6 Week Forest School Programme - Web view2013/10/06 · This 6 week forest school programme is the beginnings of my venture as a Forest School ... Diseases and Dangerous Occurrences

Contact for venue: Grace Hall, Assistant Education OfficerTestwood Lakes Tel: 02380 667929

Dates: 14th, 21st, 28th June 5th, 12th, 19th July

Assessment 5th July OCN Level 3 Forest School Practitioner An assessor will be present at this session to mark delivery

Volunteers from Hampshire & IOW Wildlife Trust to support sessions run throughout the programme.

Cost: donation of £3 per child to Hampshire & IOW Wildlife Trust for the wonderful work they do & to thank them for their generosity and support of this venture.

Cover photo; My Little Jack by my sister Rosie Cooper Aug 2011

Irene Cooper – Independent Forest School Trainee

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Contents

Section 1: Forest School ExplainedIntroduction to Forest School approach p3History of Forest school; origin, nationally and locally p4Overview; purpose, aim & objectives of proposed 6 week programme p5Guidance document on the role of adults within Forest school p6Questioning strategies; guiding & supporting learning p6-7Section 2: Legal responsibilities of Health & Safety within Forest SchoolForest School safe practise handbook:Responsibility of Health & Safety and insurance cover p7Section 3: Policy & procedure relating to Health & SafetyH&S 1st Aid Regulations (1981) p7Sharing information regarding Health & Safety in Forest School p8Staff requirements p7Ratios of adult: children for Forest School programme p8First Aid provision p8First Aid kit list p9Emergency guidance & information provided by H&IOWWT p10Accident & Emergency procedure p10Reporting procedure for accident & emergency p10Child protection p11Contacts for Safe-guarding p11Confidentiality & Data protection p12Procedure for confidentiality & data protection P12Importance of maintaining confidentiality & data protection p12Forest school information/permission p12Transport to Forest School p13Cancellation p13Effective management of cancellation p13Equal opportunities p13Behaviour p13Bullying p14Procedures followed regarding bullying p14Lost/missing children p14Procedure for a lost or missing child p14Toileting provision & maintenance of hygiene at Forest School p15Food Hygiene p15Procedures to enable good practise in regards to food hygiene p15Two other relevant pieces of legislation to be considered within FS practise p15Section 4: Risk AssessmentExplanation of Risk Assessment & Forest School p16PPE p16Daily Risk Assessment form p17-18Simplified Site Risk Assessment p19-20Site Risk Assessment – H&IOWWT p21-24Safe provision of activities at forest school p24Simplified Activity Risk Assessment p25Outdoor Education Activity Risk Assessment – H&IOWWT p26-29Art & Craft Activity Risk Assessment – H&IOWWT p30-31Building woodland structures Risk Assessment – H&IOWWT p32Considerations for safe tool use p33Safe working area for tool use p33Tool Risk Assessment p33-35Tool Risk Assessment – H&IOWWT p35-39General considerations for good practise with fire lighting, management & extinguishing p39-40

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Fire & Storm Kettle Risk Assessment p40Camp Fire & Storm Kettle Risk Assessment – H&IOWWT p40-42Section 5: Daily operating procedurePlanned format of sessions p43Section 6: Session PlansSession 1-6 p45-56Section 7: Observation, records & evaluationMethods used p57Purpose of observation

Author: Irene Cooper Signature: ...........IC........................... Date: 31 / 05 / 13

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Section 1: Forest School explainedIntroduction to the Forest School approach:Forest school should be run over a long period of time with the purpose of forming bonds of trust in order to promote social and emotional development. It also benefits physical development through facilitation within a natural environment; usually woodland. Other areas of development also benefit through group experiences and the activities provided.

Outdoor activities provided include building shelters, exploring and discovering the natural environment and wildlife, making things using natural materials, using tools, playing games and outdoor cooking over fire (for the sake of insurance purposes during this programme I will not be using tools or fire as I am not yet qualified, after the delivery assessment this will be reviewed).

There is an emphasis upon the importance of play and child initiated learning within a structured and planned programme that has the flexibility to allow for children to take control of their own learning. Enjoyment & fun; Intrinsic motivation is self motivated purpose to participate and gives a greater depth to learning achieved. Allowing free choice gives a sense of freedom and self expression needed to understand and form personal identity. Children are more likely to show commitment and as a result succeed if given positive encouragement from adults supporting them to follow their own choices and setting them up to succeed using achievable goals. This strength of character and the social skills developed are transferable to all aspects of life and learning.

Holistic development refers to the need to consider how all aspects of child development are interrelated and thus affect the whole. Forest school takes a holistic approach to facilitating learning.

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History of Forest school; origin, nationally and locally

Forest School Originates from Sweden in the 1950’s. In Denmark it has become integral to an Early Years child care setting and typically children attend 4 hours per day.

Staff from the children’s Centre at Bridgewater College in Somerset visited Denmark in 1993. This led to development of a UK Forest School programme, which has adapted to offer educational opportunities to older children, young people and adults as well as the early years. It was Gordan Woodhall who first used the forest school approach with older children with low self esteem. He went on to work with the Welsh Forestry Commission to create the OCN qualification to provide national professional recognition.

In 2002 the 1st Forest School conference was held where a definition was created and a networking opportunity provided. The Forest Education Initative FEI was funded and supported by the Forestry Commission and later taken over by Learning Outside the Classroom, a charity formed after a manifesto supported the benefits of Forest School.

In 2012 the Forest School Association updated the definition and created a dedicated organisation to represent Forest school with the prospects of becoming a regulatory body to maintain standards of care and education offered within Forest School settings.

Forest school developed in Hampshire with thanks to the Wildlife Trust, who in 2008 started running courses locally. At that time a few only a few private day-care nurseries and schools were practising Forest School mostly within the Early Years age range. An informal support group was set up by Early Years Advisors at the Hampshire County Council. Since then the movement has grown, a wider age range is covered and a formal cluster group (Hampshire FEN – Forest Education Initiative cluster group) has been formed to share resources, knowledge, training and raise public profile.

For more information follow the following internet link:http://www.foresteducation.org/cluster_group/hampshire_fei_cluster_group/

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http://www.foresteducation.org/cluster_group/hampshire_fei_cluster_group/

Overview:Purpose of the 6 week programme

Achieve nationally recognised qualification; OCN Level 3 – Forest School Leadership to become a Forest School Practitioner.Web address of training provider: www.forestschooltraining.co.uk

Membership to Forest School Association; working toward gaining professional status and recognition of quality standards of provision. Membership benefits include training opportunities and social networking, advertisement and marketing. The FSA is aiming to offer endorsement by becoming a regulatory body.This 6 week forest school programme is the beginnings of my venture as a Forest School practitioner and will help to raise my professional profile. I intend to seek continuous professional development with the support of the FSA and other such organisations and individuals as a result of my studies.Web address for the FSA: www.forestschoolassociation.org

Aims

Initiate a Forest School group within the local Home Education network with an aim to set up regular programmes.

To establish self employment, raise professional profile locally and awareness and understanding of Forest School approach.

To compliment self employment as a Child Minder as of September 2013 To benefit voluntary work commitment with the Wildlife Trust at Swanick Lakes &

throughout Hampshire, who have supported me in obtaining the funding necessary to participate in Forest School training.

Objectives

To promote positive experiences of Forest School within sessions, good communications, social benefits for all those involved, helping to build upon confidence and self esteem

Promote educational value of Forest School and benefits to all areas of learning through a holistic approach

Provide opportunities to develop knowledge, understanding & responsible attitude for our natural environments, wildlife and each other. Learning about sustainability and deepening knowledge of how to conserve or work with nature.

Create an adaptable approach to session planning & incorporate wishes of parents, interests of children, identify areas of learning and development to be promoted through facilitation of Forest school

Value feedback of parents, children & volunteers, to use contributions, observations and evaluations to benefit future Forest School programmes, sessions and professional development.

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http://www.forestschoolassociation.org/

http://www.forestschooltraining.co.uk/

Guidance document on the role of adults within Forest school

Offer a sense of safety and security to children through responsibilities for duty of care both physically and emotionally.

It is important for adults to act as role models for the children, to play alongside them (parallel play) or to be involved in their play. To facilitate rather than guide play to create a balance between leader & participant and allow for independence & self initiated/led play.

Facilitation is to assist a process or personal progress through planning or action with a focus upon this approach rather than an adult taking on the role of ‘teacher’ to impart own knowledge the emphasis is rather upon the child’s development of own knowledge and understanding to create a deeper more long lasting influence from the learning experiences provided. Activities for sessions aim to create situations which stimulate their imaginations & creativity through play and engage children’s own interests or the combined interests of the group.

Introduce resources in a manner to children which allows them to know and understand their use. Break down tasks into manageable, achievable steps to set them up to succeed. Make sure that expectations upon children are fair and take into consideration their personal, individual abilities and stages of development.

Avoid assumption, encourage children to make their own judgements, decisions and choices. Use of language & communication; interactions between adults and children are positive, listen to their contributions, recognise their skills and abilities, actively engage their interest whilst aiming not to over influence them with own agenda by aiming to create a balance of mutual equality in attitude & approach (hold the space without ownership). Be aware of role, influence upon learning and reflect upon conduct for continuous improvement.

Allow children to consolidate learning through repetitive activity; this is one of the benefits of long term Forest School programmes, allowing the time for children to repeat patterns of learning. When time constraints within the session apply reassurance can be given to re-visit an activity at a later date. This is where flexibility within session planning is applicable and feedback/good communication & observation of value. It is very important to hold in mind the fact that the process of learning is more important than the product itself, skill is acquired through practise.

Questioning strategies & supporting learningQuestioning techniques dictate whether learning is child or adult centred. Learner centred questions are intended to share knowledge appropriate to the experience of the child, to encourage them in self discovery of the answers.

Ask thought provoking questions, rather than closed yes/no answers When children make statements of knowledge ask questions that encourage self

reflection, how they reached the idea to help develop deeper understanding be considerate that it is not done so in a way that could be misinterpreted as

Avoid vague phrasing, be clear, brief and easily understandable

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Allow time for response, don’t pressure children into responding or use humiliation as a means for getting a response

Make sure questions serve a purpose rather than encouraging children to guess in their response

Encourage children to share knowledge upon subjects, thoughts and ideas. Use own observations within surroundings to draw children’s attention to learning

opportunities, phrase questions so as to encourage children to make observations of their own

Make sure children have the practical experience to understand the context of questions; provide opportunities for exploration and self discovery

Other strategies that support learning: Encourage children to work together to discover answers to questions Encourage an attitude that there is no right or wrong answer to any question just

different levels of understanding and knowledge. Ask questions that help to consolidate previous learning experiences Ask questions that require an active response, line of enquiry and discovery in keeping

with their ability Encourage learners to question and interpret own feelings and thoughts

Section 2: Legal responsibilities of Health & Safety within Forest School

The Health & Safety Executive (HSE) & The Health and safety Act (1974)The Health and Safety Executive (HSE) and local authorities are responsible for enforcing legislation and the statutory requirements/duties of businesses in promoting positive health and safety practise. The Health and Safety Act (1974) outlines the duty of employers to ensure employees or people affected by their business are not exposed to risk of health or safety as far as is reasonable practicable. Employees also have a duty to take care of their own safety, those who they may affect and to co-operate with their employer in regards to H&S.

