher and the school will prepare them for moving on to a new class, possibly with new pupils arriving too which can change the dynamic amongst the class. Over the first long summer break encourage more constructive play which requires your child to build things, take things apart and put them back together. Go on walks, build dens in the garden, start to ride a bike. Check table manners and correct use of cutlery and ‘please and thank you’s.’ Use the days of the week more and continue with reading and basic writing.

Then come swimming lessons, possibly picking up an instrument for the first time, presenting in assembly and taking on minor roles of responsibility within the class (taking a message to the office or assisting with classroom chores). You will increasingly feel that you are not there for every milestone moment. This is important as your child will be forming a self-esteem based on their sense of their own achievements and by six we hope finding intrinsic motivation. They will be working out that effort impacts outcomes and they will be turning to peers to share their achievements. Winning the sack race, learning their times tables, holding the door open for a visitor, sharing their snack at break are all equally important.

Each of these little steps are in fact giant leaps. Here at St Catherine’s we aim to capture the magic as it happens and share it with you when we can. We ask the children to give everything a try and to step out of their comfort zone with as much confidence as possible. Learning at this age must be fun and curiosity must be fostered. Enjoy the milestone moments – they are to be cherished.

St Catherine’s is situated in the village of Bramley, four miles south of Guildford, which has fast train connections to London. Prep School girls benefit immeasurably from the world-class facilities of the Senior School, including the extensive grounds, 25m indoor pool, sports hall, dance studio, magnificent auditorium and 19th century chapel. Girls from age four engage in a full and varied curriculum which includes music, IT, ballet and sport delivered by dedicated specialist teachers. Our Patron, HRH The Duchess of Cornwall, said on a recent visit, “You are all extremely lucky to be at such a wonderful school.” www.stcatherines.info

Aug 17
Love0
free running in nature

Nurtured by nature

By Education, environment, Forest School, Green
by Caroline Fairs
A Little Dose of Nature

Growing up in the ‘90s and early 2000s, I have many happy memories of spending long afternoons playing outside with the other young children on my street. Day after day after day of the long summer holidays was spent playing endless games of hide-and-seek, going on ‘wild’ adventures through the overgrown scrub and meandering alleyways at the back of our houses, foraging for leaves, twigs and tiny creatures with which we could concoct potions or make mini imaginary worlds. Hours would melt away. Time itself ceased to exist until we were brought back to sharp reality by the nag from our mums to “please come in, tea’s on the table” to which we would plead “just five more minutes”, so desperate we were to stay in our nature-filled, make-believe world. Days like these were pure magic.

I’ll always be grateful that I grew up just before the advent of smartphones and social media. Life seemed simpler back then. In just a couple of decades, our lives and especially those of our children have drastically changed – everything seems busier, more stressful and with more pressure than ever to be doing, achieving, progressing – whatever happened to slowing down, finding joy in simplicity and noticing things? Despite the fact we have more ways of distracting and entertaining ourselves than ever before, our children seem unhappier than ever. The results of the most recent surveys show that 1 in 7 five to ten year olds suffer with a mental health problem, an increase from 1 in 10 in 2017.

There seems to be an epidemic of poor mental health affecting our children and while there are many factors that are contributing to this, our increasingly sedentary, indoor lifestyles are clearly playing a role, with some going as far as saying that we are raising a generation of children suffering from ‘nature-deficit disorder’.

The American biologist, Edward Wilson set out his popular biophilia theory in 1984 in which he argued that as humans we are intrinsically drawn towards our natural surroundings with a desire to interact with other life forms. In other words, we are meant to be outside in nature – that’s where we thrive. As a mum of a young daughter, I’ve witnessed the seemingly magnetic pull of nature first-hand – she loves nothing more than playing outside, bounding from one muddy puddle to the next on our walks, giggling as she rolls down hills and collecting nature’s ‘artefacts’ with a look of such curiosity on her face, it makes my heart soar. This is where she’s happiest. And these are all simple things – no complicated toys or gadgets, just things that you can find right outside your door for free: nature’s gifts. Granted, my daughter is young enough still to be persuaded to turn off the TV but even older children, forever on their smartphones, still have it within them to find joy in nature – that innate pull to the natural world is still there, we just need to set it free.

