forest schools handbook - edubuzz.org€¦ · prior to start of forest schools, parents informed of...

© Copyright 2007 Peter Carthy

FOREST SCHOOL HANDBOOK

Forest Schools

Handbook

Company Reg. No. SC351976 Scottish Charity Reg No. SC040131

Borders Environmental

Education Services

© Copyright 2009 Pete Carthy

1

Contents

Section1 LONG TERM 1. Tools, Equipment & Gp. Leaders Pack Procedures 2. Site Visit Forms, Generic Risk Assessment & OE1 Approval 3. Site Specific Procedures 4. Transport Procedures 5. Workspace Procedure 6. Plant/Soil/Animal Procedures 7. Weather Procedures 8. Child Protection Policy & Procedures 9. Toileting Procedure 10. Food Hygiene Procedure 11. Communication Procedure 12. Late Back Procedure 13. Incident, Accident & Emergency Procedures 14. Personal/Group Equipment Policy 15. Health & Safety Policy 16. Plan B – The Backup Plan 17. Equal Opportunities Policy 18. Confidentiality Policy 19. Access Policy 20. Environmental Policy

Section 2 DAY TO DAY 20. Contents of Leaders & Office Files

21. Site Information 22. Emergency Information 23. Local Risk Assessments (site, daily and activity) 24. Equipment/ Resources 25. Adult Delegation 26. Behaviour Management

Section 3 AFTER/ADDITIONAL

29. Feedback Form(s)


2

Section1 LONG TERM


3

1. Tools, Equipment & Gp. Leaders Pack Procedures


4Tools, Equipment &

Gp. Leaders Pack Procedures

S.O.P 1i – Tools, Equipment & Gp. Leaders Pack Procedures PROCEDURE Prior to every project, the following checklists will be worked through with the other Gp. Leader/ Adult Helpers. 1. Emergency Bag Checklist 2. Standard Equipment Checklist 3. Children’s Checklist These checklists will be in Section 4 of the Leaders Handbook and will be used to review and improve the next Forest School session.


52. Tools, Equipment &


S.O.P 2vi– Storm Kettle EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit (see 14. Personal/Group Equipment Policy) ADULTS GROUP LEADER

Fluorescent waste coat Fire Kit Emergency Bag Standard Equipment (see Tools, Equipment & Gp. Leaders Pack Procedures)

PROCEDURE Only designated and trained adults are allowed to use the Storm Kettle. Before the Storm Kettle is used, it will be demonstrated and then the whole party will be shown how to correctly use the storm kettle. The next time the Storm Kettle is used, a small gp. of children (3), will be chosen to help the designated adult, get the small fire for the Storm Kettle going, using the appropriate F.S methology of fire starting. The children will work with the designated adult to manage the Storm Kettle, and help with setting out the Brew Kit for the break. A different set of children will be chosen the next time the Storm Kettle is used.

RATIO Ideally 1:6


6

Tools, Equipment & Gp. Leaders Pack Procedures

Forest Schools—Children’s Kit List


7Tools, Equipment &


Emergency Bag Checklist Date of Project

Site name

Leader(s)

Session focus

List Tick out Tick in Brightly coloured watertight bag

Extra clothing

Group Shelter (Bothy Bag)

One season sleeping bag

Bivi Bag

Space blankett

karrimatt

Gas burner and billie cans

Flask

Torch/headtorch

Whistle

Waterproof pouches

Mobile phone

Radio’s

pens

Compass

Tent Pegs

Medi wipes/soap

Wash bowl (collapsible)/water

Emergency File Folder with OE2 Forms/ Accident forms/Hospital details

First Aid kits

Life Aid Resuscitator

Welfare Kit

Script for Ambulance

Dictaphone

Child sized hot water bottles


8Tools, Equipment &


Standard Equipment Checklist Date of Project

Site name

Leader(s)

Session focus

List Tick out Tick in Resource Box • Drawing Pins • Boundary Cards • Triangle • Visual Diary & String, pegs • Pegs • Wax crayon, paper,

worksheets • Interpretation books • Specific Session Resources

Camera, with spare batteries

Tarpaulins x 4 Rope Bin bag Cool Box/bag Ice packs Washing up bowl Water Paper Towels Medicinal Soap Litter picker x2 Brew Kit (see separate list)


93. Tools, Equipment &


Brew Kit Checklist

• Matches • Kelly Kettle • Full water carriers • Mugs • Spoons • Knives • Squash • Tea, Coffee • Herbal teabags • Cup a soups • Sugar • Milk • Soya Milk • Biscuits (at least one packet should be vegan) • Rubbish bags • Toilet roll, in a bag

Extra kit if having a bonfire

• Potatoes • Margarine • Butter • Fillings • Forks • Silver foil • Bananas • Dark chocolate • Marsh mellows • Hay fork • Spade • Metal bucket • gloves


10


11

Site Visit Forms Generic Risk Assessment,

Local R.A SOP


14Generic Risk Assessment &

OE1 App

rova

Generic Risk Assessm

ent F

orm

Estab

lishmen

t: Generic

Ass

essm

ent Date: July 2010

Proposed activity/en

vironmen

t: Forest S

chool activities at B

utterdean Woods

Educational Objectives: A program

me of hands-on investigations, tea

m building an

d pu

pil led outdo

or learning

activities based

on woo

dland craft

Rev

iewed

and approve

d by: G

roup Leader Nam

e: Peter Carthy ( © C

opyright P

.Carthy 2009

) Date: Feb

. 20

10

Hazards:

List significant h

azards th

at m

ay

result in serious harm or affect

peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are

especially at risk from

the

hazards identified.

Is the risk adequa

tely controlled?

List existing controls or no

te where

inform

ation may be found, e.g.,

inform

ation, instruction training

, system

s or procedures.

What further actions are nee

ded to con

trol th

e risk?

List th

e risks that are not adequ

ately controlled

and propose actions that are nee

ded to red

uce or

eliminate the risks.

1. Getting to site

Walking up from

the

school to

the site,

crossing roads, h

eavy

traffic etc. (Not Relevan

t to Butterdean)

Walking on road, to ge

t to site

(Not Relevant to

Butterdea

n)

H/M/L

risk

M M

All

All

Children budd

ed up. 4 Adu

lts to

accompany spa

ced ou

t front to back.

Adu

lts walking on road

side of

pavement. (See S

.O.P 4i)

Group Lea

der to m

ake sure road

clear before crossing. Cross as one

gp, in a sing

le line

(See S

.O.P 4ii)

Children to walk in single file, with

adults accom

panying. To all w

ear

high

visibility tops.

Children walking in silenc

e an

d will be well drille

d into High Way

code Also c

hildren will all know

procedure whe

n vehicles

approa

ching

(See S

.O.P 4iii)

Controlled, vigilant walking.

Practice walking prior to trip

Brief a

dult he

lpers prior to trip of

route an

d crossing

points.

Gp. Lea

ders to stop traffic before gp.

crosses road if necessary. P

ractice

crossing road, as on

e be

fore trying

out o

n main road

Gp. Lea

der at front and

back, issued

with a whistle, a

nd when cars are

approa

ching to blow whistle, so

party know

to stop an

d stand on

grass verge. Only whe

n second

whistle heard - tw

o blasts, w

ill

party procee

d.

Add

ition

al signs

will be put u

p on

the da

y, to notify m

otorists

(Police no

tified)

Outcomes

H/M/L risk

L L L

Slippy, b

oggy paths

within th

e wood

M

All, especially children

Paren

ts notified of p

oten

tial

muddiness of site and

nee

d for

appropria

te fo

otwea

r prior to trip

(See S

.O.P 4iv)

Provide

wellies for those children

turning up

in trainers.

Choose alternative route if it is

particularly wet on the da

y.

L


15

Hazards:

List significant h

azards

that m

ay result in serio

us

harm

or affect people in

the pa

rty.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce

or elim

inate the risks.

2. Plant/Soil/Anim

al

Contact with soil borne

micro-organisms

H/M/L

risk

L

All

Check participan

ts Tetanus

inoculation.(SAFE IN

CARE)

Children / adu

lts to

use anti-b

acteria

l soap before eating or drin

king.

Any cuts washe

d an

d covered

immediately

(see S.O.P -6i)

Prior to start of F

orest S

choo

ls,

parents inform

ed of risks to children

and asked to sign Cod

e of Condu

ct

on behalf o

f children.

Outcomes

H/M/L risk

L

Contact with plant sap

M

Children, Group Lea

der

Visit site prior to Forest S

chools, to

conduct flora survey.

(see S.O.P -6ii)

Consult existing managem

ent p

lans

for site.

Wear long sleeves and

trou

sers

High ad

ult/child ratios

Plant recog

nition/ed

ucation is part

and parcel of F

orest S

choo

l developm

ent

L

Contact with poisono

us

plan

ts/fu

ngi

M

Children


chools, to

conduct flora survey.

Children / adu

lts to

use anti-b

acteria

l soap before eating or drin

king.

(see S.O.P -6iii)

High ad

ult/child ratios

Plant recog

nition/ed

ucation is part

and parcel of F

orest S

choo

l developm

ent.

L

Stings from

wasps/bees

M

All


chools, to

conduct fauna

survey to establish

any wasp nests.

(see S.O.P - S

ection 6iv)

Permission obtaine

d from

parents

(SAFE IN

CARE) to trea

t stings.

High ad

ult/child ratios

Continua

l monitorin

g of the site.

