Way Ahead summer 2013

Way Ahead

www.surreycc.gov.uk/wayahead

Summer 2013

Free

For playwork, early education and childcare proFeSSionalS in Surrey

In this issue/what you might have missed/new reading strategy /playwork update

Forest school special

Have you been out in the

woods today?

Physical development in the EYFS

working with parents

Being twowhat it’sreally like

02 03

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Welcome to the summer issue of Way Ahead. It’s been a very busy period for the sector, now that we are almost through the first year’s implementation of the revised Early Years Foundation Stage (EYFS) framework. The Coalition Government has been busy too in recent months, with announcements on future funding for the free entitlement for two year olds and the outcome of reviews on childcare and workforce development.

At the time of writing, the Coalition Government had just published the More great childcare report and launched a consultation. I hope that you had time to respond to the consultation, as the views of practitioners are important for the Department for Education and for Ministers to hear, and take account of, in the decisions that are finally taken. We submitted a response from Surrey County Council.

Our cover story is a feature on what it’s like being two and what you can do to support them, advice on the progress check at age two and tips. We all know how important the outdoor environment is, so we have included a feature which expands on the development and ethos of Forest School and how it’s being adopted by practitioners across the county.

There are also features on the changes we are making in the use of various forms of media formats to communicate with you, a focus on the prime area of physical development and a piece on the planned launch of our Early Years Reading Strategy.

Phil Osborne

Head of Early Years and Childcare

Contents

03 // Update Whatyoumighthavemissed

04 // feature Noticedanythingdifferentlately?

05 // eyfs PhysicaldevelopmentintheEYFS

08 // cover story Beingtwo

12 // the big read Newreadingstrategy

13 // feature Playworkupdate

14 // forest school special Q&AwithaForestSchoolexpert

16 // forest school special Questiontime

18 // forest school special Mythbuster

Way Ahead Welcome

to

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Communications Team, Surrey Early Years and Childcare Service. For more information or to contact us:email: [email protected]: www.surreycc.gov.uk/wayaheadtel: 01372 833833

The paper used for Way Ahead is from sustainable forests grown for the production of paper and has the Forest Stewardship Council mark. The magazine is printed, using vegetable based inks, by an ISO 14001 accredited printer.

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Way Ahead

Free early education For two year olds (Feet) criteria changesIn January we changed the criteria for FEET funding and updated the FEET application form. We’ve added to the number of groups of children we will automatically fund and we’ve matched the financial criteria to the one for free school meals. Find out more at www.surreycc.gov.uk/feet

templates to help you deliver the revised eyFs We’ve developed three templates to replace the old Learning Journey that will help you plan, observe and document the learning and development of individual children in your care. You can use two of these templates to carry out the new progress check at age two (see page 8). We have also written

an information sheet about the revised Early Years Foundation Stage (EYFS) that you can give to parents. You can download all these documents from www.surreycc.gov.uk/eyfs

new activity sheets For toddlersThis new series of activity sheets are a great tool for you to use with parents to help them to develop their toddler’s communication and language skills. They’re called Why not try this at home..? and there’s an activity sheet for every month of the year with tips and an activity idea. And each month we’re giving you tips on how you can use them in your setting through Way Ahead e-bulletin and our Facebook and Twitter pages (see box below for details). The activity sheets are available online at www.surreycc.gov.uk/earlylearning

do you know about the inclusion support grant?Our Inclusion Support grant helps children with additional needs into early education and childcare by supporting settings with additional staff time and resources. An additional need can be a physical, sensory or learning disability, having English as an additional language, having difficulties in areas such as communication, attention, or behaviour and problems, which may be related to children from socially excluded families. To find out more go to www.surreycc.gov.uk and search for inclusion grant.

government proposals For the Future oF early years childcareIn January, the Government published their response to Professor Cathy Nutbrown’s review of early education and childcare qualifications. Their report, called More

great childcare: Raising quality and giving parents more choice, outlines their plans for the future of childcare in the early years. It looks at Ofsted and local authority arrangements, qualifications at entry level, the role of Early Years Professionals and staff ratios. They ran a consultation around the staff ratios and qualifications ending on 25 March. You can read the report online at www.education.gov.uk/publications

let’s get social...This January we launched Early Years and Childcare Service Facebook and Twitter pages. See the box below for details.