So why is nature so good for our children? We can already see for ourselves that being outside in nature has an overwhelmingly positive effect but in her book, ‘A Little Dose of Nature’, psychologist Dr Alison Greenwood explains the benefits of nature’s five active ingredients: fractals (naturally occurring, repeating patterns), nature sounds, phytoncides (natural chemicals released by trees and plants), soil bacteria and sunlight. These intrinsic parts of nature not only help children feel happier and calmer, they can also improve focus, attention and sleep and boost their immune systems and even brain power! Engaging with the natural world can also improve confidence and inspire creativity and imagination as they explore new environments and find new ways of interacting with the world around them. Many studies have also shown that spending time outside can also help reduce ADHD symptoms. This is because being in natural green spaces engages children in such a way that requires little mental effort – many natural environments are highly fascinating to children and whet their inherent curiosity without them needing to think too hard. It is this fascination which has a restorative and calming effect.

There are many activities which you and your children can enjoy together in nature. Get them to use all five of their senses on a walk – can they spot any fractal patterns – clouds or leaf veins? Can they hear any nature sounds such as birds singing? Are their any flowers or plants they can smell? What can they touch – the rough bark on a tree or soft grass? Taste is a little trickier but maybe if you’re lucky you might come across some blackberries or even some wild garlic!

How about planning a forage or scavenger hunt and getting your child to make a collage or pretty mandala (a circular figure representing the universe in Hindu and Buddhist symbolism) using the natural objects they find? But you don’t even need to do this, simply encouraging your children to look more closely at the world around them is a great start. Children have an incredible ability to find joy in the small, simple things – they can often be found in awe of something like a tiny insect going about its business or by an unusual pattern on a leaf. Encouraging more of these “wow” moments as Dr Greenwood refers to them, will not only help your children to be happier and calmer, it might just help you too!

‘A Little Dose of Nature’ written by Dr Greenwood and published by Ivy Kids, is available now from all good book shops priced at £9.99

Jul 10
Love0
forest school fun

Learning beyond the classroom walls – why Forest School is essential in education

By Education, environment, Forest School, fun for children, Green
by Stuart Lee
Copthorne Prep School Forest School Leader and Outdoor Activities Instructor

As the world becomes increasingly digital and technology-driven, it’s more important than ever to ensure our children are getting enough time outside in nature. Forest Schools have been gaining popularity around the globe as a way of providing an experience that is both educational and fun for young minds.

In this article, we’ll explore why Forest School is essential in education and how it opens up new avenues for learning beyond traditional classroom walls. So put on your wellies, grab a raincoat, and let’s delve into the wonderful world of Forest Schools!

Introduction to Forest School
When most people think of school, they envision a building with classrooms, a playground, and maybe a field for sports. But what if there was another way to learn? What if students could explore and discover in a natural setting? This is where Forest School comes in.

Forest School is an approach to learning that takes place in nature. It emphasises hands-on, experiential learning in a safe and supportive environment. Forest School can be used with students of all ages, but it is especially beneficial for young children.

The benefits of Forest School are numerous. Studies have shown that time spent in nature can help reduce stress, anxiety and depression. Being in nature can also improve concentration and focus. And because Forest School encourages hands-on learning, it can help promote problem-solving skills and creativity.

Outdoor learning enables us to instil a sense of responsibility in children for their environment and sustainability, discussing how we look after the natural world around us and discussing aspects like recycling, use of plastics, saving energy, collecting water and so on. The children will explore nature, learning about trees, follow the seasons, understand plant growth, explore minibeasts and find the biggest puddle to jump in (weather dependent of course)!