After completion of the OCN Level 3 Leadership course I intend to become self employed as a Forest School practitioner. I Irene Cooper hold the overall responsibility for Health and Safety during the Forest School programme although in attendance of a Hampshire & Isle of Wight Wildlife Trust Site she must act in accordance with policy, procedure and risk assessment of the Trust and they in turn have a duty of care to all visitors or users of the site.

Insurance cover for the Forest School programme provides financial protection against legal proceedings that may occur as a result of the nature of the work carried out. I hold Public/products Liability Insurance from Birnbeck Ltd specifically for Forest School. Indemnity is confirmed at £5,000,000 for 12 months.

Section 3: Policy and Procedure relating to Health & Safety

The H&S First Aid Regulations (1981) This legislation states that is an employer’s responsibility to ensure First Aid and medical attention are administered immediately following an accident or sudden illness. Failure to do so can result in prosecution. This includes ensuring First Aid equipment is available, that staff have adequate training, and Risk Assessments are in place to reduce hazards and risks to health or injury. Part of this duty is the requirement for regular monitoring, maintenance and review of first aid equipment and provision of up to date training relevant to cover all aspect of work place safety.

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Sharing information regarding health and safety at FS:All volunteers and parents will be sent a copy of risk Assessments, policies and procedures for the programme before it commences and given the opportunity to question anything they do not understand. During the first session I will aim to give plenty of opportunities for any queries to be answered. I will remain vigilant to safe practise and make sure that all those in attendance are made aware of risks and how to take appropriate actions.

Staff requirements:I have a Paediatric First Aid Certificate and am acquiring CRB checks for all volunteers to attend. One of the volunteers in attendance has completed Forest School training to level 1 and so has basic knowledge and understanding of the programme.

Ratios of adults : children for FS Programme: There will be a minimum of 2 staff present although I am hoping to have four. Parents will also be in attendance 10 adults: 18 children Ratios are already high, tools and fire will not be used however if they were to be I would

have used a 1:1 ratio to introduce these skills. Although I would not do so until a clear understanding of children’s abilities had been established.

First Aid provision:

First aid kit as recommended for outdoors use by St John’s Ambulance and an emergency bag containing additional items. There is a list within the First aid bag of its contents and a review date has been set to monitor its use. Stock will be replaced immediately after use.

The register contains a list of emergency contacts for all those in attendance and a medical needs and first aid administration consent form will be available for all those in attendance.

An emergency procedure sheet has been supplied by H&IOWWT to make contact with site management in the event of an accident occurring.

A charged mobile phone with credit will be carried at all times during each session. Mobile network coverage is good at the site.

First Aid Kit – Forest SchoolContents Number Date contents Date contents Date contents Date contents

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of items is checked & restocked

is checked & restocked



First Aid booklet 1Assorted waterproof plasters (10 pack)

2

Finger dressing 3Medium island dressing

4

Large island dressing 2Gauze swab 1Sterile small dressing

2

Sterile mediumdressing

4

Sterile Large dressing

2

Microporous tape 1Strip sutures 1HSE medium dressing

1

HSE large dressing

1

Triangular bandage 2Pack 6 safety pins 1Eye pads 2Eye wash phials 3Cleansing wipes 10Tweezers 1Thermometer 1Hand gel 1Face shield 2Space blanket 1Disposable gloves & clinical waste bags

2

Dressing scissors 1SOS whistle 1

Emergency bag also to contain: Torch Thermal roll matt Emergency bivvy bag Tarp Hot or cold water & hat Fire kit (newspaper, cotton wool, Vaseline, lighter, fire strike Charged mobile phone with credit Accident book Register, emergency contact numbers, medical consent forms, grid reference for site Risk Assessments

Emergency guidance & information supplied by H&IOWWT:

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In the event of an Emergency ring the Emergency Services on 999 stating your name and the following location details:

Testwood Lakes CentreBrunel RoadCalmore Industrial EstateTottonSO403WX

Site Entrance Grid Ref: SU 349151

The nearest hospital is Southampton General, Tremora Rd, Sothampton

Accident & emergency procedure:

An emergency bag will be accessible at all times during sessions (see following page for First aid & emergency equipment available). All minor accidents and incidents will be reported within the accident book and parents asked to sign and date the form. Hampshire & IOW Wildlife Trust will also be informed and their procedures followed.

Procedures in accordance with H&IOWWT protocol in event of a serious accident or incident:1. Assessment of the situation2. All participants unaffected will be moved or protected from further injury or danger.3. 1st Aid administered as appropriate4. Non-affected members may go into shock –appropriate action/1st aid given as required.5. Call emergency services on 1126. Phone site management contact as soon as possible.7. Remove the remainder of the group to a secure location and protect from the attention of

the media. (If young people involved, ensure adequate supervision ratios or return to an indoor environment if possible.

8. Retain all equipment involved in an unaltered condition.9. Do not make statements to the media or allow anyone else to make statements where at all

possible.10. Keep a log of all people contacted/involved in the management of the incident as possible

and the timing of actions taken in relation to the incident.

Reporting procedure for Accidents & emergencies:Contact the Health & Safety Executive as soon as reasonably possible on the following Tel: 0845 300 9923

In accordance with Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1985 government legislation an accident repost must be made within 10 days. This can be done online at www.hse.gov.uk

It should be investigated why the incident occurred. It may be necessary for those involved in any traumatic event to seek counselling and support.

Failure to report a death, serious injury or occurrence is an offence punishable by law. An accident or incident which causes a person to be absent from work for more than three days should also be reported.

Child protection

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http://www.hse.gov.uk/

The Children Act 1989 states children’s services have a legal duty of care; they are accountable for safeguarding and sharing information. Safe guarding is the actions or procedures followed when abuse is suspected or known, it protects children and their basic human rights.

Procedure for dealing with disclosure of abuse:

If a child makes a disclosure it is important to act appropriately. Listen to what is said without interrupting or guiding the child, do not ask questions and record exactly what’s said/ key phrases that cause concern. Refrain from passing personal judgement however offer reassurance by telling them that you will do all you can to protect them from harm. They need to feel they can trust you and that they have done the right thing to confide in you make sure they understand that as a child, as the victim they have done no wrong, it is not their fault.

If signs and symptoms of abuse are obvious the matter should be discussed with parents or carers in a sensitive manner. Awareness that it is not necessarily they who are the perpetrator, they may not be aware or may be in denial, they may in turn need support or be suffering abuse themselves. If there is significant cause for concern a report should be made as soon as possible to prevent the child from coming to harm.

Any discussions, observations, disclosure or contact made for support or guidance should be recorded, signed and dated as proof of action taken. Systematic observation over a period of days and descriptions of signs, symptoms or indicators will help to clarify the situation. If abuse appears to be continuing action must be taken. Records can be used in a court of law to represent staff if a false accusation is made. If an accusation is made the staff should not work with children until the matter is resolved. Staff should avoid being alone with children

Before a report is made it is essential that the suspicion of abuse is valid, allegations of such nature are taken seriously and justly so, once made it can have significant influences upon the child, their family and the Forest School. Once a report has been made there is a legal duty of care for the child to and an investigation will be completed, this may result in legal proceedings in a court of law.

Contacts for Safeguarding:

Hampshire County Council Social ServicesChildren’s Services (8:30-5pm) 0845 603 5620 Out of hours 0845 600 4555Emergency situation call 999Abuse of position of power – call Local Authority Designated Officer (LADO) 01962 876364

LSCB Portsmouth, Southampton, Hampshire & the Isle of Wight umbrella partnership 4LSCB – investigate abuse allegations, offer advice & guidanceWeb address: www.4lscb.org.uk/hants Telephone: 01962 876230

NSPCC – Advice, support, Authorised Person status gives the charity statutory power to intervene when a child is at risk, they can issue a Child Assessment Order, Emergency Protection Order, Care Order and Supervision Order.www.nspcc.org.uk 0808 800 5000

Confidentiality & data protection

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http://www.nspcc.org.uk/

http://www.4lscb.org.uk/hants

The process of confidentiality is when access to information is restricted & kept private. Information about a person should only be held for reasons to fulfil a lawful purpose and with their consent. It may only be shared with others if permission is given and there must be a valid reason to do so. Measures must be taken to prevent loss, damage or transfer without consent. Confidentiality may only be breached if a situation arises that causes concern for the welfare or safety of another and appropriate guidance should be sought & followed.

Data protection is the means by which data is protected; preventative measures to restrict unauthorised access. Confidential information in the form of written or photographic records must be stored in a locked cupboard, any data held on a computer system must be password protected.

Procedure for confidentiality & data protection:Sensitive data held during sessions include the emergency contacts list and session register. This will protected by being kept in a folder within a bag on or near my person at all times. Access will be monitored and restricted.

Sensitive data will be stored in a locked cupboard in between sessions or on a computer with password protection.

The importance of maintaining confidentiality & data protection:The Data Protection Act (1998) is the UK legislation relevant to data protection and confidentiality. Failure to comply with the duties set out within this legislation is an offence punishable by law. Understanding the duties and responsibilities it presents is important in being able to perform the role of a child care provider in a professional manner and fulfil legal responsibility.

FS Programme information/permission

Parental Consent form for photographs to be taken for advertisement of the business I intend to launch once I am qualified. It also states that they may be used to prompt memory of successful activities and to remember events observed for future planning.

A medical needs and First Aid administration consent form for adults & children.The register also contains a list of emergency contact information for each family.

These forms will be completed prior to commencement of the first session.

Information provided & available to parents and guardians about the FS Programme: Medical needs & consent for administration of First Aid form Consent form for photography A folder at the site available for parents to view containing my CRB check and other relevant

certification; Paediatric First Aid, Child Protection training, CRB check, Early Years NVQ Level 3 & Diploma.

Parents and staff will be sent a copy of this handbook

Transport to Forest School

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Parents will meet staff in the car park at the entrance to the site. We will walk to our designated area via a footpath along-side a private track, there is a barrier of trees between the footpath and the track.

Additional protocols in place to deal with issues around transportation:

Parents must meet in the entrance car park to avoid congestion within the education centre car park, as is requested by the site management; Hampshire & IOW Wildlife Trust. It is parental responsibility to ensure safe transportation of the children to the site. A gathering activity will be provided for the children to ensure safe conduct whilst waiting for everyone to be present. This will be done away from the cars on a grassy area beside the car park.

CancellationOnly in extreme circumstances will a session be cancelled. If weather conditions are severe it is up to the Forest School Leader, Irene Cooper to cancel the session. She will monitor the weather on the lead up to the session and be aware of weather forecast for the site area. If she is concerned about holding the group at the site she will check with the Wildlife Trust management to discuss suitability prior to the session commencing. If the Wildlife Trust deems it unsafe to use the designated area for Forest School they may inform me of this and the session would then have to be cancelled. If insufficient staffing is available to run the sessions they will not be able to commence. In the event of a cancellation every effort will be made to rearrange it for another time.