Update

Update

Cover storyp8

If you follow us on Twitter and Facebook and read the weekly Way Ahead e-bulletins, you’ll be up to date. But if not, here’s just some of what you might have missed...

// welcome / contents news / update //

03

04 05

- physical development

No doubt, you already know that physical development is a prime area within the revised Early Years Foundation Stage and that physical activity guidelines from the Department of Health (July 2011), include recommendations about the amount of physical activity under fives should be doing. With this in mind, we thought you might like a few tips on how to expand the possibilities for physical development every day in your setting.

We really care about what you think. Which is why we send out surveys, invite you to focus groups and ask for comments through things like the Way Ahead e-bulletin. And what you say can change things. Here are just a few examples of how we’re using what you’ve said to improve our communications with you.

To make sure you hear about future opportunities to give us feedback, see page 3 for how you can keep up to date.

differentanything

Nearly 70% of you who use Facebook said you’d be interested in following a Facebook page run by usSo, in January we launched a Facebook and Twitter account for practitioners and people who are thinking of working with children in Surrey. Find us at www.twitter.com/surreyeycs and www.facebook.com/surreyeycs You told us this through our review of our online services in autumn 2011.

Just 43% of you thought the information on our web pages was easy to findWe want to make sure you can get what you need quickly and easily, especially as a massive 87% of you said the information on our web pages is useful. So we’ve completely restructured our pages and put you at the centre with dedicated home pages – the main one is www.surreycc.gov.uk/eycpractitioners This formed part of our online services review in 2011 including focus groups and online surveys.

You said you love Way Ahead magazine but you want it earlierYou said you love Way Ahead magazine but you want to get it earlier so you can use it in your planning, so we’ve done just that. We’ll now send you the summer term issue in March, the winter term issue in July and the spring term issue in December. We know this from the focus groups we held last autumn to find out what you thought of Way Ahead magazine.

You’ve emailed and told us that the online training booking system isn’t easy to useWe agree so we want to replace it with something that will be much simpler and quicker to use. This isn’t a rush job as we want to get it right so in the meantime we have produced online training directories which should make it easier to see what’s available, find these at www.surreycc.gov.uk/childcareworkshops You’ve been giving us informal feedback by emailing and telling us your comments.

lately?

Noticed

next page

efys / phySical development in the eyFS //// noticed anything diFFerent lately? / feature

Take advantage of opportunities that present themselves naturallyFor example when you’re changing toddlers’ nappies, encourage them to lie down and get up themselves as this helps to strengthen their core muscles and to support and develop balance and coordination (it also has the added bonus that you won’t need to strain your back!)

Encouraging your children to walk up and down stairs by themselves is another good opportunity. Just be aware that it’s very physically challenging for the children and they may need your support. You can also help the children to learn to use alternate feet by making sure there are opportunities in your setting for them to climb. Try starting off with having large blocks for the children to crawl, walk and climb up and over and when they’re more confident, provide stilts so that the children can get used to moving each of their feet at different times.

Be aware of choking hazards, but allow babies and children to feed themselves finger foods when appropriate as this helps to promote fine motor skills like grasping and hand-eye coordination.

New online resources for you to use with your parentsWe’d like to help you share the message about the huge impact physical development has on all other areas of development. So here in the Early Years and Childcare Service, we’ve been busy producing a series of leaflets called Move with me, to help you share that message with parents. The leaflets have ideas and tips, similar to those suggested above. There are seven in total, each one aimed at parents with children at different stages of development from birth to 4 years plus. The leaflets give parents an insight into both what a child is capable of at each age and which activities they can try with them, to support their child’s physical development at home.

As well as including everyday activity ideas to try at home, the leaflets sometimes include a more in depth explanation for an activity. For example, the suggestion that as their child washes their doll’s face and tummy, the parent encourages the child to use an anti-clockwise movement, is followed with the why. So in this case, because it’s vital that their child can do these movements on a large scale before needing to do them on a small scale such as in writing.