The six Forest School principles are:
• Sessions are delivered on a long-term basis: Forest School needs to be regular.
• Sessions are risk-aware, not risk-averse: Meaningful activities which nurture the instinctive human ability to learn through overcoming a risk, challenge or problem. Teaching the children how to safely use tools like knives and axes for whittling or chopping wood, and how to light and safely be around campfires.
• Forest School is invested in the holistic development (emotional, spiritual, intellectual, social, physical, communication and language) of the participants.
• Forest School should take place in a natural wooded environment.
• Forest School should be run by a qualified Forest School practitioner.
• Forest School is learner-centred with learner-based outcomes.

Benefits of Forest School for primary school students
Children who spend time in nature have shown to have increased levels of physical activity, social and emotional wellbeing and brain development. Forest Schools provide an immersive environment for children to learn about and connect with the natural world. It offers a unique opportunity for children to learn in an outdoor setting and develop a lifelong love of learning.

Other positive outcomes include:
Improved concentration and focus
Studies have shown that being in nature can help improve focus and concentration. This is especially beneficial for students who struggle with attention deficit disorders or who have difficulty paying attention in a traditional classroom setting.

Lower stress levels
Nature has a way of calming people and helping to lower stress levels. This is important for students who are dealing with anxiety or who find the traditional school setting to be overwhelming. Being in nature can help to reduce stress and promote relaxation.

Increased physical activity
Getting outdoors and being active is important for everyone, but it’s especially crucial for growing children and teens. Physical activity has been shown to improve brain function, mood, and overall health. Being outdoors gives students an opportunity to be active in a way that is fun and engaging.

Improved social skills
Outdoor learning provides opportunities for students to work together in small groups or teams. This can help them develop important social skills such as communication, co-operation, and teamwork. It can also help shy or introverted students feel more comfortable interacting with others.

Therefore, it is evident that by incorporating Forest School into primary education, children could not only improve academically but also holistically – and this is fundamental to education. It is more than classroom learning, it is a rounded enriched learning journey to develop children for modern life. With its unique curriculum based on free play and exploration, it is no surprise that Forest School has been gaining in popularity. As parents and educators become more aware of its benefits, it is likely that even more children will have access to this enriching educational experience.

Forest School is an integral part of a child’s education at Copthorne Prep – it helps them develop their social and emotional skills, increases outdoor awareness and encourages the development of knowledge that goes beyond the classroom walls. www.copthorneprep.co.uk

 

Jul 06
Love0
learning by making

An inspirational approach to nurturing curiosity for Early Years settings

By Education, environment, Forest School, fun for children, Toys
by Jovita Opio
Deputy Manager, Little Lancing Day Nursery & Forest School

It’s a fairly typical experience for many parents – you buy your small child a large toy – for example a sit on (or sit in!) car – and they are far more interested in playing with the box than with what was inside it. It’s something many of us have laughed about! It’s worth thinking about that a bit more though, why does a child do that? Is it that the box fires their imagination, it can be anything they want it to be, and that’s perhaps a more appealing object to explore at first sight than its brightly coloured contents? Another common observation we all have made is that children want to play with ‘real’ things, not just synthetic, child-sized reproductions. They see parents and other adults around them using ‘real’ things and they want to use them too. 

There is no doubt that we are all born curious; babies and small children reach out to explore the world around them and learn rapidly from those experiences. Their parents are their very first educators and babies learn so quickly, it’s no great surprise therefore that those practitioners passionate about Early Years education want to continue to nurture that natural curiosity, imagination and creative thinking in their nursery settings – for staff job satisfaction as well as for the wellbeing of all the children in their care!

There are many elements that come together to create an environment where children’s development can flourish – whether it’s the calm ambience created by a subdued colour scheme, authentic items made of organic materials, or natural objects to capture the imagination. These all play a part in creating the framework within which children’s imaginations can blossom – neutral colours allow the learning to shine through, rather than distract from it, the hands-on feel of wicker baskets, wooden objects, carvings and ornaments connects children to the natural world around them and metal pots, pans, kitchen accessories are durable and ‘real’ items to role-play with.

So-called ‘loose parts play’ is another intriguing factor – carefully supervised – children find seemingly endless joy in making things out of nuts, bolts, washers and screws. It’s amazing what can be found in charity shops, car boot sales and by turning out old cupboards at home that can be used to build a stock of such materials, and recycling these items is also a way of doing a small bit for the environment at the same time.

