- Date Updated: 2019-09-21 00:00:00 -
Forest School

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

Forest School is a specialised learning approach that sits within and complements the wider context of outdoor and woodland education.

The ethos is shared by thousands of trained practitioners across the UK and beyond and we are delighted to have our very own Level 3 Forest School Practitioner.

The roots of Forest School reach back to early years pioneers in outdoor learning and across the sea to Scandinavia.


At Forest School all participants are viewed as:

  • equal, unique, valuable
  • competent to explore and discover
  • entitled to experience appropriate risk and challenge
  • entitled to choose, and to initiate and drive their own learning and development
  • entitled to experience regular success
  • entitled to develop positive relationships with themselves and other people
  • entitled to develop a strong, positive relationship with their natural world 


The learner-centred approach interweaves with the ever-changing moods and marvels, potential and challenges of the natural world through the seasons to fill every Forest School session and programme with discovery and difference. 

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Forest School


Annecy Catholic Primary School believe in Forest School because it:
  • Supports the development of a relationship between the learner and the natural world.
  • Uses a range of learner-centred processes to create a community for being, development and learning.
  • Aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners
  • Offers learner the opportunity to take supported risks appropriate to the environment and to themselves.

Forest School is run by a qualified Forest School practitioner who continuously maintains and develops their professional practice.
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