Effective management of cancellation:If possible prediction of cancellation prior to the event will allow parents to be informed before their arrival. If a session is deemed unsafe and cancellation occurs during the session parents will be present so there is no concern for the welfare of children in attendance. If weather conditions are poor, however it is not deemed necessary to cancel the session it may be shortened for the comfort of participants. Waterproof clothing can protect people from wind and hard rain however it maybe that the duration of time they are happy to participate is limited; their welfare should not be compromised.

Equal OpportunitiesEquality is promoted by aiming to meet individual needs of each child. To ensure they are all given opportunities to grow and develop through Forest School provision. Inclusive practise where diversity is celebrated and differences are valued helps develop understanding and respect.

Direct or indirect harassment or victimisation as a result of age, sex, sexual orientation, gender reassignment, marriage or civil partnership, religion or belief, disability, or race will not be tolerated it is a legal obligation to promote equality under the Equality Act 2010.

BehaviourPromoting positive behaviour management creates a happy and caring environment for children.Having realistic expectations of children sets them up to succeed and achieve, aids their self-esteem and confidence. Offering the child guidance and breaking down steps toward meeting a learning goal prevents a perception of failure and challenging behaviours. Instead the child’s independence and pride can be fostered in a nurturing, and caring way using positive reinforcement and role modelling.

Strategies used to promote positive behaviour:

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Adults present to role model positive behaviour to children and remain calmEncourage & support students to take responsibility for own behaviour by seeking to help them develop individual coping strategies (this can only be achieved through developing trust & working relationship over time)

A non-judgemental attitude, valuing the individual, their personal skills and creating a flexible/adaptable learning environment which is always inclusive to all students is important in creating inclusion. This may include allowing students to opt out of full participation or to work with them to enable inclusion that they are comfortable with.

Bullying:Bullying will not be tolerated. As such it is defined by behaviour that is deliberately hurtful and repeated over time. It may be in the form of physical aggression, verbal (name calling or intimidation), or indirect (exclusion or lies). Children may display signs of bullying by becoming clingy, being absent, feigning illness, changes in their behaviour (either aggressive or withdrawn).

Procedures to be followed regarding bullying:Participants should be encouraged to approach adults or staff about bullying. All those in attendance encouraged to act in a positive, respectful and inclusive manner. Adults encouraged to role model appropriate conduct. Incidents of bullying should be dealt with immediately and positive behaviour encouraged at all times. A clear account should be recorded and how the situation was dealt with, it should be monitored to ensure future action is taken if necessary. Occurrences should be discussed with all those involved.

Lost/Missing ChildrenThere is a high adult to child ratio 10 adults:18 children at minimum, I am hoping there to be at least 4 members of staff as this will help monitor conduct more effectively.

A register will be taken as families arrive and before the group walks to the site a headcount of children and adults present. Headcounts will be done regularly throughout session to monitor numbers. During walk to site a staff member will be at the front, back and potentially in the middle of the group. I will ask that people inform me before they leave so that I am aware of numbers at all times.

Boundaries of area established with group and discussions held around what to do should they become lost; children told to stand still and shout.

Procedure for a lost or missing child: If it is suspected that someone is missing from the group they will be called to re-group using

a prearranged signal and a head count conducted, the missing person identified Call their name If there are sufficient adults one should back track to where last seen whilst others stay with

the group, if not the whole group should go. At least a pair of adults should remain at the search site and continue looking, they should

refrain from use of language which threatens punishment or blame If they remain lost then the emergency contact for the site should be contacted & the police

101 or 0845 045 4545, advise will be given whether to report a lost person by dialling 999. The time elapsed between noticing the missing person and contacting the police depends

upon the location in which they become lost and the value judgement upon the posed risk. A serious incident should be reported

Toileting provision & maintenance of hygiene at FS

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There will be access to the centre toilets after 3pm when the session has finished. All those in attendance are aware there will be no permanent facilities available so it is hoped they will be prepared. During initial sessions a toilet tent will be erected in a discreet location within the area designated for Forest School. A porta-loo with a bucket will be used and cleaned after each session. If it is decided that participants would be happy with a trowel and tarp for privacy then this may be used as an alternative.

Two water carriers will be taken onto site; one for drinking water and one for hand washing. There will also be a bowl and towel and hand soap. There is anti-bacterial hand gel in the emergency bag, however parents are also encouraged to bring their own if they wish to do so.

Food Hygiene Hygienic practise will be observed and encouraged throughout activities involving food preparation Guidance will be given where appropriate to ensure safe practise. Good personal hygiene maintained at all times: tie long hair back, cover cuts with blue, waterproof dressings, minimise touching the food. Opportunities for hand washing will be provided.

Procedures to enable good practise in regards to food hygiene: Hand washing water carried to site, bowl, towel & soap provided Spare hair ties carried and blue waterproof plasters carried within the first aid kit Food should be chosen that poses the least risk in regards to food hygiene, e.g. where

refrigeration is not possible it is best to avoid storing raw meats over long periods of time. Portion sizes/quantities considered; food should be transported, cooked and eaten, waste

avoided as the environment makes it difficult to dispose of rubbish which can pose a health risk.

Equipment for food will be kept separately from other Forest School equipment to maintain hygienic standards and will be transported in a sealed container or bag.

Food to be kept in containers, uncooked, cooked meats, vegetables and other food items kept separately and different utensils used.

Food will be checked to ensure it is cooked properly before it is consumed. All cooking equipment will be thoroughly washed in hot soapy water once used.

Adults to read food hazard analysis hand out to be aware of safe practise and guidance offered.

Two other relevant Piece of Legislation which should be considered within FS practise:

1. The UN Convention on the Rights of the Child (UNCRC) (1989) protects the rights of children and promotes their safe guarding. It covers issues such as identity, nationality, discrimination, equality, protection and care, freedom of expression and thought, education, guidance, justice and rehabilitation, governmental provision for life; health, well being and social security (financial support).

2. The Human Rights Act 1998 is the UK legislation of the rights and freedoms guaranteed under the European Convention on Human Rights (ECHR). It deems it unlawful practice for any person to prohibit or violate the human rights of another, giving judicial power to hold any person including authorities or organisations responsible for their actions.

Section 4: Risk Assessment

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Risk assessment are carried out by Irene Cooper as Lead practitioner, it is her duty of care to ensure Health & safety in the workplace.

Risk assessments conducted: Daily Risk Assessment – carried out every session in case of sudden changes Site Risk Assessment – surveys potential risks within the site Activity Risk Assessment – Risks associated with activities provided during sessions and

materials or equipment bought on the site

There is a value in learning to take a risk safely – motivation, challenge, adventure to develop skills and understanding. It is the practitioner’s responsibility to ensure they have managed and reduced risks causing undue harm. Making children aware of potential hazards and risks and teaching them to assess risks for themselves empowers them and makes them more able as they grow older to be safe.

Strategies that used to assess risk with children: Beating the bounds or marking boundaries to remain within a designated area Using hazard flags to mark potential hazards or risks Discussing what poses a risk and why, how the risks can be avoided, reduced or removed;

informing children.

Personal Protective Equipment (PPE): To reduce risk of personal harm, if PPE is available that reduces the risk to participants or

staff without impeding their ability to perform a task i.e. it is suitable and all risks associated with the task cannot be removed or reduced to negate the need for PPE then it may be deemed necessary for its use.

However it must be fit for purpose and also be the correct size for the user to protect their safety; be used appropriately and as intended by the manufacturer.

Use of PPE should either be a spontaneous value judgement based on a need arising through unplanned activity or to have been planned in as an element of session planning to reduce risks in accordance with Risk Assessments in place within the programme.

Item of PPE Comment on the use of this item at Forest School

Gloves For handling rough materials, clearance of brambles & such like, trees where sap/resin or thorns could cause irritation or harm.

Should fit the user so as not to hinder safe practise Should not be worn when using tools (on tool hand) or lighting fires

Safety Boots Sawing, axe use Activities should be appropriate to age and so younger children should not be undertaking in tasks where

this is necessary. If activities are planned with older students where it is considered appropriate to wear safety boots as a

precaution to prevent personal harm or injury sufficient planning needs to allow for equipment to be provided or made available.

Hard Hat Coppicing, thinning or felling PPE must fit the user, the nature of the activity and the potential dangers would require high levels of

concentration and other abilities such as following instruction, listening, as well as physical strength and size. For this reason young adults and adults would only be able to wear this equipment and so it would not be a suitable task for younger children to participate in. However they may be able to watch from a safe distance.

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Daily Risk Assessment for Forest School

Venue: Assessment carried out by:

Postcode: Location Grid Reference: Signature: Date:

Ratios: Staff : Students Weather today:

Areas to check Changes today New Risks Lev New Control Action New LAccess to the site:Public rights of wayRoads & Parking Barbed wire, streams & ditches

Group using site:Staff & helpersStudents

Other people Groups, contractorswalkers, cyclists

Canopy layerdeadwood overhead leaning, dead trees

Shrub layerdeadwood hangingdeadwood standing

Field layereye level branchespoisonous plants thorns etc

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Hazards Changes today New Risks Lev New Control Action New LGround layerhidden logs in grassbroken glass & rubbish holes, ditches etc slopefungi dog faeces

StructuresShelterFire pit Benches

IndoorTables/chairs/easelCablesKettles

Other

Tools & ActivitiesTools used

Activities used

Tools used this sessionPenknife / Pruning saw / Bow saw /Bill hook / Mallet / Loppers / Secateurs / Drill / Storm Kettle

Activities Planned this sessionBlindfold / running / Scavenging / Construction / Fire / Cooking

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Simplified Site Risk Assessment Completed by: Irene Cooper Date: 31/05/13

Venue: Testwood Lakes

To check Hazard Risk Control Action

Boundaries around the site: The site is large, there are no immediate boundaries to designated forest school area. There is fencing around nature reserve, although there are several entrances/exits not all of which have gates.

Lost children

Harm from traffic accidents

‘Beat the bounds’ walk the boundaries of the area to be used and demark with boundary flags so children are aware of where they should be.

Keep children in sight or be aware of their location at all times

Ensure adequate ratios of staff/adults to children. Parents will be in attendance and there will be a minimum of 2 staff present at each session. Including parents this gives a ratio of 10 adults : 18 children

Canopy layer Branches hung up in treesUnstable/dead trees

Personal/group injury harm To assess site every time it is used as the environment may change between use.

Do not enter if deemed unsafe and take action to remove danger. Contact Wildlife Trust staff to inform them.

Shrub layer Brambles, low branches, fallen wood

Injury to exposed skin, face Verbal warning to be awareCover skin on arms and legs

To check Hazard Risk Control Action

Field layer Ticks in long grass Lymes Disease Verbal warning, checking medical 19 | P a g e

Fungi

Harmful natural plants/materials/organisms

Poisoning

Poisoning, sickness

attentionVerbal warning. Do not collect or eat.Educate group on potentially harmful or hazardous natural plants/materialsWash hands prior to eating & drinking

Ground layer Rough, uneven or slippery ground, exposed tree roots

Faeces

Slip, trip or fall

Sickness, infection, disease

Verbal warning of dangerAppropriate footwear

Check site for faeces & removeWarn children not to touchWash hands prior to eating or drinking

Structures Tarps not secured adequately

Framework is not stable, supportive and likely to collapse.