But it’s so much more than muted colours, wooden crates and metal household objects that are important to a nursery that seeks to embrace this approach. It’s also a mindset. A combination of mindfulness and the Danish concept of Hygge – a sense of warmth, cosiness and homeliness, that encourage the children to develop their sense of awe and wonder in the world around them. So a nursery that seems more like an extension of home helps to promote the comfort children feel in their own homes. Working in partnership with parents is hugely important and creates a virtuous circle between nursery, child and home, with of course the child very much at its centre.

Time spent outdoors contributes significantly to nurturing a child’s sense of wonder. Forest School is now well established as a buzz word for nurseries and parents – children begin to learn how to assess risks for themselves in a safe environment, connect with nature and if they get covered in mud while doing so, so much the better! The glow of joy and pride radiating from a child’s face when they have made their very own bug hotel (it might look like a mass of mud and twigs in a jar to the rest of us!) is a powerful testament to the value of outdoor learning to building self-confidence, a sense of achievement, resilience and perseverance. This is so much more of a rewarding experience for the child than merely picking up a mass-produced article from a retailer.

In our setting, this lies at the very heart of our ethos and we are now formally working towards our accreditation with The Curiosity ApproachTM – www.thecuriositapproach.com – a programme that in its own words offers “A modern approach to Early Years. taking parts from Reggio, Steiner, Te Whariki and a sprinkle of Montessori.” It seeks to inspire early years practitioners to be thoughtful, curious and passionate in their work with the eager little learners they care for. We’re looking forward to taking this magical learning journey ourselves and to creating curiosity-driven learning journeys with our Little Lancing families.

Jovita Opio is the Deputy Manager at Little Lancing Day Nursery & Forest School. For further details please call 01273 465900 or visit www.littlelancing.co.uk or email littlelancing@lancing.org.uk

Jul 04
Love0
confident learners

How do we best prepare our children for the future?

By Education, Forest School, Mental health, Playing, Relationships
by Nick Oakden
Head of Junior Prep School, Hurst College

In our fast-paced, ever-changing world, Nick Oakden, Head of Junior Prep School at Hurst College, explains how we can best prepare our children for their futures. The last few years have taught us that whilst we may not know what is around the corner, or indeed yet understand the world our children will face as adults, we do know that developing a strong sense of independence will mean that our children will be able to adapt and thrive in any situation.

Developing independence is a journey, and one that should start at the very beginning of a child’s education. An independent mindset that is developed from a young age will build self-confidence, develop problem-solving skills, and encourage a sense of responsibility. Embedding an independent attitude should be a fundamental part of the Early Years Foundation Stage (EYFS). It starts with small practical steps such as getting dressed into their school uniform and packing their own bags which develops into shaping their own learning in a safe, nurturing environment.

One of the most critical benefits of developing independence in young children is that it builds their self-confidence. In a world where the internet and social media have a powerful influence on our children’s self-image, it is important that we embed opportunities for our pupils to develop inner confidence from a young age, about who they are and how to relate positively to others. One of the ways we seek to do this is to encourage pupils to try new things and give them opportunities to develop friendships outside of their form. We provide our pupils with a wide variety of co-curricular opportunities such as Woodland Camp craft skills, drama, dance and sporting activities, from the Reception year, to broaden their experiences and extend their learning beyond the classroom.

Independence also fosters creativity and imagination among pupils. When they are given the freedom to explore and experiment, they can expand their understanding and develop new ideas and solutions. It is important to provide pupils with tools and open-ended tasks which allow them to express themselves. Sometimes, a pot of water, a paintbrush and a brick wall are all that is needed, alongside an environment that encourages creative play.

Of course, one of the major obstacles that can prevent pupils from becoming more independent is a fear of failure. To encourage a more independent approach, we must help pupils to see failure as an opportunity to learn, rather than something to be avoided at all costs. As parents, the temptation to ‘helicopter in’ and save the day by dropping off a forgotten PE kit can seem to be the right thing to do. However, if we foster independence rather than dependency, then children will learn so much more than where the spare kit is kept at school. The skills and strategies that children develop when things don’t go to plan are vital in preparing them for the future.