L

Bites from

other insects

M

Pup

ils and adu

lts

(see S.O.P - S

ection 6v)

Group Lea

der to carry insect

repellent and

permission obtained

from

parents to use on pu

pils.

If walking throug

h long

grasses long

slee

ves an

d trousers are advised.

Adu

lt he

lpers shou

ld be aw

are of the

appe

arance and correct m

ethod of

removal of ticks.

Group Lea

der ad

vised to carry sting

relief cream

and permission obtaine

d from

parents to use on pu

pils.

At the

end of the

visit bare skin

should be checked for ticks and

removed im

mediately if present.

Lead

ers aw

are of the symptom

s of

Lyme disease.

L


16Hazards:

List significant h

azards th

at m

ay


peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce or


3. Fire

Fire - gen

eral

H/M/L

risk

M

All

Conside

rable training

and

routines,

surrounding fire managem

ent/safety

will be taught before fire is

introd

uced. (Typically at lea

st 9

sessions, and

dep

ends on maturity of

group)

(see S.O.P - S

ection 2ii)

Fire Blanket and

water will be

immediately on ha

nd, a

s well as

emergency medical equ

ipment to

deal with burns.

Outcomes

H/M/L risk

L

Inha

lation of smoke

L All

Local R

.A will be carried ou

t prior to

the session to ascertain W

ind Speed

and Direction. Only if direction safe

will fire be considered fo

r activities

that day.

(see S.O.P - S

ection 2iii)

Children and ad

ults will be sat up

wind of fire and drifting sm

oke. If

wind chan

ges direction continua

lly

and sm

oke becomes a problem

, fire

will be extingu

ishe

d.

L

Sprea

d of fire

L All

Fire will be continua

lly m

onitored by

traine

d Forest S

choo

l Lea

der.

(see S.O.P - S

ection 2iv)

If fire begins to

becom

e a problem,

i.e wind spee

d an

d direction

changes rapidly, fire will be

extingu

ishe

d.

L

Smoke obscuring other

hazards

L All

Local R


t prior to

the session to ascertain W

ind Speed

and Direction. Only if direction safe

will fire be considered fo

r activities

that day.

(see S.O.P - S

ection 2v)

If fire begins to

becom

e a problem,

i.e wind spee

d an

d direction

changes rapidly, fire will be

extingu

ishe

d.

L

Use of S

torm

Kettle

L Adu

lts

Only ad

ults will use Storm

Kettle.

Adu

lts will be fully traine

d in it’s use

before it is used on site.

(see S.O.P - S

ection 2vi)

Fire Blanket and

water will be

immediately on ha

nd, a

s well as

emergency medical equ

ipment to

deal with burns.

L


17Hazards:

List significant h

azards th

at m

ay


peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce or


4. Tools

Contact with han

d tools

(Bow

saws

Lopp

ers

Secateu

rs

Billho

ok

Spa

de)

H/M/L

risk

M

All

Conside

rable training

of too

l safety

and use is undertaken before tools

used on site. T

ypically to

ol use

wouldn’t take place un

til at least

session 9 (also de

pends on

maturity

of children)

(see S.O.P - S

ection 5ii)

Prior to any work with han

d tools,

Forest S

choo

l Lea

der checks tools

make sure they are in safe working

order & sha

rp.

Also increased child/adu

lt ratio fo

r specific tool use

(see S.O.P - S

ection 5iii)

Outcomes

H/M/L risk

L

Injury from

pen knives

L Children

Conside

rable training

of too

l safety


used on site. T

ypically to

ol use


til at least

session 9 (also de

pends on

maturity

of children)

(see S.O.P - S

ection 5ii)


d tools,

Forest S

choo

l Lea

der checks tools


order & sha

rp.


lt ratio fo

r specific tool use

(see S.O.P - S

ection 5iii)

L

Injury from

potato pe

elers

L Children

Conside

rable training

of too

l safety


used on site. T

ypically to

ol use


til at least

session 9 (also de

pends on

maturity

of children)

(see S.O.P - S

ection 5ii)


d tools,

Forest S

choo

l Lea

der checks tools


order & sha

rp.


lt ratio fo

r specific tool use

(see S.O.P - S

ection 5iii)

L

Lifting

and

carrying

L All

Ensure that prior to any activity any

heavy lifting is m

inimised, by

transporting heavy eq

uipm

ent to site

in advance.

Local R


t prior to

the session to rem

ove an

y potential

of lifting/rem

oving fallen tree

s

Dem

onstration of safe lifting

undertaken, prior to any activity th

at

requires lifting.

(see S.O.P - S

ection 5iv)

L

Burns from

ropes

L All

Any rop

e work will be for tying knots

using for pu

tting up shelters or for

games e.g. follow m

y lead

er etc.

(see S.O.P - S

ection 5v)

Prior to any work with ropes, F

orest

Schoo

l Leade

r checks ropes to

make sure they are safe to use.

L


18Hazards:

List significant h

azards th

at m

ay


peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce or


5. W

eather related

Hea

vy rain

H/M/L

risk

M

All

Advise parents, at p

arents info.

even

ing, to

provide children with

suitable clothing

. Take additiona

l waterproo

fs, in

Emergency Kit

(See S.O.P 7i)

Take spare clothing, in case som

e of

party soaked.

Put up shelter (tarpaulin).

Stop work if rain continue

d and

heavy an

d refer to Plan B.

Outcomes

H/M/L risk

L

Hot Sun

H

All


arents info.

even

ing, to


suitable clothing

. Take additiona

l clothing, in order fo

r children to cover up, hats etc.

Permission obtaine

d from

parents

(OE2) to use sun ta

n lotion.

(See S.O.P 7ii)

Put up shelter (tarpaulin), to

provide

shade.

Regular stops and water breaks

Mon

itor situation – children and

adults fo

r signs of deh

ydration.

L

Stron

g blustery winds

M

All

If trees moving more than 20 de

grees

from

side to side, to

o da

ngerous for

Forest S

choo

l activities.

Put in operation Plan B

(See S.O.P 7iii)

Obtain wea

ther fo

recast from

MET

office, before activity.

If wind moderate on day, p

roceed to

site, b

ut m

onitor situation, and be

read

y to put in operation Plan B.

L

Sno

w, icy conditions

L All


arents info.

even

ing, to


suitable clothing

. Take additiona

l clothing, in order fo

r children to keep warm, fleeces,

waterproo

fs, w

ellies, socks etc.

(See S.O.P 7iv)

Obtain wea

ther fo

recast from

MET

office, before activity.

Put up shelter (tarpaulin)

Continua

lly m

onitor situation for cold,

getting cold children. Be read

y to

implem

ent P

lan B

L

Deterating light

condition

s L

All

Beg

in to

gather children an

d equipm

ent in place, in case of

immediate evacuation of site. If low

due to poten

tial hea

vy rain, m

ake

sure waterproo

fs worn an

d all sat

underneath she

lter.

(See S.O.P 7v)

If situation de

teria

tes furthe

r, pack

up and im

plem

ent P

lan B

L


19

Hazards:

List significant h

azards th

at m

ay


peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce or


6. Child

Protection is

sues

Getting lost

H/M/L

risk

M

Children

First couple of Forest S

choo

l sessions, w

ill und

erpin, bou

ndaries

and ho

w to

move arou

nd site.

No children will be allowed

to m

ove

around

site on their ow

n.

High child/adu

lt ratio

(See S.O.P 8i)

Regular head counts afte

r every

activity.(See S.O.P 8ii) If child

missing, w

hole party bar fo

ur (One

adult, three children) (they rem

ain at

shelter- base) beg

in search for them

. Adu

lts will have walkie/talkies to

keep in to

uch. If afte

r ha

lf an hou

r child not fo

und, put in place Missing

Child Procedure

Outcomes

H/M/L risk

L

Unw

anted

visitors/strangers hanging

round

L All

The local C

ommunity Police un

it will

be notified

of the activities and th

e location of these activities.

The police number and the school

numbers will be stored

in th

e grou

ps

mobile pho

ne directory

(See S.O.P 8iii)

Any adu

lt noticing strang

ers/visitors

will notify th

e Group

Leade

r.

The Group Lea

der will th

en

challeng

e the individu

al(s), to

see

what the

ir purpose is. If the

y will not

move aw

ay, the

police will be

notified an

d Plan B will be

implem

ented

L

Toileting, protecting

children from

other adults

L All

Prior to accessing Phe

asan

try

Woods, the children will be allowed

one last loo stop at H

owde

nburn

Prim

ary

In th

e woo

ds a designated loo spot

will be set u

p, fo

r No1

’s & No2’s.

(See S.O.P 8iv)

If a child wishe

s to use th

is fa

cility,

then dep

ending

on their ge

nder th

ey

will be accompanied with either one

male one female or tw

o female

adults. O

nce at th

e site the adults

will turn their ba

cks to allow the child

privacy an

d protection.

L

Protection of

teachers/helpe

rs from

unfounde

d accusations

L Adu

lts

Adu

lt Helpe

rs if they haven’t done

so

alread

y will und

ergo Child Protection

training, to have a know

ledg

e of

SBC’s Child Protection Guidelines

(See BEES’s Child Protection Policy

& Procedures)

(See S.O.P 8v)

No ad

ult w

ill be put in a position of

risk, by be

ing left alone with a child.

All situations will be managed to

make sure there is always at least

two children per adult.

L


20Hazards:

List significant h

azards th

at m

ay


peop

le in th

e party.

Who m

ight be harm

ed?

List groups of peo

ple who

are


the

hazards identified.

Is the risk adequa

tely controlled?


te where

inform


inform


, system

s or procedures.


ded to con

trol th

e risk?