You’ll find all the Move with me leaflets as easy to print A4 sheets, at www.surreycc.gov.uk/earlylearning

And to see more of our physical development photos, just click on the link to the Flickr gallery on the How parents can help with physical development web page at www.surreycc.gov.uk/earlylearning

Concerned about a child’s physical development?To have efficient physical development, all muscle groups must work in harmony with each other. If you have concerns about any aspect of a child’s physical development always discuss this with the child’s parents or carers and see if it is something that you can work on together. In some cases it maybe necessary to complete a Common Assessment Framework (CAF) to involve other agencies, such as occupational health, a physiotherapist or a speech and language therapist, for their advice and support.

Find out more about CAF at www.surreycc.gov.uk/caf

Other useful online resources The British Heart Foundation National Centre resources are designed to provide early years practitioners and health professionals with practical tips www.bhfactive.org.uk/earlyyearsguidelines/index.html

Start4Life ideas to help get children more active www.nhs.uk/start4life/pages/baby-moves NHS Choices’s information about physical activity in the early years www.nhs.uk/livewell/fitness/pages/physical-activity-guidelines-for-children

Promoting physical well-being workshopThe aim of this workshop is to increase your confidence in how to support the physical well-being of children across every aspect of the Early Years Foundation Stage, enabling you to improve the quality of provision for physical development in your setting. It will include opportunities to take part in practical activities and reflect on theories of child development.

To book onto this workshop go to www.surreycc.gov.uk/childcareworkshops

Jargon busterDon’t be offended, we know you know

what these words and phrases mean! We’re including this information so you can pass

it on to your parents as they may not. You could put in on your notice board, email it out or use one of the other ways you like to

communicate with your parents.

tummy time This is placing a baby on their tummy with engaging toys, lights, mirrors, or you! to look at. This can help the baby build gross motor skills as they improve neck, back and arm strength from this position. Short, frequent sessions of tummy time will eventually help support a baby to crawl. During Tummy Time a baby can learn to kick their legs and flap their arms. They can reach and do pushups when there are strong enough. Eventually, they’ll learn to roll over to their back from their tummy.

cruising When a child walks or moves along using furniture for support.

pincer movement When a child uses an index finger and thumb, to pick up and move objects.

mark makingThis could be anything, from a baby or child making marks with their fingers in sand, to dipping their hands or fingers in paint, to paint a picture.

hand-eye coordination When a child’s hands and eyes are working together, for example catching a ball.

Fine motor skills When a child uses precise movements using specific body parts, such as the thumb and finger to pick objects up.

gross motor skillsWhen a child uses their whole body in a movement, such as jumping or running.

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// phySical development in the eyFS / efys efys / phySical development in the eyFS //

So what’s ‘normal’ at two years old and how can I help? It goes without saying that all children are different but a lot of two year olds will display some of the behaviours mentioned here.

personal, social and emotional developmentAt two, children become more interested in playing with other children, but they’ll probably still find it hard to share as they think everything belongs to them! Give them opportunities to play together, but don’t force them into situations where they have to share. Make sure there are plenty of resources and duplicates and try encouraging them to swap first as this is a much easier skill to learn.

A two year old’s emotions can flip from happy to sad and back again many times in a day. This may seem to happen for no reason but there will be a cause and it’s important to try and work that out and respond to it. Are they tired, hungry, frustrated with something, jealous of another child or do they just want a cuddle? As fast as their emotions change, so will their desire to be independent, swap to them being clingy and needy.

As children start to become more mobile and can investigate the world around them, they need to feel secure so they have the confidence to be able to explore. It’s much easier for them to cope with doing something scary if they know there’s someone they can rely on for help if it all gets too much. In a setting, this secure attachment will come from a child’s key person. That doesn’t mean you have to follow all your key children around, but try and be aware of where they are, so you’re ready to step in if you need to.

There’s no denying that they can act like little monsters at times. But whether you’ve never looked after two year olds before or had them in your setting for years, there is always more to learn about this amazing age. And understanding what causes two year olds to behave as they do, and what you can do to support them, will help you dismiss the reputation that precedes them.

