Full principles and criteria for good practice

Forest School is defined by 6 core principles, which were agreed by the Forest School community in 2011. These pre-date the FSA, which was set up in 2012 to support and advocate for these principles. The principles are underpinned by criteria. The FSA has used these as a basis for a set of national professional standards that we can all aspire to.

Learn more about this below

In Forest School no single principle takes precedence over the others; instead, they work harmoniously, interlocking to create a unique environment for learning and growth. This is why we hope that you will ensure that all six principles are expressed throughout your Forest School sessions.

To find out more about how the six principles work together, listen to our Introduction to the Six Principles Seminar with Jon Cree, Louise Ambrose, Lily Horseman and Nic Harding. Much more information about the principles may be found below.

For more information on what Forest School is and how the guiding principles were agreed see What is Forest School?

The Long-Term Principle

Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.

• Forest School takes place regularly, ideally at least every other week, with the same group of learners, over an extended period of time, if practicable encompassing the seasons.

• A Forest School programme has a structure which is based on the observations and collaborative work between learners and practitioners. This structure should clearly demonstrate progression of learning.

• The initial sessions of any programme establish physical and behavioural boundaries as well as making initial observations on which to base future programme development.

Forest School sessions are each a minimum of 2 hours in duration (except where participants have severe and complex additional needs).

Forest School programmes are run for the same core group of participants and, as a minimum, are either:

For 24 consecutive weeks (the equivalent of two full school terms) in 1 year, covering 2 seasons, OR
For 12 consecutive weeks in each year over 2 years, covering 2 seasons, OR
With classes of over 15 students, fortnightly provision across the whole academic year

In sessions, leaders note key observations for individuals. The leaders then offer opportunities for learners based on these interests and motivations.

This video forms part of a seven episode series discussing the Six forest school principles. Filmed during COVID in 2020 these video are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode Jon Cree and Lily Horseman take about the reasons behind the need for long term provision.

The Nature Principle

Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world

Whilst woodland is the ideal environment for Forest School, many other sites, some with only a few trees, are able to support good Forest School practice.

• The woodland is ideally suited to match the needs of the programme and the learners, providing them with the space and environment in which to explore and discover.

• A Forest School programme constantly monitors its ecological impact and works within a sustainable site management plan agreed between the landowner/ manager, the forest school practitioner and the learners.

• Forest School aims to foster a relationship with nature through regular personal experiences in order to develop long-term, environmentally sustainable attitudes and practices in staff, learners and the wider community.

• Forest School uses natural resources for inspiration, to enable ideas and to encourage intrinsic motivation.

Forest School Leaders create and maintain records set out how they conserve and manage their Forest School site including: location, overall management objective/s, environmental impact, enhancements to the ecology of the site, monitoring and a basic species list.

Forest School Leaders create and maintain a Forest School Handbook that communicates how we operate in a way that minimises the impact of Forest School on the planet, its ecosystems, its people, its plants and its animals.

Forest School Leaders plan sessions that include opportunities for the use of natural materials.

This video forms part of a seven episode series discussing the Six forest school principles. Filmed during COVID in 2020 these video are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode Jon Cree and Louise Ambrose talk about why Forest School takes place in a natural environment.

The Risk Principle

Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

Forest School opportunities are designed to build on an individual’s innate motivation, positive attitudes and/or interests.

• Forest School uses tools and fires only where deemed appropriate to the learners, and dependent on completion of a baseline risk assessment.

• Any Forest School experience follows a Risk–Benefit process managed jointly by the practitioner and learner that is tailored to the developmental stage of the learner.

Forest School Leaders plan sessions that offer opportunities for participants to take risks.
Forest School Leaders create and maintain records, policies and procedures that allow them to be confident in offering supported risk-taking opportunities. The paperwork will include:

• A site risk assessment
• Daily risk assessment
• Risk-benefit assessments
• A stated approach to dynamic risk-assessment
• A clear Health and Safety policy that includes the risk-benefit approach taken in Forest School
• Emergency plans for a variety of scenarios

In Forest School sessions there are high ratios of adults to participants to enable supported risk taking.

In is video forms part of a seven-episode series discussing the Six Forest Schoolorest school principles. Filmed during COVID in 2020 these videos are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode, Lily Horseman and Louise Ambrose talk about why Forest School supports risky play and encourages participants to explore risk.

The Holistic Learning Principle

Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.