Fire risk, increase risk of burns or injury

Flapping, whipping ropes about in wind could cause harm to body

Children & staff are aware of correct knot tying techniques and ensure they are securely held & tidy.

Weather conditions are suitable

Supervise structure building & ensure safe practise, technique, advise & guide where necessary.

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Site Risk Assessment Form – Hampshire & IOW Wildlife Trust

Location: Testwood Lakes

Date of latest revision: 29th January 2013 The correct Activity/Operation Generic Risk Assessment must be read in conjunction with this form.

Typical groups at risk**

Volunteers; members of the public; staff, contractors; school groups

Hazards

Uneven, wet, boggy ground

Contact with traffic

Front Gates & Height Barrier

Overhead or underground services/cables/substations

Attack/ abuse by members of the public

Uncontrolled dogs

Contact with hazardous plants: stings & sap

Risk

Slips, trips & falls

Injury to pedestrians and to driver/ passengers

Body injury, collisions, damage to vehicles

Electrocution, shock

Injury

Injury

Skin or eye irritation, burns, blisters

Contraction of disease Tetanus,

Risk control measures

Verbal warning at start of risks

Advise sturdy footwear must be worn.

Verbal warning. Traffic cones used to mark off potentially hazardous areas

Chain gates open during inclement weather (wind / rain). Reduce tension on height barrier to ease parking of bar.

Site inspection, mark & avoid. Check with utilities before attempting any work. No working under overhead cables if there is a risk.

Verbal warning. Leave no one alone on site.

“ “ Carry first aid kit & mobile

Identify any on site. Verbal warning of risks and avoid where possible. Advise volunteers to wear long sleeves/trousers. First aid kit to be carried.

Verbal warning at start. Gloves to be worn if working in area & protect cuts. Advise tetanus inoculation. No food or drink consumed until hands are washed.

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Contact with micro-organisms

Weather conditions: too hot/cold, too wet/ windy, lightening

Barbed wire

Electric fencing

Livestock : Cattle on site

Lakes/River : deep water/flooding

Dangerous trees/branches

leptospirosis

Heat stroke /exhaustion, Hypothermia. Injury from falling branches /trees in high winds. Lightening strike

Cuts

Electric shock

Bites, kicks, disease e.g. ringworm etc

Drowning

Injury

Head and Eye injuries

Slips, trips & falls

Leader to assess conditions and halt task if conditions become unsuitable.

Verbal warning & first aid kit carried, remove unnecessary public access sections.

Verbal warning & notices on site. Protect adjacent to pedestrian gates.

Signs warning of cattle on site. No potentially dangerous stock (e.g., bulls or cows with calves) on site. Keep clear of cattle where possible & warn public at start of walks etc.

Avoid contact with water. Throw line, mobile phone and first aid kit always carried. Verbal warning at start.

Carry out annual hazardous tree survey. Regular inspections and maintenance especially in public/education areas

Check regularly and remove as needed. Verbal warning.

Check surfaces regularly (minimum annually) for hazards. Regular maintenance.

Leave no one isolated on site/operate lone working procedures

Keep site & materials tidy

Use & maintain tools according to good

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Low branches over footpaths/new growth on willow structures.

Bridges/stiles/steps/boardwalks

Lone working

Contact with hand tools

Bronze Age Roundhouse

Tool Store

Bites & Stings

Injury, attack

Injury, cuts, bruises

Fire

Slips, trips & falls, vehicle collisions, fire, fumes

Anaphylaxis, Severe reaction

practice. Tools safety talk for volunteers at start.

Fire extinguisher present at roundhouse as well as water, sand bucket and fire beater during events.

Drip traps beneath brushcutter to capture leaking fuel, correct storage of equipment and tools. Vehicle movements restricted in compound while staff/volunteers are present. Fuel to be kept in separate grey site safe and all other chemicals in the red chemical bin. Petrol power tools should not be run in tool store unless entering or exiting.

Assess work area for possible bee hives/was nests – avoid if present

Ensure suitable mobile phone coverage

Carry 1st Aid Kit

If knowingly allergic carry epi-pen

Additional Information:

Location of nearest A & E dept.:

Southampton General, Tremona Way, Soton. 023 80 777222

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Location of access for emergency vehicles:

Mobile phone coverage:

Location of first aid kit:

Access via main entrance off Brunel Rd, Calmore Industrial Estate. NB. Height barrier at entrance to be opened

2 further vehicle access points off Hill Street- NB. wet ground – need gate to be unlocked .

Excellent all networks except Orange if stood downstairs inside the building. Landline telephone in centre office and kitchen

Classroom /Kitchens /Foyer/ Meeting Room/ First Aid backpacks

Form completed by John O’Reilly Approved by (if appropriate)

Position: Reserve Officer Position

General considerations for safe provision of activities at Forest School:

The area chosen to conduct an activity should be suitable and safe The activity should also be suited to the needs of the group and their abilities. Safety should be checked

prior to use during the Daily Risk Assessment. A flat and open area must be used for games involving running to avoid potential trip hazards Weather conditions should be taken into consideration as it can affect the suitability of the environment for

particular activities, session plans may need to be adapted to account for this If behaviour displayed by the group is not productive, it may suggest the activity is unsuitable, they may not

be interested in participating or a calmer activity may be more suitable, it could be adapted or a new activity introduced.

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Simplified Activity Risk Assessment Completed by: Irene Cooper Date:31/05/13

Activity: Forest school group at Testwood Lakes

Hazards associated with Activity Risk Control Action

Large numbers of attendees

Exposure to weather

Tool use

Medical emergencies

Use of paints, glue, hand cleaning productsActive games

Personal harm as a result of insufficient supervision & safe practise

Hypothermia, sun stroke, heat exhaustion

Personal injury or harmNeed for medical attention

Aggravation of situation

Irritation to skin

Harm or injury to self or others

Always ensure sufficient staffing to allow for safe ratiosMake arrangements to divide large groups into separate sessions(10 adults:18 children)

Brief all those attending on appropriate weather for expected conditions and ensure footwear/clothing is suitableCancel events in extreme weather conditions.

1:1 training and sufficient supervision, appropriate conductEnsure students are aware of safe practiseDemark area when tools are in use with flags, create a walking zone. Inform rest of group that tools are in useOrderly & calm environment

Tools suit purpose & student is capable of use

Be aware of any medical conditions of those presentEnsure a qualified First aider is presentCarry First aid kit & mobile phoneBe aware of map co-ordinates, safe access routes for emergency services

Ensure product is appropriate to age, safe for use

Sufficient space & suitable terrainThat the behavioural conduct is appropriate

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Generic Activity/Operation (Task) Risk Assessment – Hampshire & IOW Wildlife Trust

This risk assessment should be read in conjunction with the appropriate Site Risk Assessment

Activity or operation: Outdoor Education Activities

Date of latest revision: 22/01/13 Date of Activity/Operation

Typical groups at risk

Groups- adults and children, volunteers, staff

Hazards Risk Risk control measures

Remote Working Injury, illness or incident

A mobile phone must be carried by member of staff leading the group. There must be a qualified first aider and a first aid kit available at all times. Designated access and alternative access points to be known by staff leader. Emergency procedure in place

Water Drowning/ hypothermia

Health and safety briefing to highlight areas of deep water. Ratio of adults to children to be at least 1:6 for under 5s, 1:6 for 5-7 yr olds, 1:8 for 8-12s and 1:10 for 13-18 year olds. Route taken should be appropriate for age and ability of group and should be checked before group arrives. Ensure group behaviour and supervision is acceptable and appropriate. Each group must be accompanied by an adult trained in the use of a throw line and a throw line must be carried. Paths should be checked for trip hazards and edges and surfaces maintained in good condition Follow H and S policy guidelines on working by water

Falling branches/Trees Death or major injury

Verbal warning of risk Routes/ locations for activities to be carefully checked before group arrives Activities to be cancelled in extreme/ potentially dangerous conditions

Contact with micro- organisms

(E. Coli, Weil’s disease, Toxicara)

Minor/ serious illness

Health and safety briefing to include importance of not putting hands near mouths. Hand cleaning facilities to be available at all times Hand cleaning to take place before eating and drinking. Any open wounds to be protected before activities handling water or soil. Careful working practices to be demonstrated and reinforced. Check site daily for dog mess or other faeces and remove or move sites as appropriate. Avoid using areas with evidence of regular anti-social behaviour.

Rough, uneven ground Slips, trips or falls Verbal warning of risk Suitable footwear to be worn. Ensure good behaviour and no running

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Traffic Death or major injury

Verbal warning of risk Supervise road/car park crossings by groups Maintain clear sight lines on approach to centre High visibility vests to be worn by group leaders when crossing highways Activity areas should be located away from busy roads.

Low branches/bramble/scrub etc. along footpath.

Minor Injury Path edges kept clear of vegetation Appropriate clothing to be worn- details included in pre- visit information Verbal warning of risk

Litter Minor injury or serious illness

Litter picking to be carried out regularly Areas where groups will be working should be checked prior to the activity (including streams and ponds). Avoid using areas with evidence of regular anti-social behaviour.

Livestock Minor/ major injury, death

Verbal warning of risk Education groups should not work inside livestock enclosures if situation is deemed to be unsafe

Poisonous/ harmful animals

Minor/ major injury/ death

Verbal warning of risks as appropriate Exercise caution when approaching known sites for adders Advise the wearing of ‘closed’ shoes, long sleeves and trousers Adults to be vigilant for ticks and advice on removal to be available Avoid working in areas where there are known bee/ wasp nests

Poisonous plants/ fungi Minor/ major illness, death

Verbal warning of risks. Activity areas with dense bracken coverage to be avoided in August and September. Appropriate clothing to be worn- details included in pre- visit information

Contact with Dogs Minor/ major injury/ death

Health and safety briefing to include importance of not approaching dogs Ensure that key areas of the site are recognised as ‘dog free’ for education purposes where possible

Extreme weather conditions

Sunstroke/ sunburn/ dehydration

Ensure group have access to fluids and drink breaks Avoid prolonged exposure to sun Ensure pre-visit information includes importance of wearing hats, appropriate clothing and sunscreen and promote the application of it during the day. Check weather forecast, have back-up plan and modify/shorten session as necessary

Extreme weather conditions

Hypothermia Ensure pre-visit information includes information about importance of warm layers of clothing, waterproof clothing and appropriate footwear.