What’s so important about this stage of development?No longer babies but not yet old enough to cope on their own, children between 22 and 36 months (because this is of course a stage of development and not just an age) are going through a lot of important changes. This is the time when a child starts to make their own decisions and develop their own identity, which is hugely exciting but also brings with it certain challenges. It’s important to treat two year olds like two year olds. Expect too much of them and they will struggle and get frustrated. But do it all for them and they’ll never learn. What they need is your support so they can try things out in a safe environment.

physical developmentIt’s really important to think about risk assessments, supervision and health and safety with all of these ideas, to make sure your environment is challenging but also safe.

Two year olds are not very good at sitting still, and why should they be? They are just discovering that their body can run, jump and climb and want to keep trying things to see what else it can do. They need space to run, jump, swing, spin round, roll over and dance and resources to climb up, crawl through and under, hide behind and balance on. And if some children are ready to start using large equipment, try not to limit them, instead try and have enough adults on hand to help them do it safely.

Two year olds also need to have opportunities to manipulate small objects and to practice a variety of hand movements for example rolling, squeezing, pinching and poking. You could give them bubble wrap to pop, paper to scrunch and dough to squeeze. And as well as being a helping hand for you, a great way to encourage children’s physical development, is through real world activities such as wiping tables, sweeping up sand and washing resources.

If two year olds have to sit still and wait for something, then be realistic. A good guide is that a child can usually sit for one minute for every year of their age plus one minute, so for most two year olds that’s three minutes maximum!

For physical development tips that you can share with your parents, take a look at our Move with me printer friendly leaflets by visiting www.surreycc.gov.uk/earlylearning

What it’s really like

BeingOnce upon a time the focus was on three and four year olds, but now the Early Years Foundation Stage includes a progress check at age two. And with the free early education funding for this age group going up and up as well, the spotlight is definitely shifting down a year.The two year olds are coming...!

cover storey / being two //

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// being two / cover story

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communication and languageAt two, children’s language is developing at break neck speed and they will begin talking with more enthusiasm, but their ability to use language can still be quite limited so they rely a lot on body language. Because two year olds are often struggling to find the right word to say, they may stutter as they are thinking or get very frustrated when they are trying to talk. Their listening and attention skills are also developing but they are easily distracted and find it difficult to listen to any talking directed at them, if they are not prompted first.

There are lots of things you can do to help:• Give your two year olds lots of chances

to practice talking by including language in everyday experiences for example snack time and role play.

• Use cards with pictures for things like food choices, so two years olds can still choose things easily even if they can’t find the words to tell you what they want.

• Try commenting on what children are doing instead of asking them questions as this will help them pick up new words.

• Minimise distractions and reduce group sizes.

• Keep language simple.

• Support language with facial expressions and gestures.

• Establish eye contact and use a child’s name to get their attention.

• Give them time to process what you are saying.

For communications and language tips that you can share with your parents and use yourself, take a look at our webpage www.surreycc.gov.uk/ecat

can you provide high quality childcare For two years olds? Free Early Education for Two year olds (FEET), is funding from Surrey Early Years and Childcare Service for free early education and childcare for families in Surrey who meet the criteria. Families have to be referred to get the funding. FEET started in 2009 and back then we could only fund 199 children for 10 hours a week but from September 2013 we’ll be able to fund 1700 two year olds for 15 hours a week. And from September 2014, the number jumps to 3000 children!

Because of this rise in numbers, we need more high quality settings to offer childcare to two year olds who qualify for FEET. If you’re interested in becoming a FEET provider, contact our FEET Team by emailing [email protected]

To find out more about the criteria and how to refer a family if they approach you directly, visit our website www.surreycc.gov.uk/eycpractitioners and click on the financial help link.

progress check at age two – what you need to know The Statutory Framework for the Early Years Foundation Stage (EYFS) 2012 says that, “When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas”.