In school, the learning environment should echo this ethos and be a ‘safe space’ where pupils are encouraged to take risks and make mistakes. Whether this is designing and testing experiments in a science lab, exploring Woodland School or performing on stage, pupils should focus on the importance of the learning journey, rather than the outcome. When pupils do this, failure is recognised as an important part of the journey.

Another benefit of developing independence is that it teaches pupils about responsibility. When children are independent, they learn to take responsibility for their actions, decisions and behaviour. In Early Years, examples such as self-registering, tidying the classroom and packing their school bags should be part of their daily routines. As the pupils get older, the levels of responsibility invariably increase, and they use the building blocks that have already been established to independently embrace new challenges, such as the introduction of homework.

As well as the practical aspects of responsibility, schools should allow pupils to take responsibility for their learning and develop ownership of their studies. We seek to achieve this through a curriculum that empowers the pupils. In the Early Years, child-initiated activities and discovery time are at the heart of excellent practice. This allows pupils to direct their learning around their own interests, creating purposeful and bespoke learning opportunities. As pupils progress into Key Stage One, a creative curriculum weaves together all subject areas through a thematic approach which allows them to ask questions and seek their own answers, putting in place the building blocks for independent research as they progress in their academic journey. Although knowledge is important, what will be required in the future is an aptitude for flexibility and an attitude of mind which promotes questioning and is open to new learning.

We are all aware that the world is changing, and our role as educators is to prepare pupils to embrace the future. As children become more independent, they become more confident in their abilities to think critically, solve problems and find solutions, which is a valuable skill for success in school and beyond.

As Franklin D Roosevelt famously said: “We may not be able to prepare the future for our children, but we can at least prepare our children for the future”.

Hurst College is a thriving independent school for children aged between 4 and 18 with an overarching aim to provide an excellent all round education with a strong academic core and is ideally located between Brighton and Haywards Heath. www.hppc.co.uk

Mar 30
Love0
pre prep

10 tips to get your child outside this winter

By Education, environment, Forest School, fun for children, Gardening, Green, Mental health, Playing, Winter

by Heather Cavanagh
Head of Pre-Prep & Prep Burgess Hill Girls

I think most parents would agree that outdoor play is a good idea for young children. The NCT, for example cites the following benefits of outdoor play; better sleep, a fun way to learn, development of motor skills, encouraging a healthy lifestyle, environmental awareness, making new friends and positive effects on parents too.

However, as the days get shorter and the weather colder and wetter, we are all probably guilty of opting to stay inside in the warm when deep down we know we would feel a lot better if we spent more time outside.

Here are some of our tips to help you and the family benefit from getting outside in the fresh air all year round:

1. There is no such thing as bad weather
As Alfred Wainwright, the famous walker and writer, once said, “There is no such thing as bad weather, only unsuitable clothing”. If you can kit your children out with the correct warm clothes, waterproofs and wellies they will be able to play outside happily for hours. You might be able to cut down on some washing too!

2. Pack a thermos
During winter walks with my children and now my grandchildren, I always like to pack a thermos with a hot drink. The Owen family from Our Yorkshire Farm enjoy tea in theirs but you could opt for hot chocolate or even some hot blackcurrant or orange squash, and if you are feeling really generous, maybe a few biscuits or a bit of chocolate. I find it to be a useful little incentive to add a bit of excitement to a winter walk. It often provides a special family moment where we can all have a chat together.

3. Leaves, leaves, glorious leaves
Autumnal walks have to be some of my favourite. All the trees are a beautiful array of colours and there is so much you can do with leaves; see if you can catch them as they fall, build big piles and dive into them or take them home for some crafting. Or why not incentivise your children to clear up all the leaves in your garden or drive for some pocket money.