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Check weather forecast, have back-up plan and modify/shorten session as necessary. As a last resort cancel activities in bad weather or if participants are not appropriately equipped for the conditions. Increase use of indoors/shelters where practical Provide extra clothing as necessary Be aware of the level of comfort in the group and avoid pro-longed periods of inactivity

Use of equipment/ tools Major/minor injury Health and safety briefing includes safe handling of all tools and equipment Ensure calm, orderly behaviour, good listening and that safe practice is followed Activity to cease in the event of unacceptable behaviour Tools will be checked before and after each use and damaged/faulty equipment fixed or disposed of as appropriate Potentially dangerous tools will be securely stored

General public Physical/ verbal abuse/ abduction of children/

Staff/ volunteers to be recognisable by logos on clothing No child to be left unattended at any time. Regular headcounts Defined boundaries for activities Staff to be vigilant - politely ask members of the public to leave work area if necessary Front and back markers to be designated with each group Attempt to de-escalate any potentially confrontational situation if safe to do so Be prepared to remove group to alternative area if necessaryFollow serious incident procedures and notify police if appropriate

Separation of group member from group

Getting lost Regular headcounts Guidelines given to children about what to do if separated Ensure participants let leader know if they are leaving the group early Clear boundaries for activities Ensure good behaviour Leader at front plus back marker when moving between activities Follow lost child procedure

Pre-existing medical conditions

Serious illness or death

Verbal reminder for participants to carry necessary medication (inhaler, epipen, spray etc.) during the activity and request that they advise the activity leader of any conditions which might affect the participant during the activity, including instruction on location of medication and how to respond in the eventuality of the condition occurring. Leader to adapt activity as necessary based on known pre-existing medical conditions.

Inappropriate participant behaviour

Injury Ensure that group leaders and helpers know that they are responsible for behavioural management of the group. In the event of unacceptable behaviour, shorten, change or stop activity. Ensure a suitable balance of energetic and

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quiet activities as appropriate for the individual group. Provide regular opportunities for breaks and shade as necessary. Ensure that children are closely supervised during boisterous activities and that the children are calm and re-focussed before moving on to the next activity.

Tree climbing Injury It is not generally permissible for children or adults to climb trees during an activity. Tree climbing may take place on designated trees only at the discretion of the activity leader and under adult supervision. Designated trees will be checked and weak/rotten branches removed prior to climbing and a two metre “fall zone” hazard (e.g. stumps/branches/rocks etc.) free area checked and maintained. Climbing beyond 2 metres from the ground will not be permitted at any time (this height may be temporarily marked on the tree with a length of rope/charcoal line etc.). Number of climbers to be limited as appropriate to the tree and participants.

Moving heavy or awkward objects

Injury Safety boots to be worn if there is risk of crushing injury to the feet. Heavy logs should be rolled carefully, not lifted Limit size of log/ or tin etc. appropriate to the ability of the participant. When lifting is necessary, keep the back straight and bend the knees; do not overstretch yourself and use as many people as appropriate to the size of the object.

Is lone working expected? no

Are any special groups at risk? Young children

Is heavy or repetitive manual handling involved? no

First aid cover: Lead officer / volunteer

PPE needed -

Form completed by: Jim Day Approved by (if appropriate)

Position: Education Officer Position Education Officer

Generic Activity/Operation (Task) Risk Assessment – H&IOWWT


Activity or operation: Art and craft education activities

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Date of latest Revision: 15/02/13


Staff; Volunteers; members of the public, especially children


Hazardous/poisonous materials (e.g. glue/varnish/polystyrene dust, paint, aerosols etc.)

Poisoning/cuts

Inhalation of fumes

Aggravation of medical conditions (e.g. eczema)

Where practical, potentially harmful materials will not be used by children. Where alternatives are not available the COSHH information must be taken into consideration and the material either not used, or used under close supervision.

Glue/varnish etc. to be used in a well ventilated area Any “junk” being used in art work must be checked for suitability by

staff, especially where children have bought in material from home: glass should not be used; polystyrene may be used only if no cutting is involved; children should be closely supervised/assisted when cutting plastic.

Leader should warn participants/staff with certain skin conditions of materials which may affect their skin.

All equipment used must be suitable for the age group.

Hazardous/harmful natural materials, including micro-organisms

Major illness, minor cuts or poisoning, or allergic reaction

Health and safety briefing to include importance of avoiding hand/face contact and of cleaning hands prior to eating/drinking – staff to remind participants to clean hands at the end of the activity.

If using plant/fungal materials ensure that the group are aware of and know not to use the potentially poisonous or harmful ones that they may come across.

If participant has known allergies to certain plants, provide gloves All materials used must be suitable for the age group.

Locally sourced Clay Minor injury Health and safety briefing to include safe tool use. Staff to supervise and restrict the number of children digging for

clay at one time/place to avoid them harming each other with the trowels.

Ensure location of digging site is safe to use. Verbal warning to participants of the possibility of sharp stones in

the clay.Use of scissors/craft tools

Minor/ major injury

Health and safety briefing to include safe use of craft tools and materials.

Participants should be seated when using cutting tools. Children should be supervised by adults when using scissors. Care must be taken by staff assisting young children and people

with special educational needs to ensure that their fingers remain well away from the cutting edge.

Ensure an orderly, calm working environment, and that participants have enough space to work safely.

All equipment used must be suitable for the age group.Heavy weights (e.g. rocks, microscopes or artefacts)

Minor/ major injury

Health and safety briefing to include how to handle resources safely

Ensure an orderly, calm working environment, and that participants have enough space to work safely.

All equipment used must be suitable for the age group.Active games Minor Injury Where possible active games should be played outdoors.

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Where circumstances make this impractical the activity space must be cleared of obstructions, including tables and chairs and the games should be closely supervised.

Participants must be wearing suitable footwear.Use of small craft materials

Choking Young children to be supervised closely and adequately Appropriate size items only used with under threes, or parent help

with smaller items Small items to be stored in a lidded box and kept out of reach until

needed.

Use of candles Burns Ensure bucket of water and fire blanket are available. Health and safety briefing on safe behaviour. All equipment used must be suitable for the age group.

Is lone working expected? No

Are any special groups at risk? Young children

Is heavy or repetitive manual handling involved? No


PPE needed: PPE needed Safety boots Safety Wellingtons Goggles YESLeather gloves PVC/rubber gloves Hard hat Ear defenders Dust mask

Other (please specify)

Form completed by: Grace Hall Approved by (if appropriate) Kathy Grogan

Position: Assistant Education Officer Position: Education Officer

Knots:

Two Applications for each One Advantage

Knot 1 - Timber Hitch Dragging a logTying a bundle of branches (add in half hitches)

Can pull heavy logs & undo easilyHolds together large bundle easy to tie

Knot 2

Bowline

Tie up a tarp for shelterUse it to hang things from another rope

Can tie it through an eyelet of a tarp and secure to standing part so it doesn’t moveDoesn’t constrict

Knot 3 - Clove Hitch rope ladder

rope bridge

Can use it to tie rungs into place if ends are secures won’t moveSame as above but closer together

Hampshire & IOW Wildlife Trust Risk Assessment:

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Considerations for safe tool use: Choose tools which are appropriate to tasks

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Generic Activity/Operation Risk Assessment This risk assessment should be read in conjunction with the appropriate Site Risk Assessment, appropriate tool R.A. and Outdoor Ed Activities R.A. Activity or operation: Building woodland structures Date of latest revision: January 2013 Written with reference to: www.forestry.gov.uk/pdf/fce-

rope-swings-dens-fires.pdf/$FILE/fce-rope-swings-dens-fires.pdf

Typical groups at risk Children, Members of the public, staff, volunteers, Hazards Risk Risk control measures Low branches /bramble/ scrub / hanging dead wood etc.

Minor Injury from thorns or stinging nettles or head injury from falling timber.

Appropriate clothing to be worn- details included in pre- visit information.

Verbal warning of thorny vegetation or stinging nettles.

Check the activity area and remove any hanging dead wood before session wearing hard hat.

Den building materials Major/ minor injury - trapped fingers, splinters, being hit with logs, dropping logs on toes, being knocked over by timber, muscle strain

Ensure no running when carrying logs Demonstrate good practice when carrying logs

or branches – encourage team work. No branches to be torn from trees Health and safety briefing to include being

aware of others when moving logs or branches Selection of appropriate sized material – not

thicker than a participants arm Work gloves to be available if appropriate Take care with sharp ends on branches,

particularly conifers. Do not use thorny material such as blackthorn

or hawthorn & green bracken in August/Sept. due to inhalation of spores.

Completed dens Major/ minor injury from collapse of structure or excavations, cuts and bruises.

Guidance to be given on safe construction of shelters and responsible adults to monitor shelter safety during the session

Guidance to be given on how to tell if wood is rotten

Ensure only natural and provided materials used, eg no fly-tipped materials.

Dismantle or make safe dens at end of session.

Minor excavations to create hollows and caves may be acceptable at the discretion of the leader, but deep excavations should be discouraged due to danger of collapse.

Avoid cuts by using loppers to cut dead bracken instead of bare hands.

Treehouses Major/minor injury by

falling from or collapse of tree house

Verbally explain that treehouses must have a maximum fall height of 1.5 metres.

Ensure that the 2 metre ‘fall zone’ around the tree house is free of any pointed stumps, rocks or dangerous waste before building commences. Normal vegetation cover is not a problem for those suitably dressed.

Access to the tree house needs to be checked by a qualified adult before use, ie the weight bearing capacity of a rope or ladder. Ladders should be made using the ladder lashing or square lashing.

Introduce only when students are ready to use safely; that they can concentrate, be calm & listen to instruction Ensure that ratios of staff to children are adequate to introduce on a 1:1 Introductory activities should suit the ability of the individual so as to ensure success & any subsequent activities

should be extended as they show development of necessary skills.

Safe working area for tool use: Blood bubble is the area around you within arms reach plus the length of the tool A safe working area constitutes of flat level ground, no overhanging branches, no trip hazards, good light levels,

suitable weather conditions (not too wet or cold) and sufficient space and distances from other learners/staff taking into consideration ‘blood bubble’.

Showing awareness for safe practise & not causing harm to others (so not only to take caution with own actions but to also be considerate for the safety of others)

Choose an area within the site suitable for activity at any given time (this may change dependent upon how the site is being used) Mark out work area with flags & inform the whole group so they are aware of what is happening

Tool Risk Assessment completed by: Irene Cooper Date: 31/05/13

AxeTool used for: Splitting timber & pointing posts

Transporting to FS: Tool bag (waterproof & secure), safety cover on head of axe, locked in boot of vehicle

Safety Checks: Look for cracks in head, that is not loose, handle is firmly in place and doesn’t wobble, handle has no split in it, pin in head is in place, check sharpness of blade and for chinks out of metal

PPE needed (and for whom):

Safety boots should be worn if standing whilst working with an axe, these aren’t available in children’s sizes. 3-point stance reduces risks

Additional Safety Equipment to be used:

Chopping block keeps wood stable and prevents harm to the body

Ratio Adult/Child 1:1

Safe Body Stance: 3-point stance in-front of chopping block or standing legs apart, shoulder width, so axe swings between legs (using a long handled axe

Safe Action: Make sure no-one is behind or in-front and a safe distance awayInform the groupClear area nothing likely to catch during swingHold head straight down, raise to shoulder height and strike straight down. Don’t over stretch, have work at back of block, test swinging in right place before you strike.