List th


ately controlled


ded to red

uce or


7. Site/Environmen

t

Slips, trips, fa

lls

H/M/L

risk

M

All

Local R


t prior to

the session, to

rem

ove an

y ha

zardous branches.

Initial sessions of Forest S

choo

l will

involve work on Safety/Work area

routines.

No runn

ing will be allowed on the

site.

High Le

vels of C

hild/Adu

lt ratio’s fo

r all activities

Outcomes

H/M/L risk

L

Low lying branches/trees

M

All

Local R


t prior to

the session, to

rem

ove an

y ha

zardous branches both at low.

R.A will look at and

assess risks of

Canop

y, Shrub, F

ield, &

Ground layer

(See S.O.P 3vi)

Initial sessions of Forest S

choo

l will

involve work on Safety/Work area

routines.

No runn

ing will be allowed on the

site.

High Le

vels of C

hild/Adu

lt ratio’s fo

r all activities

L

Food hygien

e M

All

Only ad

ult h

elpers will be allowed

to

hand

le fo

od stuffs.

Children and ad

ults will be require

d to

wash ha

nds thorough

ly before eating.

(See S.O.P 10)

To avoid cross contam

ination, any

food stuffs will be restricted to

vege

taria

n.

All food will be labe

lled an

d covered

over both before and afte

r use.

L

Creating en

vironm

ental

damage to th

e site

L/M

All

Enviro

nmental Impact Assessm

ent

will be carried out p

rior to start of

activities. A

ny particular fragile

feature will be noted, and brought to

attention of group

. (See S.O.P 3vii)

Every te

rm the location of the

activities will m

ove to a new

site,

within th

e Woodlands, in order for

each site to recover.

L

Dog fa

cieses

M

All

Local R


t prior to

the session, to

rem

ove an

y dog

facieses.

Children and ad

ults will be require

d to

wash ha

nds thorough

ly before

eating/drinking.

(See S.O.P 3viii)

Sho

es will be checked after leaving

the site fo

r dog facieses, a

nd

subseque

ntly rem

oved

onto grassy

area adjacent to Woodland.

L


21

3. Site Specific Procedures


22A, B, Site Specific Procedures

S.O.P 3vi– Local R.A EQUIPMENT TO BE CARRIED/WORN GROUP LEADER

Mobile Phone Camera Clip board with R.A form Sharps Box

PROCEDURE On the morning of every F.S Activity Day, the site will be visited and a detailed Local R.A will be undertaken (see next page for a specimen copy). This L.R.A, will take account of:-

• Weather • Canopy Layer • Shrub Layer • Field Layer • Ground Layer • Environmental Impact Assessment, for planned activities

If the Hazards and Risk for the site are deemed to high, despite taking measures to control the risk, then an alternative site / area within the woodland will be used. Alternatively Plan B will be put into action, or the activity day will be cancelled. RATIO Preferably two Gp. Leaders


23

A.Butterdean Wood LOCATION GrId Reference:- NT455723 Postcode

Site Owners. East Lothian Council Tel. 01620 827279 PARTICULAR H&S ISSUES Other than dog poo, on paths leading up to the base camp there are no significant H & S issues ACCESS Longish walk along the track from the main car park (turn left over little bridge, after gate at car park) follow muddy path down into the woods, to Base Camp location. BASE CAMP & WORKSPACE LOCATION See map TOILETING AREA See map COMMUNICATION

• Adult to Adult - Use walkie talkies • Adult to Children – Triangle /Whistle / voice • Group Leader to School – Mobile phones

PLAN B For whatever reason, if Session has to be stopped, Plan B, is to return to the car park


24

Butterdean Woods


25

Butterdean Woods

N


26 A, B, Site Specific Procedures

S.O.P 3vii – Environmental Damage EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS

Forest School Kit GROUP LEADER

Whistle Mobile Phone Emergency Bag (see Tools, Equipment & Gp. Leaders Pack Procedures) Standard Equipment

PROCEDURE The procedure will come in three stages:- 1. Planning stage At the planning stage the management plan / site owner will be consulted, as to the sensitivity of the site, in terms of potential flora damage. Any issues brought up by this discussion will be flagged up, so activities can be appropriately planned. 2. Local Risk Assessment As part of this process a Environmental Impact Assessment (E.I.A) will be carried out, to minimise any impact the planned activities will have. 3. At site on activity days On activity days, a bin bag will be put out for children to put their rubbish in. Any changes in flora/fauna which where flagged up in the Local R.A. / E.I.A will be pointed out to the children, i.e. fungi, wildflowers etc. – for them to avoid. RATIO Ideally 1:6


27

A, B, Site Specific Procedures

S.O.P 3viii – Dog Facieses EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS

Forest School Kit Stick

GROUP LEADER


PROCEDURE The procedure will come in two stages:- 1. Local R.A On the morning on the activity day, the site will be checked as part of the Local Risk assessment. If any dog facieses are found they will be removed, by using a stick. 2. On the actual activity day. If children come across any unforeseen dog facieses they will avoid it, but pass the message on so no one else in the party stands in the poo. If the poo is at the base camp area, it will be removed by an adult with stick.

Hand washing will be part and parcel of proceedings at any Forest School activity days.

RATIO Ideally 1:6


28

4. Transport Procedures


29

Car Parking at Site Cars can be parked in the car park, but is advisable they are turned round pointing towards the exit in case of leaving in an emergency.


30

Transport Procedures

S.O.P 4i – WALKING TO SITE (Not Relevant to Butterdean) EQUIPMENT TO BE CARRIED/WORN CHILDREN Fluorescent waste coat

Forest School Kit

ADULTS

Fluorescent waste coat GROUP LEADER

Fluorescent waste coat Whistle

Mobile Phone Emergency Bag Standard Equipment

(see Tools, Equipment & Gp. Leaders Pack Procedures)

PROCEDURE

Adults to walk on road side of party, stretched out along the length of the class. Gp. Leaders at front and back and other adults in the middle. When coming across a road to cross, (4roads), Gp leader will call another adult to the front, and instruct them to take party a short way along the pavement on the other side. Before crossing Gp. Leader will make sure road is clear and will then stand in middtle of road until entire party has crossed. This procedure will repeat at each road crossing. When walking on road, party will walk SINGLE FILE, and walk towards on-coming traffic Gp. Leader at front and back, issued with a whistle, and when cars are approaching to blow whistle, so party know to stop and stand on grass verge. Only when second whistle heard - two blasts, will party proceed. Additional signs will be put up on the day, to notify motorists

RATIO Ideally 1:6


31Transport Procedures

S.O.P 4ii – WALKING THROUGH SITE EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit ADULTS


Whistle Mobile Phone Emergency Bag Standard Equipment (see Tools, Equipment & Gp. Leaders Pack Procedures)

PROCEDURE

To make journey interesting and build children up for Forest Schools., a route will be chosen that is exciting and interesting. As a result extra vigilance by the Gp. Leaders and adults will be needed to avoid muddy sloppy areas. Gp. Leader to go at front and lead the group through the woodland, avoiding and pointing out hazards along the way. As the confidence of the group grows other adults could lead the way.

RATIO For class of 24 there will be minimum of 4 adults


32

5. Workspace Procedure


33Workspace Procedure

S.O.P 5i – WORKSPACE PROCEDURE EQUIPMENT TO BE CARRIED/WORN CHILDREN Fluorescent waste coat (to be kept on) Forest School Kit ADULTS

Fluorescent waste coat Forest School Kit

GROUP LEADER

Whistle Mobile Phone

Emergency Bag (see Tools, Equipment & Gp. Leaders Pack Procedures)

Standard Equipment Kit

PROCEDURE

On arrival at site, children and adults will go to designated spot and sit. Whilst children and adults are doing this one Gp. Leader and one supporting adult will check out the site to make sure there are no sharps or broken glass, since the Local Risk Assessment was carried out. Before any activities start the children will be involved in remembering site rules, designated spot’s for certain activities, such as toileting, and the boundaries of the site.

RATIO Ideally 1:6


34Workspace Procedure

S.O.P 5iv – Lifting and carrying EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS


Whistle Mobile Phone Emergency Bag Standard Equipment

PROCEDURE Prior to any lifting or carrying, a demonstration of safe lifting practices will be undertaken. No child or adult will be expected to carry anything they are uncomfortable to carry. The use of ropes and appropriate knots will be demonstrated as and when necessary. RATIO For class of 24 there will be minimum of 4 adults


35

6.Plant/Soil/Animal Procedures


36Plant/Soil/Animal Procedures

S.O.P 6i – Contact with soil borne micro-organisms EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Prior to starting Forest Schools Tetanus inoculation, will be checked and detailed on the (SAFE IN CARE) form. Children / adults to use anti-bacterial soap before eating or drinking. Any cuts washed and covered immediately. RATIO Ideally 1:6



S.O.P 6ii – Contact with Plant Sap EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Prior to starting Forest Schools activities, a Flora survey will be conducted 4 times a year, to account for the seasons and subsequent types of plants, which may or may not be around at these times. Noticeable plants that are around, will be pointed out to the children, this will become an activity within itself so they have an understanding and an appreciation of the part that plant plays in the woodland ecology. RATIO Ideally 1:6



S.O.P 6iii – Contact with poisonous plants/fungi EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE As Fungi comes up at different types of year and because of the doubt of most adults regards the type of mushrooms and their potency / edibility, a Flora R.A, will be carried out prior to each trip. If mushrooms are identified, children will be notified. It will be standard practice for children and all adults to wash their hands prior to eating or drinking, If a child says they have eaten a mushroom, they will be taken immediately to Borders General Hospital – A & E, by two gp. leaders., taking a specimen of the mushroom with them. The other adults will take the rest of the party back to. The gp. leader will inform the parents of the action that has been taken. RATIO Ideally 1:6


39

Plant/Soil/Animal Procedures

S.O.P 6iv – Stings from wasps/bees EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Call over a First Aider to take charge of the situation and apply the appropriate First Aid treatment. Watch causality for symptoms of anaphylactic shock. If these symptoms start, immediately contact Emergency Services and follow SOP 13, p66. & SOP 11, p61/62. RATIO Ideally 1:6


40

7. Weather Procedures


41

Weather Procedures

Weather The condition of going out to do safe projects, is dependant on the weather, heavy rain, strong winds, can make Forest Schools activities potentially dangerous. As a consequence of this the weather will be monitored daily prior to the planned activity day.