But it doesn’t tell you much more than that, so back in October 2012 we wrote a guidance document to help you. We added the document to our website and told you about it in the Way Ahead e-bulletin. You can download the guidance document and a sample letter to parents by going to www.surreycc.gov.uk/eyfs but here are the key points you need to know.

• The progress check at age two is different to the two year review that health visitors complete (sometimes called a health check). Both checks are important and parents should take their child to the two year review, if they are invited to it, even if they’ve already had a progress check with you.

• Although you don’t need to fill in a standard form when you complete the progress check at age two, we’ve developed two templates that you can use if you want to. Or you can develop something yourself, it’s up to you. If you would like to use our templates, you can download them from www.surreycc.gov.uk/eyfs

For more tips for two year olds, keep an eye on the Way Ahead e-bulletin

and our Facebook and Twitter pages,

#tipsfortwos.

If you have any concerns about the development of a child in your care, talk to their parents first and consider completing a

Common Assessment Framework (CAF). To find out more about CAF

go to www.surreycc.gov.uk/caf

is there any training about two year olds? We are running lots of training specifically about two year olds during the summer term including:

• Talking two’s: developing language skills for two year olds

• Progress check at age two• The developing child 2-3 years• Two year olds in mixed age

settings

To see dates, venues and book a place on this training, visit our website www.surreycc.gov.uk/childcareworkshops

tell us how you’re getting onWe’d love to hear how you’re getting on with the new progress check at age two and any tips you have for dealing with this age group and working with parents. Get in touch and we’ll share your stories.

• Tweet us @SurreyEYCS using #tipsfortwos

• Message us on Facebook www.facebook.com/SurreyEYCS

• Post a comment on the Way Ahead e-bulletin (If you’re not subscribed go to www.surreycc.gov.uk/wayahead

• Email us at [email protected]

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cover storey / being two //// being two / cover story

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If you work in a breakfast or after school club or a holiday playscheme, you probably know all about the new Playwork Team in Early Years and Childcare Service. But just in case you’ve missed something, here’s a quick update.

your playwork teamThere are now five playwork advisors who you can talk to for general advice and support on all aspects of playwork including: • Ofsted registration• Early Years Foundation Stage• Playwork Principles and play types• funding• recruitment• insurance requirements• suitability of premises and much more.

We also have a playwork inclusion advisor who you can talk to about the Including Me Project. To talk to a member of the team, email [email protected] or call 01372 833833.

new webpages Just For youAs well as a new team, there is also a new set of pages on our website with information tailored to playwork settings. We know it’s sometimes really hard to find things on the Surrey County Council website so all you need to do is type www.surreycc.gov.uk/playwork into your browser and you’ll be taken straight to your own little hub of information.

new resources coming soonTo help your setting become more inclusive we’re producing self assessment charts plus a series of disability cards. This is all part of our Children’s

Access to Play project and we’ll be telling you more soon through Way Ahead e-bulletin so make sure you’ve subscribed at www.surreycc.gov.uk/wayahead

playwork policies and proceduresYou may have used our policies and procedures guidance documents before but we have now written a new set of documents that are tailored to playwork. You can download them from our website by going to www.surreycc.gov.uk/playwork and clicking on paperwork.

training For playworkersWe’ve always offered training just for playworkers but now we are running a wider range of workshops and it should be easier to find them on our website too. Just go to www.surreycc.gov.uk/playwork and click on the professional development link.

quality improvement toolkit For playwork settingsQuality improvement is a type of self-evaluation. It helps you to look at what you do, identify areas that need to be improved and work out how to make those improvements. We have updated our Quality Improvement Toolkit for playwork settings and you will be able to download it from our website soon.

To make sure you don’t miss any information in the future, keep any eye on the Way Ahead e-bulletin and our Facebook and Twitter pages. If you’re not subscribed to the e-bulletin, go to www.surreycc.gov.uk/wayahead to sign up. Find us on Facebook at www.facebook.com/surreyeycs and on Twitter at www.twitter.com/surreyeycs

Playwork update

You know that communication and literacy in the under fives is important, but do you know quite how important? Research commissioned by the Department for Education found that “children’s understanding and use of vocabulary... at 2 years is very strongly associated with their performance on entering primary school”. And they found that “the children’s communication environment is a more dominant predictor of early language than social background”.