4. Get sporty
Encourage your children to take part in a sport that can be played in the winter. Most can, and I genuinely believe there is something for everyone. Team sports are a great way for children to make friends and a great incentive for children to want to go out and play or practise in the winter months.

5. Seafront walks
Being in Burgess Hill, we are fortunate that Sussex’s beaches are close by. Children love a seafront walk when the waves are crashing over the seawall and there’s a chance to get wet. If you do not have beaches nearby, get your appropriate waterproofs on and seek out some muddy puddles, if it is good enough for Peppa Pig, it has to be fun!

6. Pop to the shops
If your children are old enough and you feel it is safe to do so why not encourage them to run an errand to the local shop for you, maybe with a few pence for some sweets in it for them. Or perhaps you can all venture out together. Visiting the shop and buying some items is also a good opportunity for some impromptu maths too!

7. Borrow a dog
You may already have a dog, but if not I am sure you know someone who has one and most dog owners I know would be glad of your offer to take their pet for a walk. If your child is anything like our pupils who adore our school dog Jasper, they will jump at the opportunity to take a dog for a walk with you.

8. Night time adventures
For young children, being outside at night has something magical about it, especially if you can combine your adventure with a clear starry night, or a full moon, or just simply to go and check out your neighbourhood’s Christmas lights in December!

9. Painted rock trails
You might have heard of geocaching but did you know there are now painted rock trails popping up all over the country. Search out your local area’s web or social media pages and you will probably find details. Even better, paint your own, outside of course, and hide them for people to find on the trail.

10. Walk to school
Some families are lucky enough to be able to walk the whole journey to their school but everyone can walk at least some of the way. Just park a few streets away or further if you are feeling energetic. This will enable your child to notice the environment around them.
It will also teach them about road safety and allow you all to take part in a healthy activity together.

To find out more about Burgess Hill Girls, visit www.burgesshillgirls.com

Feb 21
Love0
forest school education

Childhood development and the benefits of Forest Schools

By Education, environment, family, Family Farms, Forest School, fun for children, Gardening, Green

Forest Schools are an exciting opportunity for children to learn with their hands. The sessions, which are non-academic and led by a qualified instructor, encourage outdoor education in a controlled setting. This can come in a range of forms, from group treasure hunts to woodland building exercises.

These schools encourage children to ditch the computer screen and spend more time outdoors – and considering children aged five to seven years old spend an average of four hours behind a screen every day, the need for outdoor education has never been clearer.

In fact, Forest Schools are actually becoming an increasingly popular choice for parents across the UK. According to a survey of 200 establishments by the Forest School Association (FSA), two-thirds have seen a rise in requests for places since March 2020.

Here, we will explore four skills that children develop when attending Forest Schools. If you’re a parent searching for ways to stimulate your child’s development, these schools may be the solution for you and your family.

Social and communication skills
Forest Schools are a great way for children to socialise with their peers. Whether they’re jumping in muddy puddles or foraging for wild berries, children are able to work within a team and complete their tasks. In fact, research from Plymouth University found that 93% of Forest Schools believed children developed their social skills whilst enrolled.

Moreover, Forest Schools are an opportunity to meet new children. The average number of pupils in Reception and KS1 classrooms is 26.6, according to GOV UK. Forest Schools introduce a new selection of children who may be from different backgrounds or be of different ages. This better prepares children for meeting more diverse groups of people in later life.

Confidence and independence
If your child exhibits any signs of social anxiety, it may be harder for them to take part. However, participating in Forest Schools can actually boost confidence. This is a slow process that will progress over time, and it is different for each child.

A sense of independence is particularly important for children. As well as building the social skills to work well within a team, Forest Schools offer children the chance to complete tasks by themselves. This includes a range of activities, such as charting the species of plants or flowers they find in a specific outdoor area.

Motor and cognitive abilities
More often than not, traditional schools focus on academic education. There are physical education (or PE) lessons, but these do not make up the bulk of the day. Instead, children practise their literacy and numeracy skills within the confines of a classroom.

In comparison, Forest Schools allow children to stay active. Not only is this regular exercise important for bone and muscle strength, but it is also instrumental in developing childhood motor skills. It doesn’t matter if the sun is shining or rain clouds are looming, children are able to boot up in wellies and let the outdoor learning commence.