1. Daily to check the MET Office website 2. Day before to check Forecast:– • If weather is potentially a hazard, other Gp. leader will be contacted and weather

situation will be discussed (at dinner time). • If weather constitutes to be a significant risk and could make Forest Schools

activities dangerous, then activity day will be cancelled and children/parents will be notified.

3. All parties will be notified on the day before the project of the decision of the Gp. Leaders.


42Weather Procedures

S.O.P 7i, 7iii, Heavy rain & Strong blustery winds EQUIPMENT TO BE CARRIED/WORN CHILDREN




PROCEDURE

If weather forecast (see Section 7 of Handbook) denotes potential heavy rain or strong winds, for that session. Session will be cancelled prior to the trip. If weather forecast denotes less hazardous condition, but non-the less may constitute a risk, tarpaulin will be put up at the start of the session and the conditions will be monitored closely. If trees are moving more than 20° and the rain is heavy and continual then Forest School activities must stop, and Plan B put into operation. RATIO Ideally 1:6



S.O.P 7ii Hot Sun EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit

ADULTS Forest School Kit

GROUP LEADER


PROCEDURE

If weather forecast (see Section 7 of Handbook) denotes potential hot, heat wave type conditions, parents will be warned prior to trip that they will need to make sure their child is appropriately dressed and equipped for the conditions. On arrival tarpaulin will be put up for shade at the start of the session and regular water breaks will be provided for the children. RATIO For class of 24 there will be minimum of 4 adults



S.O.P 7iv Snow, icy conditions EQUIPMENT TO BE CARRIED/WORN CHILDREN




PROCEDURE

If weather forecast (see Section 7 of Handbook) denotes potential blizzard/ freezing type conditions, then trip will be cancelled and parents notified. If weather forecast denotes snowy conditions, then parents will be warned prior to trip that they will need to make sure their child is appropriately dressed and equipped for the conditions. On arrival tarpaulin will be put up for shelter at the start of the session weather conditions will be closely monitored. If conditions deteriorate, Forest School activities will stop, and Plan B will be put into operation. RATIO Ideally 1:6



S.O.P 7v Deteriorating light conditions EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit

ADULTS Forest School Kit

GROUP LEADER


PROCEDURE

In winter time, Forest School sessions will be planned to take account of best light conditions, during the day. However if heavy rain, snow, thunder is forecast then the trip will be cancelled before the day and parents will be notified. If on the day of the trip conditions light conditions deteriorate, then the reason for this will be determined. If it turns out that a heavy shower or blizzard is coming then Forest School activities will stop, and Plan B will be put into operation. RATIO For class of 24 there will be minimum of 4 adults


46

8. Child Protection Policy & Procedures


52

Child Protection Policy & Procedures

S.O.P 8i – Head counts (Roll Call) EQUIPMENT TO BE CARRIED/WORN CHILDREN




PROCEDURE

Rather than continually counting heads all the time, ‘Roll Call’ will take place at the start of every session. This will involve the children and adults numbering off, then mixing up and repeating numbering off. This process can be repeated several times during the session to embed the importance of knowing where everybody is. Missing Person Procedure 8ii, will be put into action, if a number is missing, when checked twice. RATIO Ideally 1:6


53


S.O.P 8ii - Missing Person Procedure EQUIPMENT TO BE CARRIED/WORN CHILDREN




PROCEDURE If after a second Roll Call, and double checking a child is missing, then:- 1. Two adults to stay with rest of group. 2. Rest of adults to stay in gps. of two and systematically search the area. 3. If after half an hour child not found, then the parents, will be notified. 4. Arrangements will be made for main gp. to be taken back to the centre / meeting

point, with Gp. Leader and adult helpers, whilst other Gp. Leader will continue to search area with other helpers.

5. Searching will take place with local police, other members of staff, and parents. 6. If child still not found, incident will be put in hands of the police. RATIO Ideally 1:6


54


S.O.P 8iii – Unwanted visitors/strangers hanging round EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Prior to Forest Schools the local Community Police unit will be notified of the location of these activities. The police number and the school numbers will be stored in the groups mobile phone directory Any adult noticing strangers/visitors will notify the Group Leader. The Group Leader will then challenge the individual(s), with support of another adult in the party to see what their purpose is. If they will not move away, the police will be notified and Plan B will be implemented.

RATIO Ideally 1:6


55

Child Protection Policy & Procedures S.O.P 8v – Protection of adults from allegations EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Under NO circumstances will an adult be allowed to go off with a single child. Where possible if a child needs to go to the toilet or needs some time out, they will go with two adults. This is to protect the adults from any possible allegations made against them. RATIO Ideally 1:6


56

9. Toileting Procedure


57

Toileting Procedure

S.O.P 9– Toileting, protecting children from other adults EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE New adult helpers will be briefed regards Toileting spot, before going out. Boys They will have a designated spot, away from the main work area, screened off, for No.1’s. If they need a No.2, they will use the Port-a-loo. Girls For both No.1’s and No.2’s girls will use the Port-a-loo. Port-a-loo This will be sited in a discrete spot (see 3. Site Specific Procedures), and it will have a tent round it and separate hand washing facilities, set up. In both cases, toileting will be supervised by two adults, who will not enter the toileting space but will turn their backs and wait, they will then make sure that the children’s hands have been cleaned using gel / soap. No adult will be left alone, or expected to supervise a child on their own RATIO Ideally 1:6


58

10. Food Hygiene Procedure


59

Food Hygiene

S.O.P 10 – Food Hygene EQUIPMENT TO BE CARRIED/WORN CHILDREN Forest School Kit ADULTS



PROCEDURE Only adult helpers will be allowed to handle food stuffs (once they have washed their hands). Children and adults will be required to wash hands thoroughly before eating. To avoid cross contamination, any food stuffs will be restricted to vegetarian. All food will be labelled and covered over both before and after use. In summer weather a cool box/bag will be used to stop food items going off RATIO Ideally 1:6


60

11. Communication Procedure


61

Communication Procedure

S.O.P 11 – Communication EQUIPMENT TO BE CARRIED/WORN CHILDREN

ADULTS Mobile phones

Walkie Talkies GROUP LEADER

Mobile Phone Emergency Bag (see Tools, Equipment & Gp. Leaders Pack Procedures) Standard Equipment

PROCEDURE Gp. Leader to Gp. Leader on site Walkie talkies will be used on site, to keep communication confidential. Gp. Leader to school / other agencies Mobile phones will be used for this purpose In an Emergency In an Emergency, if appropriate, communication will be delegated to another adult present. In the Gp. Leaders file (and a copy on the next page) there will be a script for another adult to read, in case the Gp. Leader is involved in an accident. RATIO Ideally 1:6


62

Communication Procedure Script for Emergency Services, in case Gp. Leader is involved in an incident / otherwise occupied. “We have an emergency involving some ____________________, who need/s immediate medical assistance, they/ he/she has/have _______________________ (state injury’s). We are at Butterdean Woods, just off the, A199 at Gladsmuir Grid Ref. NT455723 I’ll stay here at the road entrance and await your arrival, to direct you to the causality.


63

12. Late Back Procedure


64

Late Back Procedure

S.O.P 12 – LATE BACK PROCEDURE (not relevant for Butterdean) EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit

ADULTS

Forest School Kit Mobile phones GROUP LEADER


PROCEDURE If the party is running late, (due back time – 2.55pm), then the office will be informed 15 minutes before our due back time. RATIO For class of 24 there will be minimum of 4 adults


65

13. Incident, Accident & Emergency Procedures


66

Incident, Accident & Emergency Procedures

S.O.P 13 – Incident / Accident /Emergency EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit




PROCEDURE

1. Gp. Leader to ascertain the nature and extent of the Emergency.

( if Missing person, see SOP S.O.P 8ii - Missing Person Procedure , p53) 2. One Gp. Leader to stay with causality and direct appropriate response. 3. Other Gp. Leader to stay with rest of Group and direct them to Plan B site 4. Meanwhile Emergency Services will be called, using script (see p 62) 5. Head of Establishment will be called as will causalities parents 6. Gp. Leader taking charge of Emergency will make an account of the Incident,

using camera / Dictaphone 7. Council’s Neighbourhood Manager / Communications Manager should be

contacted to deal with the media. 8. If Emergency very serious, incident must be reported to must be reported to

HSE – (RIDDOR). In an Emergency, if appropriate, communication will be delegated to another adult present (see SOP 11). In the Gp. Leaders file (and a copy on the page 61) there will be a script for another adult to read, in case the Gp. Leader is involved in a accident.