So, to make sure all young children in Surrey are given the right opportunities and skills to become interested and competent readers when they reach school, we are launching an Early Years Reading Strategy.

What’s the idea? We’ve been working with a variety of agencies, including education departments and library services, to make sure there is a consistent approach across Surrey.

All the agencies involved are working together to come up with a plan of what they’re going to do to engage practitioners and parents in early reading to help develop children’s love of books and stories.

The aim is to widen opportunities for young children to enjoy books for pleasure and to experience a wide range of language through rhymes, poetry and stories. We want children to engage in creative and enjoyable reading experiences that enable them to share in the educational, economic and social benefits that reading can provide.

What’s happening? We’re launching the early years reading strategy in September and there’ll be lots of events and activities around this time, that you can get involved in at your setting. You’ll be able to find out more online at www.surreycc.gov.uk/thebigread and in the autumn issue of Way Ahead magazine (due out in July).

We’ll also be offering you training, plus there’ll be workshops available for parents around reading, that you can promote in your setting nearer the time. Keep an eye on the Way Ahead e-bulletin to find out more about this (you can subscribe for this weekly email at www.surreycc.gov.uk/wayahead).

A new Early Years Reading Strategy for Surrey

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feature / playwork update //// new reading Strategy / the big read

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Forest School is a way of facilitating positive outdoor experiences in wilder spaces over time.Q&A

with a ForeStSchool expert

Sara is Deputy Chairman of the Forest School Association and an academic at Anglia Ruskin University. Way Ahead caught up with her one cold, frosty, January morning

in woodland, deep in the heart of Surrey. Kitted out appropriately in waterproofs and walking boots, Sara kindly

took time out of her busy schedule to talk about Forest School.

Find out about the ethos and benefits of Forest school from expert sara knight.

3. Language and communication: more sophisticated language prompted by their sensory experiences at Forest School.

4. Motivation and concentration: a keenness to participate in exploratory learning and play activities, an ability to focus for extended periods of time.

5. Physical skills: improved stamina and gross motor skills through free and easy movement, fine motor skills by making things.

6. Knowledge and understanding: respect for the environment, interest in natural surroundings, observational improvements.

7. New perspectives: for adults seeing children in different settings, giving understanding and identifying learning styles.

8. Ripple effects: asking to go out at weekends and holidays, parents’ interests and attitudes to Forest School and environment changing.

Can these benefits also be seen at home and in the wide community?Parents and carers find that they are being encouraged by their children to go outside and engage with nature themselves. In addition, parents and carers volunteer help and donate out-grown outdoor clothing. This develops stronger community cohesion around settings. Children who engage with their environment are more likely to respect it. So there is a potential for education for sustainable development, learning about the environment and our place in it.

Is there any research into outdoor learning that we should know about?Research (Falch-Lovesey, et al. 2007) links wilder outdoor play and language development. The value of outdoor play is to provide an environment where children find something to say and a need to say it. This is central to a child-centred approach to learning.

The UNICEF report that put the UK bottom of a table of twenty-one rich countries for child well-being (Innocenti Research Centre, 2007) is worrying. The social and emotional benefits listed above indicate the value of outdoor play in working towards improving the well-being of children.

What is a Forest School?Forest School is a way of facilitating positive outdoor experiences in wilder spaces over time.

How would you describe the Forest School ethos? The Forest School National Governing Body working group published the following ethos in February 2012:

“Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve, develop confidence and self-esteem, through hands on learning experiences in a local woodland or natural environment with trees”.

Why is it so important to include outdoor experiences for children? Take a look at the diagram, which demonstrates this. The benefits are both immediate and long term. The repeated nature of Forest School sessions develops neural pathways that will last a lifetime.

What are the main benefits for children?One element is the developing body. As well as nourishment, it requires air and exercise. There is fresh air outside, and it is usually cleaner and fresher in wilder places. This is also true of exercise – opportunities occur happily outdoors and they are more diverse, flexible and exhilarating in uneven, irregular and diverse spaces. Developing bodies develop

better bone density, heart and lung function, and better muscle tone when they are stretched and tested. Children are more likely to undertake exercise when motivated by climbing a tree or moving a log than they are by carefully planned exercise routines.