• Where appropriate, the Forest School leader will aim to link experiences at Forest School to home, work and /or school education

• Forest School programmes aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional and spiritual aspects of the learner.

Forest School Leaders meet participants where they are and ensure that participant’s choice underpins the opportunities offered throughout sessions.

Forest School Leaders recognise that behaviour is communication. Leaders create and maintain a Forest School Handbook that sets out how they approach behaviours that may challenge.

Forest School Leaders plan sessions that offer mixed opportunities for participants to develop their physical, social, cognitive, linguistic, emotional and spiritual selves (for example, through a mix of opportunities that might include climbing/balancing, circles, reflection, nature connection, team tasks/games, problem solving, creative endeavours), and take risks (emotional, social, physical).

This video forms part of a seven episode series discussing the Six forest school principles. Filmed during COVID in 2020 these video are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode Jon Cree and Louise Ambrose talk about why Forest School promotes holistic development and why it is important enough to have its own principle.

The Leadership Principle

Forest School is run by qualified Practitioners who continuously maintain and develop their professional Practice.

• Forest School is led by qualified Forest School practitioners, who are required to hold a minimum of an accredited Level 3 Forest School qualification. Find more information on Forest School qualifications here.

• There is a high ratio of practitioner/adults to learners.

• Practitioners and adults regularly helping at Forest School are subject to relevant checks into their suitability to have prolonged contact with children, young people and vulnerable people.

• Practitioners need to hold an up-to-date first aid qualification, which includes paediatric (if appropriate) and outdoor elements.

• Forest School is backed by relevant working documents, which contain all the policies and procedures required for running Forest School and which establish the roles and responsibilities of staff and volunteers.

• The Forest School leader is a reflective practitioner and sees themselves, therefore, as a learner too.

Forest School sessions are planned and delivered by a Level 3 qualified Forest School Leader who has a qualification gained face-to-face.

Forest School Leaders hold a 16-hour First Aid qualification that includes scenario-based, face-to-face learning with an outdoor element, and that is relevant to the ages they have a duty of care for.

Forest School Leaders are reflective practitioners who engage in Continuing Professional Development, by undertaking at least 1 day of face-to-face Forest School-relevant CPD each year.

In Forest School sessions there are high ratios of adults to participants. Appropriate ratios are decided upon through a risk assessment approach, taking into account the nature of the participant’s needs and abilities, the site you will be working on and the activities you wish to enable, and for you to then have an additional ‘plus one’.

Forest School Leaders create and maintain a Forest School Handbook that communicates:
- the role of adult supporters in the Forest School setting
- the risk-benefit approach taken in Forest School
- how we safeguard all members of the Forest School community
- how we treat data carefully
- how complaints about Forest School should be raised

This video forms part of a seven episode series discussing the Six forest school principles. Filmed during COVID in 2020 these video are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode Jon Cree and Lilly horseman talk about qualifications and reflective practice and why it is important in Forest School delivery and planning. They also talk about the importance and hidden meanings of biscuits!

The Community Principle

Forest School uses a range of learner-centred processes to create a community for development and learning.

• A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners.

• The Practitioner models the pedagogy, which they promote during their programmes through careful planning, appropriate dialogue and relationship building.

• Play and choice are an integral part of the Forest School learning process, and play is recognised as vital to learning and development at Forest School.

• Forest School provides a stimulus for all learning preferences and dispositions.

• Reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future.

• Practitioner observation is an important element of Forest School pedagogy. Observations feed into ‘scaffolding’ and tailoring experiences to learning and development at Forest School.

Forest School Leaders make observations during sessions that identify the needs and motivations of participants.

Forest School sessions are driven by these needs and motivations, and always include choice and free play.

Forest School Leaders create and maintain a Forest School Handbook that communicates:

The Forest School ethos and principles to participants, visitors, colleagues and parents/carers/referrers
How we safeguard all members of the Forest School community
How instances of bullying are dealt with

Forest School Leaders proactively communicate the six Forest School principles to key stakeholders (parents and adult helpers) before Forest School sessions begin.

In Forest School sessions there are high ratios of adults to participants to enable individual observations, planning and facilitation.

This video forms part of a seven episode series discussing the Six forest school principles. Filmed during COVID in 2020 these video are a discussion between two of the most experienced Forest School Trainers and Practitioners. In this episode Lily Horseman and Louise Ambrose talk about building a learner centred community of learning and why it is important.