RATIO

Ideally 1:6


67


13 Emergency and/or accident procedures 13.1 General 13.1.1 Each educational establishment should have pre-arranged procedures for action in case of emergency including serious injury, or the loss of a party member. These should include precise instructions and list telephone numbers of emergency contacts. 13.1.2 The group leader, who will usually take charge in an emergency, must ensure that emergency procedures are in place and that back-up cover is arranged. 13.1.3 All those involved in an excursion including supervisors, pupils and their parents should be informed of: (a) The person who will take charge in an emergency; (b) the named back-up cover; (c) what they (the participants and parents) are expected to do in an emergency. 13.2 Off-site emergency procedures 13.2.1 In an emergency, or if there is an accident, it is vital at the outset that the group leader makes an accurate assessment of the situation and takes appropriate action by: (a) Ascertaining the nature and extent of the emergency; (b) ensuring that first-aid is rendered in the case of injury or instituting an immediate search in the case of a lost party member; (c) ensuring that all group members are accounted for and that the party is protected from further injury or danger; (d) contacting the police and/or other emergency services, where necessary. 13.2.2 In addition the group leader should: (a) Establish the name/s of any injured or lost group members; (b) obtain immediate medical attention; (c) ensure that all group members, who need to know, are aware of the incident and that emergency procedures are being followed; (d) alert the head of establishment (or his/her representative) if the problem is or would appear to be going to become significant; (e) relay to the head of establishment incident details including; the name/s of the casualty/ies/missing person/s; the nature, date and time of the incident; the location of the incident; details of injuries; action taken so far; (f) as soon as practicable, write down relevant facts and witness details and preserve any vital evidence; (g) keep a written account of all events and contacts after the incident; (h) the media should not be spoken to without seeking advice and approval from the head of establishment and/or the Department's Communications Manager to whom media enquiries should be referred; (i) the name of any casualty should not be divulged to the media as this could cause distress to parents and relatives; (j) control pupil access to telephones. 13.2.3 Where there is only one member of staff with a group and the emergency requires his/her temporary separation from the group, it is important to ensure that the group is fully briefed and that arrangements for supervision by a responsible adult


68


replacement are quickly accomplished. The group should be returned to their establishment or to the agreed return point as soon as possible. 13.3 School/establishment based procedures 13.3.1 In the event of a serious accident/incident, the head of establishment or designated senior staff member should be alerted. 13.3.2 The head of establishment should: (a) Ensure that the group leader is in control of the emergency and establish if any assistance is required from the school base; (b) advise the parents and the appropriate Neighbourhood Manager of the full circumstances; (c) act as a link between the group and the parents, who should be kept as well-informed as possible at all stages; (d) liase with the Neighbourhood Manager and the Department's Communications Manager, who will deal with questions from and/or publicity releases to the media. 13.3.3 The head of establishment must report all accidents/incidents to the Departmental Health and Safety Adviser in accordance with instructions detailed in the "Reporting of Incidents and Accidents" 13.3.4 Under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), major accidents and occurrences must be reported to the Health and Safety Executive. When alerted, the Health and Safety Adviser will undertake the necessary reporting to the Health and Safety Executive. 13.4 Media contact 13.4.1 If it is necessary to talk to the media, the Department's Communications Manager should be contacted to deal with the matter. 13.4.2 The Communications Manager (see separate sheet – ‘Dealing with the Media’ ) will liaise closely with the head of establishment (or senior representative), the group leader, and where appropriate, the emergency services and prepare press statements. 13.4.3 It is important that the name of any casualty is not divulged to the media. 13.5 General procedures in the event of an emergency 13.5.1 Mobile telephones carried by accompanying staff could save valuable time in the event of an emergency, but is should be noted that their range may be limited in certain areas. 13.5.2 Legal liability should not be discussed or admitted. 13.5.3 In the event of serious injury or fatality, staff should ensure that maximum possible support is given to parents.


69


S.O.P 14 – First Aid EQUIPMENT TO BE CARRIED/WORN CHILDREN

Forest School Kit




PROCEDURE

1. Only suitably qualified First Aiders will be allowed to administer First Aid 2. First Aid Kit will be checked prior to a programme of sessions and sealed 3. If any contents are used, a note will be taken as to what was used and this will be

replenished before the next session. The First Aid kit will then be re-checked a re-sealed.

4. At least two First Aid kits will be taken onto the Forest School site. RATIO Ideally 1:6


70

Incident, Accident & Emergency Procedures 12 FIRST-AID 12.1 General 12.1.1 First-aid is a statutory welfare provision. 12.1.2 The Health and Safety (First-Aid) Regulations 1981 were made under The Health and Safety at Work etc Act 1974. 12.1.3 Whilst there is no requirement under the Regulations to take pupils etc into account, schools and other educational establishments have a moral and civil law duty to make reasonable provision for them. 12.1.4 The Department's policy in respect of first-aid is given as paragraph 10 of the Departmental Health and Safety Policy. 12.1.5 When assessing the risks of any proposed visit, heads of establishment should consider first-aid provision. 12.1.6 As a minimum, each group leader should be able to cope with the most common problems and all adults in the group should know how to contact emergency services. 12.1.7 Leaders engaged in activities in remote areas, where help is not readily available, should possess a first-aid qualification. 12.3 First-aid qualifications (For the purposes of this document it may be helpful to define first-aiders as those persons who have successfully completed the four-day course or its equivalent. Those with the lesser qualification should be termed emergency aiders.) 12.3.1 For adventurous activities or for trips abroad it is sensible to have at least one firstaider to each group. (See paragraph 15 "Outdoor Education " for guidance in regard to specific activities). 12.3.2 When assessing what level of first-aid facilities will be required, head teachers and group leaders should consider the following: (a) The hazards and associated risks relating to the specific activity/activities; (b) the proximity of hospital/s or qualified medical staff; (c) the location of the outing's venue i.e. urban, rural or remote; (d) the number of pupils involved. 12.3.3 There is no requirement for a first-aid/emergency aid qualification if the group is simply travelling by minibus or by public transport. 12.3.4 Again there would be no such requirement if the outing was to a venue where there are likely to be staff on-site who provide first-aid, e.g. a theatre, the Zoo or the Botanic Gardens. 12.3.5 A person with an emergency aid qualification would probably be a minimum requirement for a barbecue at a remote beach. Excursions, Trips and Visits HSP6 33 12.3.6 Where there is a likelihood that pupils could fall victim to sports related injuries at a venue with no first-aid qualified personnel on-site, it is strongly recommended that a supervising adult has at least an emergency aid qualification. 12.3.7 Whilst heads of establishment are responsible for checking that group leaders/supervisors are appropriately qualified, each holder of a first-aid qualification has a personal responsibility for ensuring that his/her certificate has not time lapsed. 12.4 First-aid kits 12.4.1 A first-aid kit should be carried on all but the most local journeys. 12.4.2 All first-aid containers must be marked with a white cross on a green background. 12.4.3 While no special risk has been identified, the minimum provision of first-aid items for travelling first-aid containers would be:

(a) A leaflet giving general advice on first-aid;


71

Incident, Accident & Emergency Procedures (b) six individually wrapped sterile adhesive dressings; (c) one large sterile unmedicated wound dressing - approximately 18cm x 18cm; (d) two triangular bandages; (e) two safety pins; (f) individually wrapped moist cleansing wipes; (g) one pair of disposable gloves. 12.4.4 Additional items appropriate to the foreseeable potential hazards may be included for specialised activities. 12.5 Legal liability and insurance cover 12.5.1 Concern is sometimes expressed about the legal position of first-aiders should they cause injury to a casualty. 12.5.2 Teachers and other staff in charge of pupils have a common law duty to act as any reasonably prudent person would, to ensure that pupils are healthy and safe. This duty can extend to administering medicine and/or taking action in an emergency. 12.5.3 Section 5 of the Children (Scotland) Act 1995 provides scope for teachers to do what is reasonable for the purpose of safeguarding or promoting children's health, development and welfare. This can give protection to teachers acting reasonably in emergency situations which may arise on an off-site activity or trip. 12.5.4 In addition, the Council is vicariously liable for the negligent actions of employees who are acting within the scope of their employment. Cover against any award of damages in such circumstances is provided by the employer's liability insurance. 12.5.5 Whether they are trained first-aiders or not, staff can be re-assured, provided that they endeavour to act in the best interests of the Council and indeed of the casuality


72

14. Personal/Group Equipment Policy


73

Personal/Group Equipment Policy

In accordance with PPE at Work Regulations 1992 “PPE is defined in the Regulations as ‘all equipment (including clothing affording protection against the weather) which is intended to be worn or held by a person at work and which protects him against one or more risks to his health or safety”, source - A short guide to Personal Protective Equipment at Work Regulations 1992, HSE, 2005 Also “The main requirement of the PPE at Work Regulations 1992 is that personal protective equipment is to be supplied and used at work wherever there are risks to health and safety that cannot be adequately controlled in other ways. The Regulations also require that PPE: • is properly assessed before use to ensure it is suitable; i.e. clothing/ footwear has the CE mark • is maintained and stored properly; • is provided with instructions on how to use it safely; and • is used correctly by employees.” For Forest Schools PPE, Adults / Children will need to wear:- (for inclement weather) ADULTS

• steel toe capped wellies / boots • Waterproofs top and bottom • Fluorescent top for walking by the road

CHILDREN • Wellies • Waterproofs top & bottom • Fluorescent top

In drier hotter conditions Adults / Children will need to wear:- ADULTS

• steel toe capped wellies / boots • Sun hat/ sun cream / long sleaves • Fluorescent top for walking by the road