Consider now the developing mind. Evidence indicates increases in the following areas when children in the UK engage in Forest School:

1. Confidence: self-confidence and self-belief from freedom, time and space to learn, grow and demonstrate independence.

2. Social skills: increased awareness of the consequences of their actions on other people, and to work cooperatively.

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How can you convince parents that Forest School is beneficial in winter too? Several of our parents have withdrawn their children from attending Forest School sessions this term because they feel it is too cold or wet.

SK: “Parents want the best for their children, all you have to do is demonstrate that Forest School is just that”. The confidence you gain from training and peer groups will help you to sell the idea to parents.

DE: If children and providers are suitably dressed in warm waterproof clothing they will not feel cold or get wet. Forest School offers children the opportunity to explore different aspects of the environment and notice the changes that take place in different seasons aiding their learning and development.

JJ: Provide a list of suitable ideas for clothing to parents and sources they can get them from. Explain about the layer system. For waterproofs there are now several companies that offer some good heavy duty sets of all in ones. Personally I prefer the sets of dungarees and jackets as they can take the jacket off if warm but still keep their bottoms dry if the ground is wet.

If you find that parents won’t or can’t get the right clothing for whatever reason, I suggest you buy a stock of your own clothing kit. “Remember, cheap is not always the best for long term items”. Finally, if the weather is really extreme, plan accordingly, such as going out for shorter spells.

MM: “Is it the parent’s reluctance or the child’s?” We have a team of excellent role models who love working outdoors and we challenge and alleviate the concerns parents have for their children.

Can you provide some good ideas to try at home as many childminders have gardens and allotments but no access to Forest School?

JJ: ‘Wiggly Worms’ is a very popular game with my early years children. Hide lots of pieces of coloured wool ranging from pinks to browns and greens, around your outdoor area. Put them on leaves, branches or on the ground. Show a small box with a lid to your children and explain that you have some special, but cheeky worms in there. Open the box (only have one worm in there) and exclaim “Oh no, they’ve escaped!” Once the children have found them, ask them which colours were harder to find. This game teaches them observation skills prior to hunting for mini beasts.

Make an edible den using large bean poles. Either place them directly in the ground or use some heavy duty pots. Create a wigwam and grow beans, passion fruit or sweet peas up them.

HI: “The benefits of Forest School are from going beyond the setting into nature”. Find the edge of a local park that has a few trees and encourage imaginary play with resources found in nature. The journey to the special place is just as important.

Can you suggest a checklist for a comprehensive risk assessment which might be handy?

SE: Risk assessment involves considering the hazards that are part of the site or activity, how likely they are to cause harm. That then gives you the opportunity to manage that risk. Make sure that they are regularly reviewed and updated. It is important to consider the benefits of an activity alongside the risks to keep these the focus of the risk assessment process rather than all the things that could go wrong.

We are unable to build fires, what else can we do in small woodlands for those aged 8-14 years?DE: Use Kelly kettles or a fire pan if a fire is permitted but needs to be contained. Many activities can be carried out without the use of building fires. For group time, gather in a circle using logs for seating and have snacks and drinks on site.

MM: “Development takes time, innovation is best aided by research, networking and exchange of ideas, Rome wasn’t built in a day”. Build dens and mini round houses using mora knives, small bow saws and axes. Use Laplander saws to make wooden tools and utensils. Build bug hotels, have bug hunts, construct digging pits and mud kitchens, do bark rubbing and leaf pressing. Source wood to create a diverse range of activities, balance logs over ditches and try making stepping stones, bird tables and nesting boxes.

who’s who?SK - Sara Knight, Deputy Chairman of the Forest School Association and academic at Anglia Ruskin University SE - Susan Edwards, People and Wildlife Manager, Surrey Wildlife Trust. DE - Debbie Edwards, Childminder, completed level 3 Forest School training. JJ - Julie Johnston, Forest School Practitioner, Peter Pan Preschool Nursery, Woking. MM - Mike McKenna, completed level 3 Forest School training, Barnkids, Chidingfold HI - Helen Irving, Member of the Early Years and Childcare Service, Forest School Steering Group

Question earlier this year, we asked you, through our Way Ahead e-bulletin, to send in any questions you had about Forest school. our thanks go to those of you who sent in questions and the leading Forest school expert, the people and wildlife manager from surrey wildlife trust and your fellow early years practitioners, who provided the answers.