How to Clean: Oil and rag, in woods use wood

Storage: Locked, secure cupboard with restricted access

Loppers & SecateursTool used for: Pruning twigs and small branches

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Transporting to FS: Waterproof, strong & secure tool bag, or locked in boot of vehicleApply safety lock on secateurs

Safety Checks: Check handles are secure, mechanism joining two handles is secure, bolts are not loose, shuts and opens as it should, brace against body to check blade is in good condition


Hard hat if cutting above head height, if user is too small or they are unavailable remove risk


Gloves can be used if materials are rough or thorny but not whilst cutting only to move things

Ratio Adult/Child Initially 1:1 until competence is established within the group

Safe Body Stance: Feet shoulder width apart for a stable stance, work raised off the ground

Safe Action: Don’t cut anything larger than thumb with loppers or little finger with secateurs.Carry with blade facing the ground using bottom handle.Cut with blade on the topStand with arms forward so body is not trapped

How to Clean: Oily rag

Storage: Locked and secure cupboard with restricted access

MalletTool used for: Assist splitting wood with a knife or to bang in pegs

Transporting to FS: Strong secure bag

Safety Checks: Head is firmly attatched to handle, check for splits in wood


None if 3-point stance is used

Additional Safety Equipment to be used:Ratio Adult/Child 1:1 to introduce then 1:2 children

Safe Body Stance: 3-point stance

Safe Action: Fingers away from hitting areaIf working in pairs; good communication and eye contactGloves should not be wornBe aware of surroundings and ‘blood bubble’

How to Clean: Keep dry and wipe with a rag

Storage: Locked and secure cupboard

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Fixed Blade KnifeTool used for: Whittling, peeling bark, cutting string, pivot cut

Transporting to FS: Secure, lockable, waterproof, safe box

Safety Checks: Sharp, undamaged & sheath fits properly, no movement between blade & handle


n/a


Sheath to prevent harm to others whilst not in use

Ratio Adult/Child Preferably 1:1, dependant on attitude & ability

Safe Body Stance: Stable position, 3 point stance is suitable, other safe stances include to sit on a stump or stool with feet spread shoulders width apart in stable position and lean with elbows on knees and hands pointing toward each other, knife facing down toward ground. Being aware that elbows don’t come in toward body as this increases the risk to the femoral arteries. Or to sit in a stable position, to hold working arm straight (knife hand) and stabilize work to side of body working down toward the ground.

Safe Action: Working away from the body, taught 1:1, supervise to develop competence & safe practise

How to Clean: On wood, with rag & oil

Storage: Lockable and secure cupboard/storage unit

BowsawTool used for: Cutting lengths of wood too large to be cut using secateurs or loppers.

There are two types of blade; raker blade for greenwood or peg tooth blade for seasoned/dry wood

Transporting to FS: Blade cover is in place, carried in a sturdy, waterproof bag, if transported by a vehicle must be in the boot, access must be restricted and monitored.

Safety Checks: Ensure blade is sharp and in good condition, the best way to do this is check effectiveness through use. Check handle is not bent or damaged, rivits where the blade is attatched are in place and not loose, blade is not warped.


If A-frame is used and hands carefully positioned so that the blade is separated from the hand holding the wood firmly into place then there is no need to wear a glove.

Depending upon age, activity and size of wood being handled it may be deemed appropriate to wear steel toe cap boots.


Use of an A-frame makes sure the wood is held securely whilst being cut.

Florescent clothing or marker flags to denote work areas & draw attention to tool users

Ratio Adult/Child Taught 1:1 supervise to ensure competence & safe practise

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Safe Body Stance: Spread feet to stabilise stance, one foot slightly in front of other, dominant arm needs to be able to take saw full length of blade over wood, other arm to hold wood still.

Safe Action: Two man sawing using 24” blade person either end of saw, only needs to pull. This helps student to get an idea of the motion needed to saw effectively.

Individually – cuts on the push & pull of the whole length of the blade

To start a cut off and minimise the chances of the saw jumping out the cut draw the saw toward you three times to create a groove.

How to Clean: Paintbrush to clean off and wipe with oily rag

Storage: Water tight, lockable and secure cupboard/storage unit

Generic Activity/Operation Risk Assessment – Hampshire & IOW Wildlife Trust


Activity/operation: Use of Tools

Date of latest revision: 17th January 2013 The Outdoor Education Activities Risk Assessment must be read in conjunction with this form.

Typical groups at risk**

Staff; volunteers; Forest School participants; children; young people; support staff

Hazards Risks Risk control measures

Use of tools (all types) Cuts, knocks, crushing injury, trips, serious injury

HCC outdoor policy guidance of one qualified instructor to a maximum of 12 participants.

In almost all circumstances Wildlife Trust owned and maintained tools only will be used during the session. In exceptional circumstances staff, volunteers or participants may be permitted to use their own tools at the discretion of the Trust Officer in charge if that Officer has inspected it and is happy that it is suitable for use on the session. The owner of the tool will be required to follow all instructions for when, where and how the tool may be used and stored during the session and the Officer in charge will withdraw this permission if these instructions are not adhered to. This control measure applies to all tools, including pocket knives.

Leaders responsible for maintenance and safe storage of tools prior to and after sessions. All tools to be checked regularly for safety and sharpness.

Site to be kept tidy to reduce trip hazards when handling tools.

Adult supervision given at all times, ratio appropriate to the tool being used, the nature of the activity and the age and ability of the group.

Tools to be retracted if not being used as instructed. Tool talk and demonstration delivered before a tool is used,

this will include safe (stable) stance, safe carrying method,

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use of the tool and what it is appropriately used for. Never wear a glove on the hand which is controlling the tool.

A glove may be worn on the other hand if appropriate. Maintain a safe (stable) stance and a safe working distance

away from other members of the group, usually two arm lengths.

Access to tools explained to group – all tools must be issued by designated adult(s), children must not help themselves.

Where appropriate tools should be sheathed when not in use and stored in a secure box or bag.

Knives MUST be kept in a locked box when not in use or being transported.

When passing tools, maintain eye contact and keep blade pointing away from you and participant.

Between uses, leave tool flat on the ground where it does not pose a trip hazard. Never leave tools stuck into chopping blocks, leaning up against something or hanging in a tree.

When cutting tools are being carried around the site, ensure the blade is pointing at the ground and the carrier is walking carefully - not running.

Be aware of seasonal conditions when deciding whether it is safe to use tools, e.g. if it is raining, handles of cutting tools may get slippery; if it is very cold, it may be difficult for small hands to use fiddly tools such as screwdrivers; in the summer when mosquitoes are biting in woodland areas, it may not be safe to use sharp tools such as knives; and tree cutting should not take place in windy conditions.

Bowsaw and pruning saw

Cuts, amputations

Control of the bowsaw can be maintained, if necessary, by an adult holding the opposite end of the saw while the child keeps hold of the handle.

Use a stable support which is raised up off the ground where possible. The wood can be held securely by another person if necessary.

The free hand should always be away from the cutting blade, behind the wood of the support.

Pruning saws cut when being drawn back over the timber, so ensure user understands this.

Unlike the bowsaw, control of pruning saws cannot be maintained by a supervising adult, so ensure participant is capable of following verbal instruction and using the tool safely.

Blades to be checked regularly and replaced when no longer sharp and fit for purpose.

Blade covers to be placed on bowsaw blades and pruning saws closed into locked position when not in use or stored.

Knives Cuts, amputations

Knives will only be used with children under Forest School guidelines and under instruction and supervision of the Forest School leader (level 3).

Anyone using a knife will do so in a seated or squatting position, preferably at a chopping block.

Knives must be closed or in their sheaths when being moved around.

The Forest School leader must be told whenever anyone, adult or child, takes and returns a knife to the knife box.

Knives will be sharp, well maintained and kept in a locked box when not in use.

Knives will be counted at the beginning and end of the session and should tally with the information printed on the inside lid of the box.

Cutting direction should be away from the body. Ensure all participants understand the principles of the

“blood bubble” and avoid entering this area when someone is working with a knife. You might want to use a tarp on the ground in the work area to give a visual reminder of this.

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Knives should never be kept or stored in pockets.Secateurs and loppers Cuts,

amputations Tool should be the appropriate size for the user. Ensure there is safe access to the material to be cut. If cutting material above head height, hard hats must be

worn. As a general rule, never cut anything thicker than an adult

thumb with the loppers or thicker than an adult little finger with the secateurs.

Goggles should be worn when using loppers to cut scrub, in accordance with HIWWT policy.

Electric Drill Serious injury, electrocution

1:1 supervision at all times. Secure log to be used as the drilling platform. Adult to hold the head of the drill, fingers kept away from the

moving parts. The adult controls the positioning and vertical movement of

the drill at all times. The child holds the handle and presses the trigger when

instructed to do so. Wood being drilled held in place with gloved hand. Drill must have up-to-date electrical safety test. Not to be

used in wet weather.Palm drills, bradawls and gimlets

Puncture wounds, cuts, abrasions

These tools will be used under appropriate adult supervision and under instruction from the Forest School leader.

They should be used on a chopping block or other firm base. Ensure that fingers are kept away from the cutting parts and

children are aware which part of the tool is sharp. These tools should be kept in an appropriate container within

the tool or kit bag. These tools should only be used for making holes in wood.

Peelers Cuts and abrasions

Peelers will be kept in a suitable container in the tool or kit bag.

Peelers will be replaced when no longer sharp, so it is a good idea to keep a supply of new ones.

They will only be used on green wood and under adult supervision.

Stems will always be peeled away from the body with the green stick held in the other hand while secured under the arm as instructed.

Keep plenty of clear space between participants.Mallets Injury, squashed

fingers, head injury, concussion

Verbal instruction given before use to reduce chance of being hit or hitting someone else with mallet.

Ensure hands are glove-free. Ensure stable stance used, e.g. three point stance, to avoid

head injury. Mallets should be checked before use and those of

unsuitable quality removed. Fingers should be away from hitting area. If being used in pairs ensure demonstration of good

communication and eye contact given.Tent pegs Puncture

wounds When using tent pegs to hollow out green stems such as

elder, ensure participants are sitting down and working at a chopping block or other firm surface.

To prevent tent pegs getting lost and causing a hazard, either mark them with coloured electrical tape or cover the ground with a tarp in the work area.

Give verbal warning and continual adult monitoring to prevent tent pegs being stuck into hands or legs when in use.

Tent pegs will be stored in a suitable container within the kit or tool bag.

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Sparhooks, billhooks and hand axes

Cuts, amputation, head injury

These tools will only be used with children under one to one supervision with trained personnel.

They will only be used to cut green timber. They will be well maintained, handles regularly checked for

worm damage and blades kept sharp. They will be stored, with the blades securely covered, in the

tool bag. Never cut towards the body. Do not use in wet weather as the handles become slippery. When cutting large material, consider using the hook in

conjunction with a mallet. If you are not confident in the use of these tools, do not use

them. Only use a hand axe at a chopping block. Goggles should be worn when using a billhook to cut scrub

in accordance with HIWWT policy.Hammers and screwdrivers

Cuts, bruises, impalement, head injury

Ensure the size and type of tool is appropriate for the task. These tools should be used on a secure surface. Give verbal warning to keep fingers safe from hammers. Hammers should only be used to secure nails. Screwdrivers should only be used to secure screws.

Spades, shovels, trowels and rakes

Minor injury Spades should be kept sharp to ensure efficient use. Digging tools should be cleaned after the session and oiled

regularly. Digging tools should be the correct size to ensure safe and

efficient use. Digging tools and rakes should never be stored face up on

the ground.

Moving heavy materials, e.g. large logs

Crushing injury, back injury

Safety boots to be worn if there is risk of crushing injury to the feet.