CHILDREN • Wellies • Sun hat/ sun cream / long sleaves • Fluorescent top

For adults taking part especially Parent Helpers, it would need to be explained to them that they would need to wear the correct clothing as this was the law.. PPE for Coppicing Hard Hats, should comply to EN 397 Gloves, for hand not swinging billhook Steel toe capped wellies / boots Goggles Emergency Bag

PPE for Fire Lighting Spade Water barrel Fire Blanket Heat resistant gloves Emergency Bag

PPE for Log Dragging Hard Hat Gloves


74

15. Health & Safety Policy


75

Health & Safety Policy

This H&S Policy has been written to respond to the Health & Safety at Work Act 1974 1974 CHAPTER 37 “An Act to make further provision for securing the health, safety and welfare of persons at work, for protecting others against risks to health or safety in connection with the activities of persons at work, for controlling the keeping and use and preventing the unlawful acquisition, possession and use of dangerous substances, and for controlling certain emissions into the atmosphere; to make further provision with respect to the employment medical advisory service; to amend the law relating to building regulations, and the Building (Scotland) Act 1959; and for connected purposes” This Act comes in two parts. The specific part which is of relevance to Forest Schools is Part 1, namely :- (For the purpose of explaining ‘Employees – I mean all adults directly taking part in Forest Schools activities, whether they be the Gp. Leader, paid Assistant or Adult/ Parent helpers. As Forest Schools are mainly working with children who would be considered minor’s, they are not deemed to be ‘employees’ but they are considered as part of a teachers responsibility, and as such are subject to Common Law. 2. General duties of employers to their employees, (p.g3). i) It shall be the duty of every employer to ensure, so far as is reasonably practicable, the health, safety and welfare at work of all his employees. A Forest School Gp. Leader needs to ensure that systems of work and practice are in place to enable all employees to undertake their work in a safe and confident manner. ii) ) Without prejudice to the generality of an employer's duty under the preceding subsection, the matters to which that duty extends include in particular—

(a) the provision and maintenance of plant and systems of work that are, so far as is reasonably practicable, safe and without risks to health;

Maintenance of Plant in terms of Forest Schools, refers to the use and subsequent maintenance of tools (see Handbook p – see below), the F.S Gp. Leader needs to ensure that all tools are well maintained, transported safely, i.e in a ammo box or tool bag, with sacking or guards around them, and tools are used and selected appropriate for the activity. Also Standard Operating Procedures to certain work practices need to be in place, such as the correct way to coppice, fell / plant trees etc.

(b) arrangements for ensuring, so far as is reasonably practicable, safety and absence of risks to health in connection with the use, handling, storage and transport of articles and substances;

See above

(c) the provision of such information, instruction, training and supervision as is necessary to ensure, so far as is reasonably practicable, the health and safety at work of his employees;

The Forest School Gp. Leader will need to ensure that the Handbook with Standard Operating Procedures are in place, combined with full training for employees so all adults on site are fully briefed to each and every ones role regards to ensuring H & S is consistent and practised.

(d) so far as is reasonably practicable as regards any place of work under the employer's control, the maintenance of it in a condition that is safe and without risks to health and the provision and maintenance of



76

means of access to and egress from it that are safe and without such risks;

Prior to every Forest School session the F.S Gp. Leader will need to ensure that a detailed Local Risk Canopy Layer, Shrub Layer, Field Layer & Ground Layer. (e) the provision and maintenance of a working environment for his employees that is, so far as is reasonably practicable, safe, without risks to health, and adequate as regards facilities and arrangements for their welfare at work. The F.S Gp. Leader must ensure that the site is safe, and there is adequate provision for the employee’s welfare to be taken into consideration. i.e. where possible appropriate toilet facilities are either near by or accessible. A shelter is erected in inclement weather conditions and adequate refreshments and hot drinks are provided. (3) Except in such cases as may be prescribed, it shall be the duty of every employer to prepare and as often as may be appropriate revise a written statement of his general policy with respect to the health and safety at work of his employees and the organisation and arrangements for the time being in force for carrying out that policy, and to bring the statement and any revision of it to the notice of all his employees. The F.S Gp. Leader will prepare a Health & Safety Policy and Procedure, based on all relevant literature pertaining to the safe and effective running of Forest Schools. This Health & Safety Policy and Procedures will be a working document and open to constant review and change based on reviewing/evaluating of practice and changes in H & S legislation. 3 General duties of employers and self-employed to persons other than their employees (1) It shall be the duty of every employer to conduct his undertaking in such a way as to ensure, so far as is reasonably practicable, that persons not in his employment who may be affected thereby are not thereby exposed to risks to their health or safety. These people are considered to be passers – by, and as such shall be informed of the F.S activities via a small notice board, and if conservation work is being carried out, Hazards signs will be put up and the area taped off. They will have ample opportunity to discuss with the F.S. Gp. Leader / Assistant / other adult helpers the activities taking place. (2) It shall be the duty of every self-employed person to conduct his undertaking in such a way as to ensure, so far as is reasonably practicable, that he and other persons (not being his employees) who may be affected thereby are not thereby exposed to risks to their health or safety.

Passers-by will be expected to keep a safe distance, especially around a group of children in an isolated spot, when they are spread out. If they will not keep a safe distance, Standard Operating Procedure 8iii – Unwanted visitors/strangers hanging round Will be put into operation.

(3) In such cases as may be prescribed, it shall be the duty of every employer and every self-employed person, in the prescribed circumstances and in the prescribed manner, to give to persons (not being his employees) who may be affected by the way in which he conducts his undertaking the prescribed information about such aspects of the way in which he conducts his undertaking as might affect their health or safety. Any other person, asking for information regards the running of F.S will be sent a leaflet explaining all relevant H&S, Child Protection and generally good practice information.



77

7 General duties of employees at work It shall be the duty of every employee while at work-- (a) to take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and It will be expected that all ‘employees’ will follow directions and Standard Operating Procedures laid down in the Handbook. Children on Forest School’s activities will also be expected to follow H&S directions given by the Gp. Leader or any other adult. This information is detailed HSPV2, page 6 – (28) Responsibilities of Children (b) as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to cooperate with him so far as is necessary to enable that duty or requirement to be performed or complied with. See above 8 Duty not to interfere with or misuse things provided pursuant to certain provisions No person shall intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions. Again it will be expected that all employees and children will respect and not recklessly interfere or misuse anything provided for the Forest Schools activity. If such an incident happens it will be reported to the head of the establishment and the individual will be warned in writing of their actions and asked to pay to replace the said items. If the same employee or child continues to recklessly interfere or damage F.S resources they will be barred from future activities.


78


Children and Families Department

NIDDRIE MILL PRIMARY SCHOOLNIDDRIE MAINS ROAD EDINBURGH EH15 3HG Telephone 0131-468 7025 Fax: 0131-468 7027 MRS SADIE MILLER

Headteacher

11th May 2007 Dear Mrs Lawrie Re. Beth’s behaviour on Forest Schools on 11th May 2007 Unfortunately an incident occurred on Friday with Beth, on our way to Forest Schools. Beth had left her rucksack in the classroom, and as such became very difficult on the bus, (she said that her tuck was in it, this despite her eating her tuck, in the classroom, when she was asked not to) and took considerable persuasion to put her seat belt on. When we arrived at Craigmillar Castle, she refused to get off, and once again was very difficult. Eventually she did get off and she tried to run away. Jennifer Walters had to stand in the road to stop her from causing a danger to herself. Again I had to persuade her to join the rest of the gp., so we could all start Forest Schools. For the rest of the morning Beth was difficult and deliberately defied to sit out, when she was asked to by members of the adult team – this in itself is unacceptable. At the information evening I gave on the 26th April, Jennifer and I told parents and pupils of the behaviour system we were going to be operating. Essentially this consists of Green, sit out for 5 minutes, Yellow – sit out for 20 minutes, and Red – very serious - miss out the following week, with parents being informed in writing if it was RED (hence this letter). In the talk I gave, I referred to the Council’s Health & Safety policy for school trips (HSP6), which we are governed by. In this policy it details everyone’s responsibilities for school trips, including pupil’s responsibilities…. “2.5.2 Any pupils whose behaviour may be considered to be a danger to themselves or to others should be prevented from going on the visit. The curricular aims of the visit for such pupils should be fulfilled in other ways.” As a consequence of Beth’s behaviour as detailed above, I have no choice, but to prevent Beth, from taking part in this Friday’s Forest Schools. Instead she will be sent to another class to do work, based on what we will be doing at the woods. This incident is very unfortunate, considering the major steps forward Beth has made on her behaviour, resulting in the Silver award, she received last Thursday. I’m sure this is a one off, and Beth will continue to improve her behaviour and choose to make the right choices. Many thanks for your time. Yours sincerely Mr Carthy


79

Class Teacher


80

16. Plan B – The Backup Plan


81

Plan B – The Backup Plan

Glenridding Beck – Conclusions Taken from HSE Guide Document, only relevant sections copied here for this section.

Drowning of Max Palmer in Glenridding Beck 26 May 2002 1. The main lessons The investigation identified two main issues:

• The wholly inappropriate actions of the party leader before and during the incident • The shortcomings of the management systems which allowed an unsuitable leader to

be in charge of a party of schoolchildren in a high-hazard environment The main lessons are:

• leaders need to be competent, diligent and always put the safety and best interests of the young people at the top of their agenda. They should always follow the published guidance.