What do you think are the essential elements of Forest School?

SK: The principles of Forest School are that it:• Is a long term process with frequent

and regular sessions in a local natural space. Planning, adaption, observations and reviewing are integral elements.

• Takes place in a natural wooded environment to support a relationship between the learner and the natural world.

• Aims to promote holistic development, fostering resilient, confident, independent and creative learners.

• Offers learners the opportunity to take appropriate and supported risks.

• Is run by qualified Forest School Practitioners. Uses learner centered processes for development and learning.

Q1: what do i do next if i want to find out more about Forest school?

This is just a snapshot of the answers given, the contributors had lots more to say, and their complete, unedited versions are on the Forest School web page. As too are links to our newly produced films about Forest School and the contact details for the our area Forest School advisors. www.surreycc.gov.uk/forestschool

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What are the common misconceptions people have?Some get the impression that Forest School is all about bushcraft and outdoor survival; Forest School is about play and holistic learning, developing a love of the outdoors alongside self esteem and confidence. We make use of some bushcraft skills, however there is far more to it than that! Forest schools are an ethos and an approach to learning, rather than yet another logo on headed paper.

Can I do any of this without special training? It is suggested that to lead a Forest School session you have the Level 3 Forest School Leader qualification; this provides you with the background knowledge on how to manage your site, activities and learning, and guides you through the process of setting up a safe, enjoyable and effective Forest School. You can also train to Level 2 as a Forest School Assistant, both courses are offered regularly by Surrey Wildlife Trust.

How often should sessions take place? Sessions should be regular, and children will get more benefit from doing more sessions. Some settings have a Forest School every day, others children attend once a week, others fortnightly. It helps if there is not too much time between sessions for them to forget the safety rules, and to become familiar with their site.

Are you allowed open fires?Yes, fires are a great aspect of Forest School. Consider the needs of your group and of your site; you may prefer to use a fire bowl or box to keep the fire contained off the ground.

Is it true that you need a food hygiene certificate to cook outside? It seems to depend on your local authority, some recommend it others say it is unnecessary. It is good practice to have a certificate, but not an essential part of your Level 3 Forest School Leader qualification.

However, if it is a setting following the Early Years Foundation Stage, then anyone handling and preparing food must attend a food hygiene course.

What essential equipment do you need and are there any other bits and pieces you would suggest?Essential equipment would include a first aid kit, contact details and phone, and appropriate clothing to make sure that you and your group are warm, dry and comfortable. Other useful things would help you to facilitate play, including string, trowels, card, containers, bags, magnifying glasses, and identification guides.

How do I carry all the equipment I need, especially if the Forest School area is a trek away? Leaders can encourage the children to get involved with carrying the equipment - even very small children can carry a little something. This helps them build ownership over the Forest School and models working together. You may be able to get permission for secure storage on your site if it is appropriate, or invest in a wheelbarrow!

How do you manage when a child needs to use the toilet? This is specific to each setting, sometimes if you are close to a toilet children can make use of them, some settings use potties, others have ‘wild wees’.

What books would you suggest? Toxic Childhood (Palmer) and Last Child in the Woods (Louv).

susan edwards is the people and wildlife manager, surrey wildlife trust. here she dispels myths and talks about the nitty gritty of Forest school including ‘wild wees!’

Mythbusterand fact file

Find out more

Visit the Surrrey Wildlife Trust website, to find out more about Forest School training www.surreywildlifetrust.org

Forest School is an ethos and an approach to learning, rather than yet another logo on headed paper.

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myth buster / ForeSt School Special //// ForeSt School Special / myth buster

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