Heavy logs should be rolled carefully, not lifted. When lifting is necessary, keep the back straight and bend

the knees; get help and do not overstretch yourself.Wood Splinters Give verbal warning, especially when collecting firewood.

Work gloves should be available, suitable for both adults and children - keep dry and replace as necessary.

Wheelbarrows Injury from falling items, squashed toes

Wheelbarrows should be loaded safely, with weight balanced evenly and items secured with a strop or cord.

Wheelbarrows will be stored safely on site, upside down and away from the activity area.

Wheelbarrows may be used by children at the discretion of the task leader and under adult supervision.


Are any special groups at risk? Children and adults with special needs



PPE needed Safety boots Safety Wellingtons Goggles

Leather gloves PVC/rubber gloves Hard hat Ear defenders Dust mask

Form completed by: Dawn Preston Approved by (if appropriate): Richard Temple

Position: Education Officer Position: Assistant Education Officer

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General considerations for good practise with fire lighting, management and extinguishing:

Staff should be competent in fire lighting, management and extinguishing All adults involved with the use of fire should read the Fire Risk Assessment Fire should not be lit in unsuitable dry or windy conditions and should be a suitable size, there should be no

overhanging branches Fire wood should be collected from a wide area to avoid depletion of dead wood in any one area and awareness of

wood available, impact of group use A fire surround and seating circle should be demarked Long hair, dangly items of jewellery or clothing removed or tucked in A fire guardian or keeper appointed and permission to enter the circle sought To cross the circle walk around the outside, no running in the fire area Fire wood should be kept a safe distance away and not pose a trip hazard Sufficient water should be available to extinguish the fire The fire should be put out if behaviour is unsuitable and unsafe around the fire Scatter or remove all trace Fire will only be used to serve a purpose with adult

involvement & leadership

Plan of a safe camp fire layout:Including distancing between seating, fire surround, fire extinguishing methods and safety exits

Risk Assessment completed by: Irene Cooper Date: 31/05/13

FireConsiderations before deciding to have a fire:

Weather conditions; is it too windy or wet or dry? assess hazards Ability to concentrate, listen to instruction Ratios Land owner permission (legal responsibility) Is there a purpose?

Safety regarding clothing and hair:

Nothing dangling down likely to catch fire (tie hair back, take scarfs off & tuck in anything likely to fall) Ensure clothing is not flammable, take gloves off

Safe Siting: Overhanging branches should be 5 meters clear of fire site Shelters, structures, buildings should also be a safe distance away Trip hazards, tree roots & rocks (they can explode especially flint) should be clear of fire site & it should not

be on tree rootsSafe Management: Demark fire surround with logs NOT stones

Use seating circle as another marker (children to seek permission before entering fire circle & to walk around outside to get to opposite side)

Fire safety games can be used to teach safe practise. It is also advisory to have another area surrounding seating circle as a walking zone so the fire area is not approached quickly to prevent accidents

Emergency exits around circle Flags can mark entire fire area

Safe Extinguishing: Fire blanket for emergency use Water for burns & also to douse adequate to size of fire so all embers are cold. Pour on slowly to prevent

hot ash blowing up in your face spread out embers first to take the heat out of the fire

Storm KettleSafety Precaution: Ensure all parts are in good condition especially handle is secure and not loose, chain is

secure and cork out of spout when in use.40 | P a g e

No one looks into chimney whilst lit or covers itSafe Siting: Flat, clear ground with no trip hazards

Group is aware of it being litDemark a walking area around sitingSafe distance away be seated

Ratios: Introduce 1:2children, then 1:4 once competent

How to add fuel: Light a small fire using pencil thickness sticks in base, put kettle on top, then add pencil thickness sticks through chimney once lit one at a time.

Instructions on how to safely lift kettle once boiled:

Hold handle horizontally to lift with hands under handle to take weight of the water

All those not lifting or moving water should be seated

Instructions on how to safely pour:

Use chain from cork to safely pour by slowly and gently pulling it backward to tip kettle

How to extinguish: Add water to fire bowl until no heat is felt with back of hand

Hampshire & IOW Wildlife Trust Risk Assessment:

Activity/operation: CAMP FIRE and STORM KETTLE

Date of latest revision: 22/01/2013 The Outdoor Education Activities Risk Assessment must be read in conjunction with this form.


Staff; volunteers; participants


Matches/ fire strikers Minor burns Correct use to be demonstrated Participants to be supervised while using matches or

strikers as appropriate to their skill and experience Matches/ fire strikers to be stored in a controlled manner

and counted in and out.Fire Burns Group size to be appropriate for the age and ability of the

group. Fire ‘circle’ to be clearly demarcated an appropriate

distance from edge of fire. Ensure a safe walking area around the outside of the fire

circle that is free from trip hazards Verbal warning - no-one to enter fire circle unless invited

to do so by the leader and to only approach fire circle face on

Ensure no trip hazards inside the fire circle Fires must not be lit directly under low hanging branches,

near to tree trunks, in very dry or windy conditions, or where there is a risk of the fire spreading either via the ground or adjacent vegetation. Correct laying of appropriate sized fire to be demonstrated, including use of correct size and quantity of fuel

Wood for fire to be stored away from fire during activity High ratio of adults to young people- depending on age

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and experience of group Ensure appropriate behaviour, including no running Activity to cease in event of unacceptable behaviour Clean bucket of cold tap water to be available for treating

burns Remind young people to ‘stop, drop and roll’ if clothing

catches fire Long hair to be tied back; jewellery and loose clothing to

be secured or removed Addition of fuel to fire to be supervised by adult One adult to supervise fire at all times At least one additional bucket/ water carrier of water to be

present to extinguish fires Fire must be turned in, and doused at the end of the

activity.Lifting heavy logs Back injury Only use small logs/ sticks on fires

Smoke Breathing difficulties/ discomfort

No “green” wood, treated wood, yew or laurel to be burnt on camp fire.

Advise participants to sit in a location to avoid smoke inhalation where possible.

Participants or staff known to experience smoke aggravated asthma advised to take particular care and reminded to take/carry required medication

Use of storm/ kelly kettles

Minor injury or burns

Scalds, burns

Ensure kettle is in good repair prior to use Staff to closely supervise lighting Kelly kettles with no less

than 1adult:4 children Staff to be responsible for lifting kettle on and off base Heavy duty work gloves to be used when lifting kettle and

remove from heat by holding handle in the horizontal position.

Cork to be out of spout when kettle is in use Appropriate safe area to be in place around kettles. Ensure the kettle is placed on a firm, level base. Only small (pencil thickness) sticks to be added to

chimney of kettle one at a time by staff or children under close supervision of staff

Ensure no-one looks into or places anything over chimney of kettle

Young people to be seated if appropriate and a verbal warning given when kettles are being handled/ moved and when boiling water is being poured

Drinks allowed to cool before tasting Verbal warning of risks of hot drinks

Food preparation/hygiene

Allergic reaction/illness

Food should be stored in a clean plastic box with a lid to prevent contamination with mud, rainwater, etc.

Use a cool box / bag with ice blocks if required, eg for dairy products and vegetables during hot weather.

Ensure the food to be cooked is appropriate for the age and skill level of the group.

Take care that eggs or anything containing eggs is thoroughly cooked, including sponge mix.

When decanting food products into other containers, eg refill bags of hot chocolate, ensure that the original packaging is available in the food box so that ingredients can be checked.

Be aware of food allergies and other dietary requirements prior to activity and ensure that participants know what exactly has gone into the food.

Food and utensils should be prepared and stored in a clean environment, even if outside. Use a clean tarp under the food prep area and use a cutlery and chopping boards from the kitchen.

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Hands cleaned before eating/handling food using soap and water or “disinfectant hand-gel”.

Refer to HIWWT Food Hygiene Hazard Analysis procedures

Flammable food (i.e. marshmallows)

Burns (particularly hands & mouths)

Staff to closely supervise toasting of marshmallows with adult to child ratio of 1:3 within the fire circle

Once marshmallows are toasted and ready ensure children are seated with their toasting stick held still & next to them in an upright position. Other staff member / volunteer to ‘sandwich’ the toasted marshmallow between two biscuits, ready for children to eat.

For all food cooked over the fire a verbal warning must be given to leave food to cool before eating.

Verbal warning given that the end of the toasting stick will be hot and may even catch fire. Once toasting fork are finished with they must remain in the fire area to cool down.

Blackberries or other soft fruit should be squashed when added to damper bread to prevent burns to the mouth from whole fruit.

Take care with melted cheese and ensure it does not get so hot that it bubbles, and has a chance to cool down before being eaten.

Take care with cherry tomatoes when cooking vegetable kebabs, as the juice inside gets very hot. Do not use them with very young children and always give a verbal warning.


Are any special groups at risk? Children and adults with special needs



PPE needed Safety boots Safety Wellingtons Goggles Leather gloves PVC/rubber gloves Hard hat Ear defenders Dust mask

Form completed by: Dawn Preston Approved by (if appropriate) Adrian Goodhand

Position: Education Officer Position: Education Officer

Section 5: Daily operating procedurePlanned format of sessions

Before the session Review of site & activity Risk Assessments Daily Risk assessment to identify potential hazards or risks Equipment check & preparation Session Plan for activities Attending staff to consult session plans and understand roles and associated risk assessments in

advance of forest school Refresh memories with session plans and allocation of roles during session. Meet families in car park, provide gathering activity to keep children safe & entertained whilst

waiting for the group to arrive Record of those in attendance in form of a register

During the session43 | P a g e

Walk to designated forest school area within site; activities planned for this time to engage children in their surroundings

Circle time; forest school name, getting to know one another games, introduce the day’s session plans/activities

Ensure opportunities for child led, free play Observe and be vigilant to whereabouts of all participants, conduct regular head counts Ongoing Risk Assessment; change, adapt or stop activities in order to protect safety and welfare Adapt session plans to accommodate needs and interests of group Observe children’s learning and development to inform future session plans; identify areas of

development and how best to facilitate learning Annotations or photographic records of observations

After the session Collect equipment together, Count in and check ready for secure transport for storage Tidy and clear the site to be left as found Bring group back together with circle time Providing an opportunity for feedback on session to help inform future sessions and observations of

children’s learning Adapt or create subsequent session plan to incorporate skills, interests and contributions of the

group and staff. De-brief with staff for further feedback on delivery Formative evaluation Before next session clean & maintain tools if necessary

Section 6: Session Plans

Date:14/06/13 Session Number: 1

Staff: Irene CooperSteve Walker

Number of Children: 18 (with parents attending)

Age Range: 2-11 yrs

Aims of the session:

Get to know one and other, introduce the forest school approach and discover the interests, learning and development of the group.