• schools and providers of outdoor education/adventure activities need to have effective management systems to prevent unsuitable leaders taking young people into hazardous environments. Effective arrangements for assessing and ensuring competence and for monitoring are particularly important 7. Contingency planning One of the features common to a number of the recent tragedies on school visits has been the need to meet the expectation that a particular activity will be delivered. In particular, there was no structured alternative programme for the Glenridding visit. The “Standards for LEAs in Overseeing Educational Visits” guidance states (paragraph 45) “training for group leaders should include all aspects of supervision, ongoing risk assessment (including being prepared to stop an activity that has become too hazardous) and how to deal with an emergency”. An important part of planning is therefore to identify reasonable alternative activities (“Plan B”) and to be equipped to carry them out if need be. It is also important to make the parents aware of the alternatives because of the need for consent and to inform the children so that they know in advance that while the planned programme may not be deliverable if circumstances are unfavourable, there will be other activities on offer. At Forest Schools, Plan B, will consist of retreating back to school. See Section 3 - A, Site Specific Procedures

Plus read S.O.P’s – 7i, 7iii, 7iv, 7v, 13


81

17. Equal Opportunities Policy


82Equal Opportunities Policy

Considerations for Equality and Inclusion In Forest School sessions all persons should be treated equally. We aim to and are committed to: • providing a secure environment in which children can flourish and in which all contributions

are valued; • including and value the contribution of all children and adults to our understanding of equality

and diversity; • make inclusion a thread which runs through all of the activities of Forest School The legal framework for this guidance is: • Race Relations Act 1976; • Race Relations Amendment Act 2000; • Sex Discrimination Act 1986; • Children Act 1989; and

• Special Educational Needs and Disability Act 2001.


83

18. Confidentiality Policy

(see page 77 of Policies Handbook


84

19. Access Policy


85

Access Policy

Access Policy We aim to provide a wide range of stimulating, challenging and mind shifting experiences for all our participants whether adult or child. We aim to do this by:- • Making sure the site, is suitable for hosting a wide diversity of activities, by auditing

the site thoroughly prior to any discussions with land owners etc. •


86

20. Environmental Policy


87Environmental Policy

This Environmental Policy, operates at all levels at Forest Schools. The main purpose of this Policy, is to reduce the Carbon Footprint of running activities and to protect the environments which we are working in. Purchasing/Sourcing of Equipment Where possible all equipment will be scrutinised, for it’s carbon footprint during manufacture and transport (i.e. what is it made of and where does it come from) and the company supplying the goods will be challenge on their own Environmental/Ethical policies. It will be preferable to use equipment that has been Reused or Recycled, and as such FreeCycle / LET’s will be used to try and obtain resources/ equipment. Otherwise resources will be made out of reused/recycled materials, using Scrap-Store. For hand soaps CoOp’s own brands will be used. Management / Maintenance of the Site All activities on site will be run in accordance with existing Management Plans. An Environmental Impact Assessment will also be undertaken prior to any activities as part and parcel of the Local Risk Assessment (see. S.O.P 3vi– Local R.A, p 22) On all F.S programmes, at least one session will be devoted to Environmental Education activities which teach children about Recycling/ Global warming issues. Transport Transporting Leaders for site visits etc. Where possible, transport, such as bicycles, or walking or the use of public transport will be used to access the site. Where sites are remote and not on any bus route, or are just too difficult to get to, then a car will be used, but the journey will be put on liftshare.com, to minimize the carbon footprint. If a car is used a lot for F.S, then the carbon footprint of this vehicle will be offset by planting trees at the site. Transporting Children to the site It will be preferable to use public transport / walk. But when time is limited and there is a H&S issue, then a coach will be used. If a coach is to be used, one that run’s on Bio-diesel will be requested and the carbon emissions will be worked out for the programme, then trees will be planted to compensate for these emissions. Food Fair Trade Tea/ Coffee / Sugar will be used for the Brew Kit Organic Milk and fruit, will be sourced locally and will be used for refreshments.


88As Vegetarian food is safer from a Food Hygiene point of view, and it has a lower carbon/water footprint, all food on site, when cooking on the fire will be vegetarian.

Section 2 DAY TO DAY


89

21. Contents of Leaders


90

Contents of Leaders File

SECTION 1 – Health & Safety • Register • Contact Details • Transport • Site Details • Daily Risk Assessment & E.I.A • Weather Forecast • Plan B – Backup Plan • Emergency Script • EE1 & R.A • S.O.P’s

SECTION 2 – ACTIVITIES • Day Plan - Elements & Resources • Mind Map • Medium Term Plan

SECTION 3 – BEHAVIOURAL • Forest School Rules • Code of Conduct • Card System • Guide sheet for co-workers explaining ways to effectively promote emotional development at Forest School.

• Mind Map • Observation Form(s)

SECTION 4 – EQUIPMENT • Checklists

SECTION 5 – REVIEW

• Review sheets


91

21. Site Information


92

Site Information Name of Site Butterdean Woods

Ownership Status

Owned and managed by East Lothian Council / Woodland Trust

Location

NT456721

Size Approx. 42.19 ha Flora Features For more detailed information, visit the Woodland Trusts

website and specifically information relating to Butterdean.

Fauna Features

Other interesting points


93

22.Emergency Information


94

Emergency details for

Butterdean Woods

Grid Reference

NT456721


95

23. Local Risk Assessments (site, daily and activity)


96Daily Risk Assessment & E.I.A - Forest Schools Local Risk Assessments + EIA Name

Date Whom

Location

Weather

Four Levels Hazards Risks Evaluation

Canopy

Shrub

Field Layer

Ground Layer

EIA


97


104


105

24.Equipment/ Resources


106Equipment/ Resources

Total Kit List

Emergency Bag Standard Equipment Children’s Kit

Brightly coloured watertight bag

Extra clothing

Group Shelter (Bothy Bag)

One season sleeping bag

Bivi Bag

Space blankett

karrimatt

Gas burner and billie cans

Flask

Torch/headtorch

Whistle

Waterproof pouches

Mobile phone

Radio’s

pens

Compass

Tent Pegs

Medi wipes/soap

Wash bowl (collapsible)/water

Emergency File Folder with OE2 Forms/ Accident forms/Hospital details First Aid kits

Life Aid Resuscitator

Welfare Kit

Script for Ambulance

Dictaphone

Child sized hot water bottles

Brightly coloured watertight bag

Resource Box • Drawing Pins • Boundary Cards • Triangle • Visual Diary & String, pegs • Pegs • Wax crayon, paper,

worksheets • Interpretation books • Specific Session Resources Camera, with spare batteries Tarpaulins x 4 Rope Bin bag Cool Box/bag Ice packs Washing up bowl Water Paper Towels Medicinal Soap Litter picker x2


107

24. Adult Delegation


108Adult Delegation

(NOT RELEVANT FOR BUTTERDEAN) On Forest School activities it’s important to provide the right opportunities for all, so group dynamics are very important. For a typical group of 24 + 5 children the following grouping will apply:-

Gp1 – 1 Gp. Leader



9 children 10 children 10 2 adults 2 adults 2 adults 1 First Aider 1 First Aider 1 First Aider 2 Adult to stay at Base camp to look after children who are having time out.

OR Gp1 – 1 Gp. Leader


14 children 15 children 3 adults 3 adults 1 First Aider 1 First Aider 2 Adult to stay at Base camp to look after children who are having time out.


109

25. Behaviour Management


110

Behaviour Managem

ent

Man

aging Child

ren’s Beh

aviour at Forest Sch

ool

The Forest S

choo

l approach has a strong emph

asis on raising children’s self-esteem

and confiden

ce, therefore the man

aging of

children’s beha

viou

r has to be carefully con

side

red. Beh

aviour should be

managed in a positive and

calm manner an

d it is im

portan

ce

that con

sisten

cy is m

aintained throughout. W

e suggest u

sing som

e of the following strategies whe

n dealing with such issues.

Strateg

ies of

Man

aging Child

ren’s

Beh

aviour

Take tim

e to listen to children’s

though

ts, o

pinions and ideas,

thus allowing them

to feel a

valued m

ember of th

e group.

Diversion and distraction – rather

than getting in to confrontation with

children re-direct children to another

activity.

Recog

nise children’s achievem

ents

and successes. Focus on the

positives rather than high-lighting the

negatives.

Allow to

children to make their

own choices. Adults are not to be

over-directive

Try not to use negative words such

as no, wrong, d

on’t. Turn phrases

around to make them

more positive.

Recog

nise children’s individual

needs. Give them

time and

space !

At the

start of F

orest S

choo

l rules & bou

ndaries are ne

gotiated with th

e children giving th

em a sense of o

wnership an

d responsibility. Expectations are

clearly inform

ed and desira

ble beha

viou

r is recog

nised, encouraged an

d celebrated

. It is recog

nised that th

ese strategies m

ay be used by practitioners in th

eir current p

ractice bu

t it is a skill that we all nee

d to develop. Through observing

Forest S

choo

l lea

ders and

each others goo

d practise, better beh

aviour m

anagem

ent tactics will be de

velope

d an

d shared

. These strateg

ies are

recognised

goo

d practice an

d these skills for managing children’s be

haviou

r are transferable to

the indo

or learning

environm

ent.