Physical activity could also improve cognitive function in children. These include the ability to recall information and flexible thinking. This is beneficial for many areas of life, including excelling in traditional schools.

A sustainable mindset
Sustainability is at the forefront of society. As the nation strives to achieve net-zero, teaching children about the environment has never been more important. After all, they are the future minds of tomorrow, and we should continue to educate them as best as we can.

Forest Schools may be the answer. During these lessons, children develop a sustainable mindset. This is a lot more likely than a child who spends most of their time inside, whether this is at home or in a classroom.

These are four skills children can attain after attending Forest Schools. In addition to the many benefits, this is a time for children to have fun. If they learn something along the way – from the importance of ecology, to the ability to work well in a team – that is a welcomed bonus. When will you enrol your child in Forest Schools?

Article supplied by www.muddypuddles.com

Sources: www.positive.news – www.ecoactive.org.uk – www.explore-education-statistics.service.gov.uk – www.highspeedtraining.co.uk – www.ntu.ac.uk www.rubicon.com

 

Nov 05
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forest skills

Using outdoor learning to enrich a child’s education

By Education, environment, Family Farms, Forest School, Green, Mental health

by Barnaby Sandow
Head of School, ACS International School Cobham

The great outdoors is an invaluable and immediate educational resource, uniquely placed to build children’s awareness of the world, while being highly beneficial to both their personal and academic development.

Outdoor learning can take many forms – from taking a maths lesson outside, to giving children the opportunity to explore the fauna and flora of their surroundings. As a result, it has a wide range of benefits.

Research has shown improved health and wellbeing as one of the many outcomes of outdoor learning. Learning in the great outdoors not only allows children to be more active during the school day and lead a healthier lifestyle, but also provides an opportunity for them to relax and subsequently feel more refreshed and ready to learn. Taking the classroom outside can also increase student engagement; outdoor settings have the ability to fully energise an inquiring mind in a completely different way to indoor classroom environments.

Helping schools to enhance their outdoor learning offering and ensure children can enjoy meaningful and effective lessons, the Forest School Association offers a national accreditation that schools can apply for to deliver both structured and unstructured outdoor sessions. At our school, we have a long-established Forest School programme, led by our own Forest School accredited teachers and trainers, who are able to deliver valuable outdoor sessions for children from the age of two upwards.

The beauty of Forest School and general outdoor learning is that it offers children great variety in their learning. In one session, children could be asked to create natural inventions, such as flower crowns or pressed leaf drawings, and share stories with one another; this encourages creativity while enabling them to reflect on their experiences. In another session, children could be taught how to build a campfire and learn about fire safety, giving them the opportunity to physically test their skills in the real world and build the confidence to take risks in a supported and safe environment.

Forest School learning can see children journeying together through the woods or engaging in simple rough and tumble, which engage all of a child’s senses and are crucial for helping them to make sense of the world around them, while strengthening their communication and teamwork skills.

In outdoor sessions, children are also given free time to fully explore and interact with nature, being able to discover a variety of trees, plants and their surroundings in greater detail and learn about the world around them – in the most hands-on way possible.

From our experience, we have found that outdoor learning is particularly beneficial for younger children. They are given the space to be active and enjoy being noisy and messy, while engaging in play-based learning and exploration. With activities based on small, achievable steps, spending time outside helps to increase self-confidence and independence in the early years. Additional benefits of outdoor learning for younger children include improving their focus and attention, while physically helping to improve their balance, co-ordination and fine motor skills.

Beyond school, there are many ways that parents can facilitate outdoor learning in the evenings and the holidays to continue their child’s development at home. By encouraging simple and fun learning activities, such as den-building, painting a mural in the garden, or taking garden and wildlife photography, parents can help to spark the imagination of their child and increase their motivation to learn in all areas of their life – not just in the classroom!

For more information on ACS Cobham’s provision and to book an open day, please visit:

www.acs-schools.com/cobham

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