Learning about the natural environment and species within the site Journeys, travel, new experiences

Resources:

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Daily Risk Assessment Emergency bag Wheel barrow Equipment box from Testwood Lakes;

1X Tarp & thick ropeLarge camo-net 6 blindfolds6 bug potsFSC fold out minibeast chartmini mirrors

Equipment provided by Irene Cooper: Wildlife reference books Flower press x3 Scissors x 9 1 x ball of string Long thick rope x1, thinner x6 Card Pencils Binoculars x1 FSC charts x 4 Hand washing water, bowl, towel & soap, drinking water Toilet tent & porta loo Frog soft toy Lengths of string for the journey sticks Wishes to tie to the tree – natural objects in a basket with string, ribbons Boundary flags Gloves x4 Tarps x2

Approx Timings: What we are doing:

12pm Meet volunteers in car park

Use wheelbarrow from centre to transport resources box to site, toilet & tent, water carriers, hand washing bowl, towel and soap

Conduct daily risk assessment

Refresh on session plan

1pm Irene to carry emergency bag

Irene to welcome attendees and take register, get parents to sign medical & 1st Aid consent forms, photographic consent form.

Steve to lead gathering activity:

Get children into a circle as they arrive on the grass beside

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the car park. As new participants arrive Irene will let them know the game so they can join straight in.

Frog (small soft toy) is a friend of Testwood Lakes, he wants to hop about and get to know you all. As he hops from one child to the next he would like to know your name. If you would like to make up a forest school name you can use that as well and let us know both your names. Choose an animal you like. Can start by simply passing him around the circle and then he might like to jump across. See if you can remember each others names.

1:15pm

Feedback from parent PB to expand activities for older children

Walking to the Forest school area whilst making a journey stick. I thought it would be a nice idea to get to know the plants and things we see along the way. Irene to provide string as we leave the car park. One staff at the front and one at the back of the group.

Collect a stick on the way and tie or thread things found along the way to record the journey.

Assist children in identification and discuss different things experienced and seen along the way. Follow children’s interests.

FSC charts & wildlife ID books

Flower pressing at site

1:45pm Circle time

Introduce the area to the children and their families; arrange a circle with rounds of wood.

Introduce concept of boundary and hazard flags, encourage children that if they wish to explore this idea we will have some time to play shortly

Discuss idea of the wishing tree, invite everyone to talk about their wishes for their time at forest school and tie a ribbon onto the tree. Steve to hand out ‘wishes’ to hang on the tree for those who have not bought their own offering. It would be nice if everyone bought something with them, perhaps it will have its own journey to tell about where it came from or we could find things on our walk.

This is a means of discovering what they hope to get from FS

2pm Free choice and exploration of the forest school area

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Bring a variety of resources, make note of interests of children

2:35pm Initiate tidy up (give verbal warning 5 minutes beforehand) counting in equipment

2:45pm Circle time

Feedback from all participants; what they enjoyed the most & what they would like to do in future sessions. Discuss ideas and similarities between interests.

3pm End of session

Staff to assist returning of equipment to the car

During this time de-brief discuss how the session went and anything in particular they observed, make records of observations

Irene to clean & maintain any equipment where necessary

Write formative evaluation and adapt session planning to suit needs of the group. Also record any observations that are not recoded as yet

Evaluation of Session:

What went well:

Provision of drinks was necessary, all the children were thirsty due to the walk to site Lara’s (staff) feedback was that she thought it was a good idea to give the children Wildlife ID activities to

do on the walk to the site, that it got them interested and gave them something to do The children enjoyed the den building, most of the group participated in this activity SC was enthusiastic in giving ideas and contributions for the next session and spent time writing her ideas

down for me TC

To remember for future sessions:

E-mail and face-book contact with parents to establish meeting point at bottom car park, this will make the start of the session smoother and allow time for the gathering activity.

Session went well children enjoyed themselves however the time went by very quickly. I sought permission from parents to extend the time by half an hour to allow more time at the site.

Ensure that staff at front of group during walk keeps children with or behind them, children are not to run off in-front. Make this rule clear before walk commences. Can use frog ‘mascot’ as a guide.

Wildlife ID difficult on the move photographing then identifying later would be easier Guidance needed on safe structures during den building re: carrying heavy weights, looking for trip

hazards, awareness of other children and their actions, supporting and tying or securing wood into place. Children are interested in using rope, there is the potential to teach knot work and some of the children

said they already knew how to tie knots. However they are also interested as a group in making a den

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they can leave behind that has no rope or tarp in its structure. SC ideas for next week to be included in the session for an ‘Alice in wonderland walk’; crowns, tea set,

drink me bottles and labels M&A McG want to learn about fire made a pretend fire during den building during this session, this could

be encouraged next week and used as an opportunity to discover their knowledge of fire safety and perhaps introduce fire safety practise at forest school.

Th.C was climbing alot and balancing, her mum also commented on her love of mud. So.C very shy but piped up when there was mention of potions, think he will also enjoy the idea of a mad hatters mud party with the tea set. (SC Likes Moshi monsters!)

J de’A Shy, enjoyed drumming with sticks on the logs perhaps we could make a musical area? J.Buc collected things to take home, asked to take some shells home take FSC chart for sea shells

(wishing tree) Broken equipment – toilet tent pole to be fixed by next session


Staff:Irene CooperAmy BigwoodEmma


Age Range: 2-11 yrs


Story walk – looking and discovery, exploring in nature, creativity, imagination, language development

Tracking, animals in our environment Den building Explore the environment – mad hatters mud party, potions; creativity and imagination

Resources: Daily Risk Assessment Emergency bag Wheel barrow Hand washing water, bowl, towel & soap Toilet tent & porta loo Story walk resources – Alice in Wonderland pictures, crowns (sticky tape & paper) Tracking resources – cards with images of tracks, magnifiers, card & pencils Alice drink me bottles – food dye, glitter, bottles, paper, string, scissors, water Mad hatters mud party – tea set & water, spoons

Approx Timings: What we are doing:12pm Meet volunteers in car park




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Leave story walk items along the way to the car park


Irene to welcome attendees and take register

Emma to hold gathering name circle game with Amy –

Say your name and run round pass frog to them and they run and say their name. Introduce idea of forest school names

1:15pm Walk to Forest School Area

Conduct an Alice in Wonderland story walk, track the pictures to the site & make crowns. Take on roles and share out telling the story from the picture cards.

1:45pm Circle Time

Hand out tracking cards for children to look at

Discuss what the session holds based on feedback from previous session. Follow interests of children provide for them and their wishes note them down here:

Insipration for the Alice story walk was that I found the white rabbits hole and some poo when I first visited the site. I will prepare some tracking resources to bring .

Can we find evidence of other woodland animals?

Steve or Amy if you have anything on tracking or access through the education centre please do bring it with you to this session.

Amy – tracking activity; magnifiers, binoculars, FSC card, tracking cards, pencils and card look for signs, tracks or evidence of animals, draw footprints if found

Emma – Mad hatters mud party & drink me potions – parents help?

Irene - Den building

3/3.05pm Tidy the area and look after it

3.15pm Circle time

Opportunity for feedback

Thank-you to the woods for having us.... how would we like to do that?

3.30pm End of session


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What went well:



Staff:Irene CooperSteve Walker


Age Range: 2-11 yrs

Aims of the session: Totem animals – thinking about the animals in the environment, how do they behave, what are

their characteristics Making a picture from natural resources - expand wildlife id knowledge

Resources: Daily Risk Assessment Emergency bag Wheel barrow Hand washing water, bowl, towel & soap

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Toilet tent & porta loo Card Crayons Glue Baskets/bags







Volunteer to hold gathering name circle game – crayons and card – draw your forest school animal. Talk about totems if you like. The power of the animal is his or her attributes. If you were an animal which would you be?


Ask if anyone thought of a song to share & sing it along the way.

Collect natural items from the floor that you can use to add colour to your picture. Identify the plants and objects with the children

1:45pm Circle Time

Discuss what the session holds based on feedback from previous session. Follow interests of children provide for them and their wishes

2:00pm Provide glue to stick objects onto pictures

Free play and activity resources provided as a result of feedback from previous session. Make notes here:

3pm Tidy the area and look after it

3.15pm Circle

Did anyone else have a song to share or anything they are felling or thinking about?

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Feedback

Thankyou, bring something to dye with you next week or I will get some fleece so we can make little people for the wishing tree.







What went well:


Date: 05/07/13 Session Number: 4

Staff:Irene CooperSteve Walker


Age Range: 2-11 yrs

Aims of the session: Natural resources can be used to serve a purpose


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Toilet tent & porta loo Bowls Something to crush up plants Items to dye – fleece, cotton to tie into people Images of natural dye, wools, objects Bag to collect nettles for dyes. gloves List /images of natural dye plants Cranberry, blackberry & turmeric dyes Salt water in thermos & bowls x 4







Volunteer to hold gathering name circle game

Hockey cockey but we put Irene in Irene out in out in out shake it all about, we put Steve in, in out in out etc etc.


Potentially harvest nettles for natural dyes, do some wildlife ID

1:45pm Circle Time


Introduce idea of using natural resources to serve a purpose. What is made from natural materials?

natural dye plants - turmeric (yellow), cranberry (red-pink) and blackberry (blue-purple), nettle (green)

make fleece people for the wishing tree & dye fleece in bowls

2:00pm Irene – dye bath preparation

Volunteer – making fleece people

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Volunteer/parents - Activity based on feedback from previous sessions


3.15pm Circle

Feedback –ideas for activity for next walk to site?

Thankyou






Evaluation of Session:What went well:



Staff:Irene CooperSteve WalkerAmy


Age Range: 2-11 yrs



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Toilet tent & porta loo Dye-bath created at home from resources harvested previous week and items to dye Bean bag Tarps & ropes, netting







Volunteer to hold gathering name circle game pass, throw and catch a name with a bean bag or frog.


Activity inspired by children

1:45pm Circle Time


2:00pm Free to play!

Have a go at creating paints from chalk & charcoal

Use clay to make own creations; wands, fairies, faces in trees anything, encourage imagination & creativity, storytelling.Or den building - Steve


3.15pm Circle

I would like for our last session next week to celebrate the journey we have shared, the time spent together during this programme. Any contributions welcome and the session will be left open to be filled by your contributions!

Feedback

Thank you


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What went well:



Staff:Irene CooperSteve WalkerAmy


Age Range: 2-11 yrs

Aims of the session: Thankyou celebration

Resources: Daily Risk Assessment Emergency bag

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Wheel barrow Hand washing water, bowl, towel & soap Toilet tent & porta loo






Amy to welcome attendees and take register

Steve to hold gathering name circle game with Irene


1:45pm Circle Time


2:00pm A space in time


3.15pm Circle

Feedback

Thank you





Write formative evaluation and adapt session planning to suit needs of the group. Also record any

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observations that are not recoded as yet


What went well:


Although not every session the same resources will be provided at site, they will be in my car so it will be possible to get them on the walk to site or if they are not in the planning now it can be adapted. There was a lot of interest in den building so I will just bring it to every session.

Section 7: Observation, records & evaluationMethods used

Photography provides a simple and quick means of recording events, activities which prove popular, and show progression of development.

Annotations, written records, this can be quick notes made during sessions or afterwards Feedback from children and parents, staff Observation should be factual and non-judgemental Observation should not be purposeful and remove the adult from the forest school

environment or be overt but be literally what is observed, a narrative.

Purpose of observationObservation allows identification of children’s learning and development to be recorded, sessions to be evaluated to determine whether they are of benefit to the children and are meeting their needs and interests, patterns of behaviour indicating schemas. Subsequent sessions can be planned to incorporate feedback of participants.

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