111Behaviour Management

Card System for Behaviour Management

If a child doesn’t do what you ask, speaks to you out of tone, doesn’t follow the Forest School rules, then they need to be given a Green Card, and they sit out for two minutes. The behaviour is recorded in the Behaviour Book

If the child carries on misbehaving, then a Yellow card will be issued, and they will need to sit out for 6 / 7 minutes. Parents will be informed of children who receive a yellow card. The behaviour is recorded in the Behaviour Book

This card is for very serious behaviour. Behaviour which either causes potential risk of injury, to either themselves or others. They will be made to sit out for the remainder of the session and will be banned form the following weeks activities Parents will receive a letter detailing the behaviour and the action to be taken. (see p78 of Handbook) The behaviour is recorded in the Behaviour Book


112

Behaviour Management

Code of Conduct Code of Conduct Code of Conduct Code of Conduct

Do not put yourself or anyone else in danger

Respect plants & wildlife – leave the woodland as you

found it

Keep within the boundary

Stay in the gp. do not run off

Be sensible at all times, especially

when walking on the road

Listen to all adults, especially to all

instructions


113

Behaviour Managem

ent

Emot

iona

l Ski

lls

Beha

viou

r Sk

ills

Cog

nitive

Ski

lls

1. identifying and labelling feelings;

2. expressing feelings;

3. assessing the intensity of feelings;

4. managing feelings; d

elaying gratification;

5. controlling im

pulses;

6. reducing stress;

7. know

ing the difference between feelings and

actions

non-verbal; verbal

1. conducting an inner dialogue to deal with

situations;

2. understanding signs of emotional states;

3. using problem-solving and decision-making

strategies;

4. understanding the perspectives of others;

5. understanding norm

s of b

ehaviour; adopting a

positive attitude to life;

6. developing realistic self-awareness

Based on Highland Council’s Learning & Teaching Toolkit—Em

otional Intelligence

Guide sheet for co-workers explaining ways to effectively

prom

ote em

otional development at Forest School.


114

Elem

ent of Forest Schools Schedule

Em

otional Skills

Cognitive Skills

WALK

From

the

bus

to

the

area

whe

re w

e do

the

first

circl

e

cond

ucting

an

inne

r di

alog

ue to

deal

with

situ

atio

ns, i.e.

ski

ppin

g et

c.

CIRCLE

The

grou

p is spl

it in

to tw

o, e

ach

grou

p un

dert

akes

a

rang

e of

gam

es to

get th

e ch

ildre

n fe

elin

g se

ttle

d an

d re

ady

to m

ove

into

the

woo

dlan

d

6. R

educ

ing

Stre

ss– pl

ay g

ames

tha

t re

quire

non-

verb

al c

omm

unic

atio

n, slo

win

g th

e ch

ildre

n do

wn,

cal

min

g, thi

nkin

g, d

iscu

ssin

g

5. u

nder

stan

ding

the

nor

ms of

beh

avio

ur; ad

opting

a

positive

att

itud

e to

the

situa

tion

SNACK

This m

atch

es the

first

tw

o le

vels o

f Mas

low

’s

Hie

rarc

hy o

f Nee

ds, ph

ysio

logi

cal a

nd S

afet

y

CIRCLE

Forest School song

Visual diary

This m

atch

es the

first

tw

o le

vels o

f Mas

low

’s

Hie

rarc

hy o

f Nee

ds, ph

ysio

logi

cal a

nd S

afet

y

WORK—Boundary

A pr

oble

m sol

ving

act

ivity

and

give

s

3.

usin

g pr

oble

m-s

olvi

ng a

nd d

ecisio

n m

akin

g

stra

tegi

es

CIRCLE

Mee

t ag

ain

in the

circl

e to

re-

grou

p fo

r th

e ne

xt

activi

ty

FREETIME

Chi

ldre

n ar

e al

low

ed to

play

withi

n th

e bo

unda

ry, th

is

is a

goo

d op

port

unity

for th

em to

deve

lop

thei

r em

otio

nal s

kills

5 co

ntro

lling

impu

lses

— ‘pl

ayin

g ni

cely

’ w

ith

othe

rs, tr

eating

oth

ers w

ith

resp

ect.

4.

Man

age

feel

ings

; de

layi

ng g

ratifica

tion

2. U

nder

stan

ding

sig

ns o

f em

otio

nal s

tate

s, fro

m

wor

k in

cla

ss c

hild

ren

can

iden

tify

how

oth

ers ar

e fe

elin

g an

d re

act ac

cord

ingl

y.

CIRCLE

Mee

t ag

ain

in the

circl

e to

re-

grou

p fo

r th

e ne

xt

activi

ty

GAME

A ga

me

is u

sual

ly p

laye

d th

at c

halle

ngin

g th

e ch

ildre

n in

a c

reat

ive

way

, m

akin

g th

em thi

nk a

nd w

ork

colla

bora

tive

ly in

ode

r to

sol

ve a

pro

blem

/ m

ake

som

ethi

ng

3. A

sses

sing

the

inte

nsity

of fee

lings

6.

dev

elop

ing

real

istic

self-a

war

ness

, ch

ildre

n ar

e ch

alle

nged

to

go b

eyon

d th

eir no

rmal

exp

erie

nces

Behaviour Managem

ent


115

CIRCLE

Chuff Line

The

grou

p ar

e as

ked

som

e qu

estion

s, li

ke h

ow d

o th

ey

feel

, th

ey the

n ne

ed to

line

up a

t th

e nu

mbe

r, the

y ar

e th

en a

sked

to

shar

e th

eir fe

elin

gs

2. E

xpre

ssin

g Fe

elin

gs—

in a

saf

e w

ay, th

roug

h us

e of

a N

umbe

r Li

ne

1. Id

entify

ing

and

labe

lling

fee

lings

7.

Kno

w the

diffe

renc

e be

twee

n fe

elin

gs a

nd

action

s

4. u

nder

stan

ding

the

per

spec

tive

s of

oth

ers—

bein

g ab

le to

liste

n to

oth

ers an

d th

eir po

int of

vie

w

WALK

As y

ou c

an see

fro

m the

att

ache

d sh

eets

, ev

ery

Fore

st S

choo

l ses

sion

pot

ential

ly tea

ches

and

tac

kles

the

are

as h

ighl

ight

ed o

n th

e firs

t sh

eet (s

ee m

ind

map

s). In

ord

er to

help

the

chi

ldre

n m

aste

r th

ese

skill

s, k

ey v

ocab

ular

y w

ill h

ave

been

tau

ght in

the

cla

ssro

om a

s w

ill

any

othe

r ac

tivi

ty tha

t w

ill h

elp

them

visua

lize

and

mas

ter a

skill

. To

hel

p th

e ch

ildre

n, y

ou’ll n

eed

to:-

Spea

k ca

lmly

and

pos

itiv

ely

to the

chi

ldre

n.

Look

for

and

rew

ard

positive

beh

avio

ur.

Igno

re n

egat

ive

beha

viou

r, if

min

or, if m

ore

seriou

s th

en in

voke

the

Car

d Sy

stem

. Hel

p th

e ch

ildre

n jo

in in

with

activi

ties

Be

a g

ood

role

mod

el

Hel

p th

em to

unde

rsta

nd the

ir e

mot

ions

, gi

ve the

m tim

e to

mak

e de

cision

s Tr

y an

d ge

t th

e ch

ildre

n to

discu

ss p

robl

ems in

a c

alm

and

rat

iona

l way


115Behaviour Management

Observed Schema’s and Preferred Learning Styles.

Date :- Session :- Schema Identified children Possible lines of direction

/activities Connection / joining

Enveloping

Enclosure

Rotation

Transporting

Trajectory

V= visual learner A = auditory learner K = Kinaesthetic learner Discussion notes


116

Behaviour Management

FOREST SCHOOLS BEHAVIOUR

OBSERVATION BASELINE INFORMATION

NAME:____________________________________________

1. Self Esteem/Confidence

2. Relationships

3. Behaviour

4. Independence and Self-Care

5. Participation and Actively Involved 5. Concentration and Perseverance

7. Communication and Language 8. Creativity/Imagination

9. Exploration/Curiosity 9. Physical/Practical Skills

11. Taking appropriate risks 12. General Comments/Dispositions


117

Behaviour Management OBSERVATION FORM – Behaviour Strategies

DATE :- NAME :- AGE :- SCHEMA :- PREFERRED LEARNING STYLE :- (Auditory, Kinaesthetic, visual) INTERESTS :-

Description of Behaviour Possible Triggers

Successful coping Strategies Used.

NOTES – i.e. next steps for individual.

EMERGENCY PROTOCOL IF REQUIRED :-

SHARED / AGREED WITH eg. headteacher, parent, support worker, parent helper

REVIEW DATE


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Section 3 AFTER/ADDITIONAL


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29. Feedback Form(s)


120Feedback Form

Leaders/Helpers Feedback Form Date of Project Site name Leader(s)

Before the project How would you rate the site visit? (please circle) Poor ok worthwhile very informative couldn’t have done project without it What improvements/what other things would you like happen next time? Paper work How would you rate the usefulness of the Gp. Leaders File? (please circle) Poor ok worthwhile very informative couldn’t have done project without it What improvements could be made to it, what other information would be helpful?

The day of the project How would you rate the project – do you think it was a success i.e., children want to come back, Nobody’s ok-ish was fine majority very Coming but some enjoyed successful Back problems it day Please describe in detail any problems that occurred and the reason why you think it happened.


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Participants You – The Leader How did you feel about yourself leading, is there any training you would like before leading again?

Equipment Please describe and problems with any of the tools/equipment.

Further Comments Please use the space below to detail anything else you might think would be useful.

Signed______________________Date____________________ Please return this form to the F.S Gp. leader in the s.a.e. provided.

forest schools handbook - edubuzz.org€¦ · prior to start of forest schools, parents informed of...

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